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Goal Setting Engages More Caregivers in Online Math Homework than Instructional Support

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Title: Goal Setting Engages More Caregivers in Online Math Homework than Instructional Support
Language: English
Authors: Conrad Borchers (ORCID 0000-0003-3437-8979), Ha Tien Nguyen (ORCID 0009-0008-9070-3573), Paulo F. Carvalho (ORCID 0000-0002-0449-3733), Kenneth R. Koedinger (ORCID 0000-0002-5850-4768), Vincent Aleven (ORCID 0000-0002-1581-6657)
Source: Grantee Submission. 2025Paper presented at the Annual Meeting of the European Conference on Technology Enhanced Learning (EC-TEL 2025) (20th, Newcastle and Durham, UK, Sep 2025).
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A220386
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 8
Descriptors: Parent Role, Caregiver Role, Homework, Middle School Students, Mathematics Education, Tutoring, Goal Orientation, Rewards, Intelligent Tutoring Systems, Grade 8, Technology Uses in Education
DOI: 10.1007/978-3-032-03870-8_5
Abstract: Parent and caregiver involvement in homework can be critical to student success, yet many families face barriers such as limited time and content knowledge. We examine two approaches to involving caregivers in homework that students complete with tutoring systems for middle school mathematics. The first, an intelligent caregiver support module, provided real-time, step-level tutoring guidance and SMS notifications to caregivers. The second, a goal-setting contract based on prior non-digital homework interventions, facilitated structured agreements between caregivers and students to set homework goals and rewards. We conducted two four-week studies in American middle schools with diverse student populations, totaling 75 students, to determine which approach engages more households. After low initial adoption of the tutoring support module, the goal-setting contract was introduced at the second study site. While only 12% of the families enrolled in the tutoring feature, 55% engaged with the goal-setting contract when given the opportunity, a significant increase. Short interviews with students and teachers further emphasized the role of household participation--extending beyond parent-child dyads--as siblings frequently assumed homework support roles, contributing to higher engagement with goal-setting. We contribute novel evidence that caregivers were more likely to engage with tools enhancing motivational roles than with real-time instructional guidance in technology-supported homework. Specifically, goal-setting emerges as a low-friction strategy to enhance student engagement while mitigating barriers that limit direct instructional support. [This paper was published in: "Two Decades of TEL. From Lessons Learnt to Challenges Ahead. EC-TEL 2025. Lecture Notes in Computer Science, vol 16063," edited by K. Tammets et al., Springer, 2026.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED676616
Database: ERIC
FullText Text:
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PubType: Conference
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  Data: Goal Setting Engages More Caregivers in Online Math Homework than Instructional Support
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  Data: <searchLink fieldCode="AR" term="%22Conrad+Borchers%22">Conrad Borchers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3437-8979">0000-0003-3437-8979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ha+Tien+Nguyen%22">Ha Tien Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9070-3573">0009-0008-9070-3573</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paulo+F%2E+Carvalho%22">Paulo F. Carvalho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0449-3733">0000-0002-0449-3733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kenneth+R%2E+Koedinger%22">Kenneth R. Koedinger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5850-4768">0000-0002-5850-4768</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent+Aleven%22">Vincent Aleven</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1581-6657">0000-0002-1581-6657</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025Paper presented at the Annual Meeting of the European Conference on Technology Enhanced Learning (EC-TEL 2025) (20th, Newcastle and Durham, UK, Sep 2025).
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: 10.1007/978-3-032-03870-8_5
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Parent and caregiver involvement in homework can be critical to student success, yet many families face barriers such as limited time and content knowledge. We examine two approaches to involving caregivers in homework that students complete with tutoring systems for middle school mathematics. The first, an intelligent caregiver support module, provided real-time, step-level tutoring guidance and SMS notifications to caregivers. The second, a goal-setting contract based on prior non-digital homework interventions, facilitated structured agreements between caregivers and students to set homework goals and rewards. We conducted two four-week studies in American middle schools with diverse student populations, totaling 75 students, to determine which approach engages more households. After low initial adoption of the tutoring support module, the goal-setting contract was introduced at the second study site. While only 12% of the families enrolled in the tutoring feature, 55% engaged with the goal-setting contract when given the opportunity, a significant increase. Short interviews with students and teachers further emphasized the role of household participation--extending beyond parent-child dyads--as siblings frequently assumed homework support roles, contributing to higher engagement with goal-setting. We contribute novel evidence that caregivers were more likely to engage with tools enhancing motivational roles than with real-time instructional guidance in technology-supported homework. Specifically, goal-setting emerges as a low-friction strategy to enhance student engagement while mitigating barriers that limit direct instructional support. [This paper was published in: "Two Decades of TEL. From Lessons Learnt to Challenges Ahead. EC-TEL 2025. Lecture Notes in Computer Science, vol 16063," edited by K. Tammets et al., Springer, 2026.]
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      – Type: doi
        Value: 10.1007/978-3-032-03870-8_5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Caregiver Role
        Type: general
      – SubjectFull: Homework
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Tutoring
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
    Titles:
      – TitleFull: Goal Setting Engages More Caregivers in Online Math Homework than Instructional Support
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            NameFull: Conrad Borchers
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            NameFull: Ha Tien Nguyen
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              M: 09
              Type: published
              Y: 2025
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