TY - JOUR
T1 - Investigating measurement of the home learning environment in early math intervention studies
AU - Nelson, Gena
AU - Carter, Hannah
AU - Boedeker, Peter
AU - Vander Tuin, Mackenna
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature B.V. 2024.
PY - 2024/12
Y1 - 2024/12
N2 - The purpose of this systematic review was to identify how the home learning environment (HLE) was measured in group design, early math intervention studies conducted in the home. Specifically, we evaluated the physical (e.g. frequency of activities) and affective (e.g. parents’ beliefs, children’s attitudes) aspects of the HLE. We included intervention studies conducted with parents and young children (ages 3–9 years old) that also included instruments designed to measure the HLE. We included 16 studies that used 21 HLE instruments (16 surveys, 3 interviews, 2 focus groups); we coded the characteristics of the HLE instruments, including which physical and affective aspects of the HLE the instruments measured. In most cases, parents responded to the instruments; whereas, only two studies used instruments that captured children’s perspectives of the HLE. The instruments measured physical aspects more often than affective aspects of the HLE. Findings from this systematic review highlight implications for measuring the HLE and intervention development and implementation.
AB - The purpose of this systematic review was to identify how the home learning environment (HLE) was measured in group design, early math intervention studies conducted in the home. Specifically, we evaluated the physical (e.g. frequency of activities) and affective (e.g. parents’ beliefs, children’s attitudes) aspects of the HLE. We included intervention studies conducted with parents and young children (ages 3–9 years old) that also included instruments designed to measure the HLE. We included 16 studies that used 21 HLE instruments (16 surveys, 3 interviews, 2 focus groups); we coded the characteristics of the HLE instruments, including which physical and affective aspects of the HLE the instruments measured. In most cases, parents responded to the instruments; whereas, only two studies used instruments that captured children’s perspectives of the HLE. The instruments measured physical aspects more often than affective aspects of the HLE. Findings from this systematic review highlight implications for measuring the HLE and intervention development and implementation.
KW - Home math environment
KW - Intervention
KW - Measurement
KW - Parents
KW - Systematic review
UR - http://www.scopus.com/inward/record.url?scp=85200318173&partnerID=8YFLogxK
U2 - 10.1007/s10984-024-09513-0
DO - 10.1007/s10984-024-09513-0
M3 - Article
AN - SCOPUS:85200318173
SN - 1387-1579
VL - 27
SP - 955
EP - 970
JO - Learning Environments Research
JF - Learning Environments Research
IS - 3
ER -