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DIVVY GROUP: HOMESCHOOLING (WILHELM (\/, <, <), MARTIN-CHANG (Method…

- - - - Structured homeschooling:
        The majority of the homeschooling parents reported that they “often” or “always” used pre-made curricula or structured lesson plans to teach their children. This group adhered loosely to a “school-at-home” methodology (Taylor-Hough, 2010),
        The main defining characteristic of this subgroup was that the parents viewed themselves as important contributors to their children’s education. (Martin-Chang, 2011, p. 197)
      - Unstructured homeschooling:
        The parents of a sizable minority of children in the homeschooled sample answered “rarely” or “never” to using pre-made curricula and structured lesson plans. (TaylorHough, 2010).
        These parents identified more with the pedagogical view that education is gained via the natural consequences of the child’s day-to-day activities (TaylorHough, 2010).
    - - Demographic questionnaire:
        Mothers participating in the study were asked to fill out a demographic questionnaire pertaining to family structure (marital status, number of children in the family, etc.), parental education, parental employment, and household income. (Martin-Chang, 2011, p. 198)
      - Academic achievement
        
        all of the subtests were taken from the Woodcock–Johnson Test of Achievement A Revised (Woodcock & Johnson, 1989) and were administered by the principal investigator. The Woodcock–Johnson is a frequently used standardized test of educational achievement (Baker, Mackler, & Sonnenschein, 2001).
        
        Procedure
        
        The majority of testing took place in the children’s homes (n 71), although in three cases, an alternative location was requested by the participants (home of a friend n 2; mother’s private office n 1). All of the tasks were administered during the last half of the academic year (February to June) and took place during one 45-min session. (Martin-Chang, 2011, p. 198)
        
        The children received the subtests in the following order: LetterWord Identification, Passage Comprehension, Calculation, Science, Social Science, Humanities, and Word Attack. (Martin-Chang, 2011, p. 198)
        
        The Letter– Word Identification test is a measure of real word reading.
        
        The Passage Comprehension test uses a cloze procedure to measure comprehension.
        
        The Word Attack test is a measure of pure decoding.
        
        The Science test taps into scientific knowledge by asking 49 questions pertaining to biology, physics, and chemistry.
        
        Likewise, the Social Science test contains 49 questions regarding vocations, geography, history, and politics
        
        the Humanities test contains 45 items regarding literature, music, art, and popular culture.
        
        the Calculation test contains 58 items in ascending order from simple number identification to complex algebra.
        
        Results
        
        As shown in Table 2, the children who received structured homeschooling were superior to the children enrolled in public school across all seven subtests. (Martin-Chang, 2011, p. 199)
        
        In conclusion, when comparing the test scores of the children attending public school and children receiving structured homeschooling, it becomes clear that the latter group has higher scores across a variety of academic areas. Moreover, there is no evidence that this difference is simply due to the family’s income or the mother’s educational attainment. (Martin-Chang, 2011, p. 199)