The optimum level of parent participation: A study of three intensity levels of parent involvement during three "Playtime is Science" units in three third-grade classes

The study describes the experience of introducing three intensity levels of parent participation in three third-grade classes for science instruction using Playtime is Science; an equity curriculum that utilizes parent participation. The study sought to determine the optimum level of participation by ascertaining the most influential aspect of involvement on proficiency scores and the most important aspect of involvement to participants. The levels of participation intensity were distinguished by: (1) the number of parents in the classroom; (2) the responsibilities of the parents; (3) the training received; and (4) the number of students with whom the parents worked. Involvement at each level would potentially manifest aspects of role modeling, lowered student-to-adult instructional ratio, and parent expertise to varying degrees. The three levels of participation were introduced during explorations in three Playtime is Science units following a rotation schedule. Student proficiency was assessed through scores on pre- and post-tests, journals, and discourse. ANCOVA was used to identify main and interaction effects of the independent variables (class, unit and level) on student proficiency taking into account existing differences in groups. Participant attitudes were assessed through journals and interviews. Observations of explorations triangulated findings and assessed participant interactions. Field notes, transcripts and photographs were coded according to the aspects of parent involvement. The results showed level of parent intensity of involvement had no affect on proficiency scores. Therefore, no aspect of parent involvement was determined to be the most influential. Participants felt that lowered instructional ratio and role modeling were the most important aspects of involvement. The level of involvement that utilized the lowest ratio and the most role modeling was level III, small group facilitators. Level III was recognized as the optimum level of participation in science instruction for this study. Although no level of involvement was significantly influential for student scores, there was a main effect for units, supporting the finding that teacher conceptions of science are more influential on student proficiency than parent participation at any level. The influence of teacher conceptions was unanticipated but is critical to consider when implementing any program or methodology to improve science instruction.