Abstract
ABSTRACT For many families, homework is a real problem, as they often feel unable to answer the questions the school asks. This research aims to identify whether bilingual education is an influential factor in families’ attitudes when helping their children with science homework in Spanish or in English. Information was collected from 607 families at monolingual and bilingual schools using a questionnaire designed to assess intrinsic motivation, perception of usefulness and family attitudes towards science homework. The results show that the families that help their children with science homework in Spanish show more positive emotions than those that do so in English. In addition, the English language proficiency of parents whose children are in bilingual schools correlates positively with the parents’ emotions and attitude towards science.
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