Parent and Student Perceptions of Parental Involvement for High-achieving Students in Michigan PDF Download
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Author: Susan Sheth
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 98
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Book Description
Parents of high-achieving children struggle to maximize their child's academic achievement and advocate for suitable educational opportunities. High-achieving children and their parents often encounter difficulties accessing challenging material in their classrooms or accessing teachers with appropriate knowledge of how to guide their education. One solution is to increase parental involvement by better understanding the relationship between academic achievement and parental involvement for high-achieving students. The purpose of this quantitative, correlational study was to examine the relationship between parental involvement and academic achievement for high-achieving middle school students. Epstein's six dimensions of parental involvement provided a conceptual structure for this study. Fifty-eight parent-student dyads in Michigan were surveyed for academic achievement and levels and types of parental involvement. Relationships were explored between academic achievement and parental involvement using ANOVA and Pearson correlation statistical analyses. The first key finding was that no significant relationship was found between parental involvement, as perceived by either student or parent, and any measure of academic achievement. The second key finding was a significant relationship between parental involvement, ethnicity, parental educational attainment, and household income. Parental involvement increased with household income and parental education attainment, and decreased for non-White households. The third key finding was that no significant benefit was found for homeschooling despite the higher parental involvement for these students. The work concludes with specific recommendations for improving the academic achievement of high-achieving students based on these three key findings.
Author: Susan Sheth
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 98
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Book Description
Parents of high-achieving children struggle to maximize their child's academic achievement and advocate for suitable educational opportunities. High-achieving children and their parents often encounter difficulties accessing challenging material in their classrooms or accessing teachers with appropriate knowledge of how to guide their education. One solution is to increase parental involvement by better understanding the relationship between academic achievement and parental involvement for high-achieving students. The purpose of this quantitative, correlational study was to examine the relationship between parental involvement and academic achievement for high-achieving middle school students. Epstein's six dimensions of parental involvement provided a conceptual structure for this study. Fifty-eight parent-student dyads in Michigan were surveyed for academic achievement and levels and types of parental involvement. Relationships were explored between academic achievement and parental involvement using ANOVA and Pearson correlation statistical analyses. The first key finding was that no significant relationship was found between parental involvement, as perceived by either student or parent, and any measure of academic achievement. The second key finding was a significant relationship between parental involvement, ethnicity, parental educational attainment, and household income. Parental involvement increased with household income and parental education attainment, and decreased for non-White households. The third key finding was that no significant benefit was found for homeschooling despite the higher parental involvement for these students. The work concludes with specific recommendations for improving the academic achievement of high-achieving students based on these three key findings.
Author: M. Warnasuriya
Publisher: Xlibris Corporation
ISBN: 1984520938
Category : Education
Languages : en
Pages : 83
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Book Description
This book discusses the vital part that parents play in the academic achievement of students. It describes the many roles that parents assume in the different educational stages of a childs life from infancy to late adolescence and how these roles ultimately impact students academic and future success. The book explores in detail the impact of parent involvement in early childhood education; middle, junior high, high school education; and with at-risk students. Parent involvement is also a critical factor within the school atmosphere. The book discusses in detail how parent involvement affects the schools caliber to promote student achievement, thus contributing to the overall school improvement process. Practical and research-based strategies are introduced under each parent role, thus enabling the reader (whether it be parent, school administrators, or educators) to apply what was read to the real-life context within the relevant settings.
Author: Edsel Lee Erickson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 272
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Book Description
Author: Martin C. Burgess
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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Book Description
In this study, the researcher determined if there was a relationship between the academic achievement of male students and race, student achievement, attendance, and teachers’ perceptions of parental involvement. Using a convergent parallel mixed-method approach, the researcher determine that attendance was the only factor to have any significant relationship to achievement in this study. It was determined that race had no significant relationship to the achievement of male students in this study. Moreover, parents and teachers believe similarly that parental involvement is imperative to the achievement of student achievement. Additionally, the parents and teachers of this study believe that positive male role models and positive male mentors are the most impactful factor to achievement of male students.
Author: Susan H. Lebow
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 288
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Book Description
Author: Cephas R. Narh
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 334
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Book Description
"Purpose, scope and method of the study. Although parents' and their adolescent children's opinions are considered critical in defining parental involvement activities appropriate for the high school level, there is little in the literature on their perceptions. This study investigated the values parents and their adolescent children held regarding parental involvement, and their perceptions as to what practices are appropriate involvement for parents in their adolescent children's education. It also investigated which types of motivation adolescents prefer in their studies. Quantitative data was collected by means of a survey instrument administered to 263 adolescent children in 10th and 11th grades and 43 parents. Ordinal regression was used to analyze the predictability of parent and student perceptions as dependent variables by independent variables which were student gender, the school the student attended, the GPA of the students, family structure, and ethnicity. Findings and conclusions. The analysis showed variations in the predictability of both parent and student perceptions. The school the student attended was a strong predictor for parental involvement in homework and student motivation. Gender was the strongest predictor of student perceptions of parent involvement. Ethnicity was the weakest predictor for many responses except student perceptions of parental involvement in homework. Other findings: (a) parents and their adolescent children value the involvement of parents in the education of adolescent children, negating some educators' claim that adolescents do not want their parents involved in their education, (b) parents and their adolescent children agree on some, but not all parent involvement activities, (c) the adolescents did not agree with parents' involvement in homework, (d) students value both extrinsic and intrinsic motivation, diffusing the polarized views in the literature"--Abstract.
Author: Eugenia K. Bullock
Publisher:
ISBN:
Category : Theory and Practice of Education
Languages : en
Pages : 232
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Book Description
Author: Terrie A. Stauffer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 133
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Book Description
The purpose of this qualitative study was to explore principal perceptions regarding parental involvement opportunities and the potential impact these opportunities have on student academic achievement at the middle school level. Data were collected from 82 principals/assistant principals across the state of Pennsylvania utilizing a survey instrument and personal interviews from 10 respondents. As self-reported, participants were divided into two groups: those from middle schools that made Adequate Yearly Progress (AYP) based upon the Pennsylvania System of School Assessment (PSSA) scores for the 2011-2012 school year (n=47) and those from middle schools that did not meet the requirements for Adequate Yearly Progress (n=35). Participant responses concluded that a variety of parental involvement opportunities are afforded to the parents within the middle schools represented in this study. Further results of this study indicated that more middle school principals/assistant principals from schools that did not make AYP perceived parental involvement to be "Extremely Important" as compared to those participants from schools that made AYP. Vast majority of the participants from both groups perceived parental involvement as having a positive benefit to student academic achievement.
Author: Nerma Antrese Moore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Over the past several decades, research has indicated that when parents are involved in their child's academic endeavors, their children are more likely to succeed in school. However, these findings are not congruent with the perceptions of every parent. For example, several parents reported that as their children become older, their level of involvement should decrease, while other parents felt as if their non-involvement will not have an effect either way on their child's academic performance. The focus of this study was to investigate the ways college students perceived their parents' involvement. Particularly, the overall objective of the study was to measure differences between groups based on the participants' gender, grade point average, age, classification level, their parents' income level and educational attainment. For this study, a survey design was employed to collect data. Two-hundred two (n=202) community college students participated in two empirical studies. The Parental Involvement Assessment (PIA), formulated by the researcher specifically for this study, was used to gather the data. In the preliminary study, Cronbach's Alpha on the instrument was found to be 0.819. Several ANOVAs were performed in order to determine the differences between groups on a number of measures. The results of this research indicated that parental involvement contributes to community college student success, regardless of gender. In addition, parents with higher income levels were more likely to be involved. Additionally, students who were not aware of their GPA indicated that they would know their GPA if their parents were involved. Last, amid other results, findings indicated that students with higher GPAs were more likely to be rewarded for grades, were more likely to be encouraged by their parents, and were more satisfied with the level of parental involvement. Limitations and directions for future research are discussed.
Author: Belvia Dean Williams
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
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Book Description
The purpose of this study was to determine elementary students' perceptions about parental involvement and academic achievement in a selected North Carolina school. Students' perceptions of their parents' involvement were determined through face-to-face interviews using seventeen questions from the Educational Socialization Scale (Bempechat, 1989) and twenty questions form the Home/School Protocol (Wilson-Jones, 2003). The sample population consisted of 59 fourth and fifth grade students. Students' perceptions of parental involvement were explored in the following areas: (a) education and future plans, (b) homework and school work, (c) participation at school, (d) the value of academic effort, (e) academic shame, and (f) appreciation of parents. The results of this study indicated that these fourth and fifth grade students all had positive perceptions about parental involvement and academic achievement. Also regardless of their academic achievement levels, all students perceived that the leading factors of parental involvement that promoted academic achievement included: (a) parents' discussions of career plans, (b) parent's value of academic effort, and (c) students' appreciation of parents. The results of this study recommended an expanded research of in-depth interviews with students about their perceptions Future studies on students' perceptions should include variables such as: (a) family structures, (b) students interests, and (c) other academic indicators. Additional qualitative research on this topic could challenge long-held assumptions and reveal important information for crafting parental involvement procedures that enhance student academic achievement. Finally, future research should incorporate case studies and longitudinal studies that delve into the social contexts in which students learn and grow.
