The purpose of this qualitative descriptive study was to describe how parental involvement influenced student achievement in sixth-grade math classes in one school district in Alaska. The theoretical framework of this study follows Epstein’s Model using the Six Types of Parental Involvement: parenting, communication, volunteering, learning at home, decision making, and collaborating with the community. The three research questions were: RQ1) How do parents describe the influence of parental involvement on students’ achievement in sixth grade? RQ2) How do teachers describe the influence of parental involvement on students’ achievement in sixth grade? RQ3) How do administrators describe the influence of parental involvement on students’ achievement in sixth grade? Convenience sampling was used to recruit participants. The 15 participants who were interviewed included parents, teachers, and administrators. The semi-structured interviews were transcribed and analyzed for academic themes. Coding was done manually. The three main research areas used in this research study to determine how parental involvement influenced student achievement were: (a) achievement in math, (b) parental involvement, and (c) the middle school learning environment. The results of this study offered parents, teachers, and administrators’ strategies regarding how parental involvement influenced students’ achievement in sixth-grade math. However, the study failed to show why parental involvement influenced student achievement in sixth-grade math.
|Commitee:||D'Urso, Patricia, Adams, Candace Brown|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Individual & family studies, Mathematics education, Middle School education|
|Keywords:||Achievement, Anxiety, Communication, Parental involvement, Parenting, Volunteering|
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