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ERIC Number: ED553633
Record Type: Non-Journal
Publication Date: 2013
Pages: 97
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-9833-8
The Impact of Perceived Relationships on At-Risk Students' Academic Achievement and Attendance in Algebra I
Causey, Ashley
ProQuest LLC, Ed.D. Dissertation, Lamar University, Beaumont
The purpose of this study was to investigate if a relationship existed between an at risk high school student's perceived relationship with the Algebra I teacher and the student's academic performance and attendance in Algebra I. A correlational study design was used to investigate this study. One hundred thirty eight students who were considered to be at-risk of dropping out of high school participated in this study from three high school campuses in a large district in Southeast Texas. Data were analyzed by correlation and partial correlation analysis. Results of the study determined that a small, positive relationship did exist between how connected a student felt to the Algebra I teacher and the student's performance on the standardized exam. The student's attendance appeared to not be related. For educators, these findings may provide information about how to staff classes with a high number of students considered to be at-risk of dropping out of high school by providing teachers who are able to help students feel connected in the classroom. These findings may also help teachers understand their individual impact on the student's ability to complete high school and what they can do to help support this population of student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A