NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED569272
Record Type: Non-Journal
Publication Date: 2014
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-0463-9
ISSN: N/A
Correlating Parental Involvement and Mathematics Achievement of African American Eighth-Grade Students
Oyerinde, Bolanle Adenike
ProQuest LLC, Ed.D. Dissertation, Walden University
Low involvement of African American parents in middle school education is a concern in a school district in the southeastern United States. The purpose of this quantitative study was to investigate the relationships between the explanatory variables of parental involvement, socioeconomic status, and level of education, and the achievement of 8th-grade African American students in mathematics on the National Assessment of Educational Progress (NAEP). The theoretical framework was based on the work of Epstein's model on 6 types of involvement. Using a correlational explanatory design, the convenience sample consisted of 134 parents who completed the Parent Choice of Involvement Activities Scale and demographic questionnaire. Data were analyzed using Pearson and Spearman correlations, and multiple regression analysis. Notable findings include a significant positive correlation between parental involvement, parents' level of education, and student achievement in math on the NAEP. It also revealed that African American parents' socioeconomic status had a weak positive correlation with parental involvement, but there was not a statistically significant correlation with students' math achievement. Results led to the development of a curriculum design plan to teach parents strategies to increase involvement in their children's education. Qualitative investigations are recommended for future research endeavors, specifically, to identify the experiences that limit parental involvement. The results of this study will promote positive social change in the local setting by informing parents how to increase their involvement in their children's learning, promote increased student achievement, and break the cycle of low parental involvement. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: National Assessment of Educational Progress