Date
5-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Jaunine Fouche
Keywords
Parent Engagement with Schools Using Technology, Family Engagement, Industry Standard, Student Information System (SIS), Technology Determinism
Disciplines
Education | Educational Administration and Supervision | Educational Leadership
Recommended Citation
Robinson, Michael Scott, "Correlation between the Frequency of Electronic Parent Monitoring of Grades and Elementary Student Achievement" (2019). Doctoral Dissertations and Projects. 2099.
https://digitalcommons.liberty.edu/doctoral/2099
Abstract
Parent engagement in the education of a child is a scriptural obligation expressively outlined by 2 Timothy 3:16 - 17 (New International Version). Federal legislation also emphasized the importance of parent engagement via the Every Student Succeeds Act (2015), which is supported by professional research to have a positive effect on student achievement. One important limitation of current research is the effect of technology as the intervening variable on elementary student achievement. The purpose of this study was to understand if a relationship exists between the frequency of electronic parent monitoring of grades, using gradebook views from a Student Information System and student achievement, as measured by the Pennsylvania System of School Assessment (PSSA). A non-experimental, ex post facto, correlational research design was performed to analyze student achievement. The data also included a Parental Engagement Survey that considered the effects of the interconnected environmental experiences of a student. The researcher performed the study using a sample of fifth grade students (N=391) in a suburban area known as Central School District (pseudonym for the actual institution in Pennsylvania). There was a positive correlation between Gradebook Views and the math achievement, that was statistically significant (τb = .166, p = .005). The results of the survey indicated that increased levels of relational interaction are associated with a higher incidence of parent engagement using technology. Further research should include persistent study of parent engagement using varying student samples, mechanisms of technology, and predetermined enrollment defaults in an effort to define an industry standard to support school leaders.
