Date

11-2021

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Constance Pearson

Keywords

Secondary, high school, parental involvement, academic achievement, student achievement

Disciplines

Education

Abstract

The purpose of this causal comparative study was to establish the effect parental involvement had on academic achievement of students in a Georgia high school and to determine which type of parental involvement had a greater effect on the academic achievement for those students. This study was important because there was limited research that revealed the effect parental involvement had on academic achievement in a high school setting. This study followed a causal comparative research design and used a convenience sampling method which included 100 students and their parents, 64.9% African Americans, 14.9% Caucasians, and 8.5% Hispanic. Parental involvement was measured using the parent and student Family-School Partnership Scales survey; academic achievement was measured using the Georgia Milestones state assessment. Data were analyzed using two t tests to determine the differences in achievement of students with parental involvement and those with little to no parental involvement. Extreme outliers were identified using a box and whisker plot. Key findings revealed that there was a significant difference in academic achievement between high school students with parental support and high school students without parental support relative to reading scores. There was a significant difference in academic achievement between high school students whose parents primarily exhibited home-based educational involvement and high school students whose parents primarily exhibited school-based educational involvement relative to math scores. Future research recommendations are advanced.

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