A Causal-Comparative Study of the Effect of Parental Involvement on the Academic Achievement of Students in a Georgia High School
School of Education
Doctor of Education in Educational Leadership (EdD)
Secondary, high school, parental involvement, academic achievement, student achievement
Johnson, Sharon S., "A Causal-Comparative Study of the Effect of Parental Involvement on the Academic Achievement of Students in a Georgia High School" (2021). Doctoral Dissertations and Projects. 3296.
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.