Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather Lynn Keahey
Keywords
online learning, virtual instruction, parental perception, academic achievement, academic outcomes, parental satisfaction, student self-efficacy
Disciplines
Education
Recommended Citation
Mondoux, Elizabeth Gordon, "A Causal-Comparative Study of the Difference in Student Academic Outcomes Among Elementary and Secondary Online Students Based on Parental Perceptions of Virtual Learning" (2024). Doctoral Dissertations and Projects. 5497.
https://digitalcommons.liberty.edu/doctoral/5497
Abstract
The purpose of this quantitative, nonexperimental causal-comparative study was to determine if there is a difference in student academic outcomes among elementary and secondary students who participate in online learning whose parents have favorable perception ratings of virtual learning and those whose parents do not. Understanding the influence of environmental factors on a student’s academic achievement, including persons close to the student, provides a conceptual framework for the direct impact of parental satisfaction with educational experiences on student performance in the online learning environment. The Panorama Family-School Relationships Survey was used to measure overall parental perceptions of the online learning environment and pedagogical practices. A convenience sample of 139 parents from a target population of students who were enrolled in virtual instruction through their local school district in central Virginia for the most recently completed school year (2022-2023) were surveyed for this online causal-comparative study. A two-way analysis of variance (ANOVA) was started to analyze the data collected. The assumption of normality and assumption of homogeneity of variance was not met. The data was strongly negatively skewed and was transformed. Due to assumption violations with the original and transformed (logarithmic and inverse) data, the Two-Way ANOVA was not completed. Visual analysis of the data collected for this study supports the theory that parental satisfaction with the learning environment continues to be a factor influencing student academic outcomes in post-pandemic education, where virtual instruction has become an established option to traditional face-to-face learning.
