The relationship of parental involvement on science learning
Current concern with improving student progress within American education underscores the need to understand those influences that can affect academic learning. Parental involvement is considered an important influence on academic progress and on student behavior in the classroom. Biweekly progress reports were used as the main instrument for initiating contact between the teacher and parent within a sample of 90 economically disadvantaged, ethnically diverse children living in an urban setting in a Southwest border region. Telephonic and face-to-face conferences were encouraged and utilized on an as-needed basis. The datum was statistically analyzed to determine if increased parental involvement resulted in a decrease in disruptive behavior incidents in two Biology Classes and one Anatomy and Physiology Class and an increase in academic performance in the same classes for school year 2004-2005. Results indicate that there was a statistically significant decrease in disruptive behavior incidents in one Biology Class and the Anatomy and Physiology Class. Results also indicate that while there was an increase in academic performance (as indicated by grade point average) in all three-treatment groups, it was not statistically significant.
Holmes, Cindy Darlene, "The relationship of parental involvement on science learning" (2006). ETD Collection for University of Texas, El Paso. AAI1439462.