Browsing by Subject "Academic achievement"
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Item A Basic Qualitative Research Study: Educators’ perception of Parental Involvement and Student Achievement(2023) Coote, Kadian OwnieeEach year educators call on parents to be involved in their children’s schooling; they believe students of involved parents do better academically. The problem was restricted parental involvement in school-sponsored activities, such as parent-teacher meetings, communications, and conferences at the secondary grade level, impacts students’ academic performance. Researchers have measured teachers’ perceptions of parental participation, but little research has focused on Title 1 rural high schools with primarily African American pupils. This study may help to fill the literature gap. Using Epstein’s parental participation frameworks and transformational leadership theories, the purpose of this basic qualitative research study was to explore educators’ perceptions of how the extent of parental involvement relates to the degree of secondary students’ academic achievement at a high school in Eastern North Carolina. Twenty-five educators participated in the research based on their engagement with students and parents. Interviews were conducted and recorded for thematic analysis and reporting. Data were analyzed using Creswell’s six-step process for examining qualitative data and were supported using the MAXQDA data analysis software. Results revealed that secondary educators believed parental involvement is vital to students’ academic achievement; parent-teacher collaboration increases student progress, and administrators emphasize parents being advocates for their children. However, more investigation on the obstacles to parental involvement at Title 1 public high schools with mostly African American pupils is needed. Keywords: academic achievement, academic socialization, cultural competency, culturally and linguistically diverse, Epstein’s framework, family engagement, parental involvement, perception, socioeconomic status, socio-psychological barrier, Title 1, and transformational leadership theoryItem A Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and Learning(2023) Milan, Maylene ManaoisAlthough the classroom environment is essential to teaching and learning, the classroom’s physical conditions are not a priority at every school. The problem is that school leaders and teachers seldom focus on the physical component’s influence on teaching and learning regarding the teacher’s self-efficacy to establish their classroom physical environment. This phenomenological study explored elementary, middle, and high school teachers’ experiences to understand their perceptions of the classroom physical environment’s influence on teaching and learning in Guam. While literature details the classroom environment’s effects on student learning and achievement, research seldom shares a teacher’s perspective of the classroom physical environment’s influence on the teacher’s practices and student learning. Spatiality theory and SCT guided the study to focus on the teachers’ perceptions and experiences. The study used purposeful sampling to select 18 Guam public elementary, middle, and high school teachers in all grade levels and content areas. Data collected from semi-structured interviews was analyzed through thematic analysis, which identified five themes related to the research questions: classroom preparation, physical environment, teacher efficacy, leadership support, and classroom culture. All participants shared similar beliefs about the classroom physical environment’s influence on teaching and learning; however, their experiences depended on the grade level they teach, the region in Guam they teach, and whether they shared their classroom space with others. The findings filled a gap in the literature and recommended further research to be conducted to explore school administrators’ perceptions.Item A Qualitative Study on the Academic Perspectives of Military Families(2022-12-18) Espinoza, Valarie R.The purpose of the basic qualitative study was to understand the perspectives of military service members regarding their children’s academic challenges and the support currently provided at military-connected schools. The study aimed to fill the knowledge gap to better prepare stakeholders to support military families during their transitions. The problem was the academic roadblocks students of military service members faced when they moved from one duty station to another. The research study revealed military service members’ perspectives about the academic challenges their children experienced when transitioning from one military installation to another. The study also revealed what military service members perceived about their child’s academic support in school. Data collection involved observable, verifiable, and confirmable evidence to supporting the research questions. Interviews and surveys were used in the study. The participants included 15 military service members, their spouses, and veterans. The following themes emerged from the data analysis: lack of support given to military families, career and family security, minimal support for students with disabilities during relocations, the need for improved communication and consistency, and resiliency and support. Recommendations for further research can be expanded in the following ways: seeking the perspectives of educators, administrators, school district superintendents, and government personnel involved in the policy-making that supports military families.Item A Quantitative Study of the Relationship Between Principals’ Use of Time and Student Growth(2023) Luby, JulieThe problem is that Connecticut school principals face time allocation challenges impacting their ability to ensure student growth in reading and mathematics. With the knowledge of which actions have the greatest impact on student growth, principals can make strategic use of time to increase student achievement. The gap in the literature is that present research offers principals guidance on what type of leader to be but falls short in identifying what specific uses of time, if any, are most highly correlated with student growth. The purpose of this quantitative, correlational study was to examine the relationship between principals’ use of time and student growth, as measured by the Smarter Balanced Assessment. Behavioral Theory provided the foundation for this study. This study was designed to determine if a correlation existed between the time that principals spent in classrooms or time principals spent interacting with teachers and student growth in reading and mathematics. This study examined the relationship between how Connecticut principals spent their time and how their 4th – 8th grade students grew on the Smarter Balanced Assessment during one school year. This study utilized purposeful sampling to obtain input from 89 of the 885 Connecticut principals utilizing a Google Form, sent to emails found on the State of Connecticut Department of Education’s public site and examined the correlation with student growth data, retrieved from the same site. The data were analyzed using the Pearson product-moment correlation coefficient. A significant correlation between principals’ time spent interacting with teachers about teaching and learning and student growth in mathematics was found.Item Best Practices for Gifted Students’ Academic and Social-Emotional Growth: A Case Study(2023) Dotson, MeredithEducators should be aware of efficient instructional strategies for students labeled as gifted to influence academic achievement and social-emotional growth positively. The problem was that a gap existed between achievement and the academic and social-emotional abilities of elementary students labeled as gifted. The purpose of this study was to understand teachers’ perceptions of instructional practices used in the classroom to advance the academic and social-emotional performance of elementary-aged students labeled as gifted in a Northern Georgia school district. The conceptual framework guiding the study encompassed Howard Gardner’s theory of multiple intelligences and Joseph Renzulli’s three-ring conception of giftedness theory. Research questions aided in discovering teachers’ perceptions and effective differentiated instruction for gifted students for academic achievement, social-emotional growth, and how the practices affect each to determine the best instructional strategies to improve learning experiences. The study used a descriptive case study design, using 15 elementary educators of the gifted population in a Northern Georgia school district who obtained the gifted endorsement. Open-ended questionnaires and interviews were used for data collection, transcribed, and coded, generating six themes from data analysis. Findings indicated more awareness of academic and less social-emotional strategies, suggesting one reason for the gap between academic achievement and ability. This study supported the exploration of the uses of differentiation of instructional strategies in classrooms and teacher awareness of social-emotional needs to enhance learning in gifted students. The study’s results may provide information to educators on how to help close the gap between academic achievement and ability.Item Closing Academic Gaps of Students with Disabilities in Middle School General Education Settings: A Qualitative Case Study of Teachers in Rural Georgia(2024-03-19) Anderson, ShelleySignificant academic gaps have existed between students with disabilities (SWDs) and nondisabled peers served in general education settings. The problem was students with disabilities served in general education settings were not showing progress in closing academic gaps at a rate consistent with nondisabled peers, and the purpose of this qualitative case study was to explore teachers’ perceptions concerning effectiveness of current instructional practices relative to the achievements of students with disabilities in closing academic gaps in middle school general education settings. A middle school in Northwest Georgia was the site utilized, and the research was based on a theoretical framework centered around constructivist theory and universal design for learning. Using purposeful sampling, 17 participants consisting of both special and general educators, were recruited. The research questions focused on practices employed in general education classrooms for SWDs, what teachers perceived as effective for academic growth, and teacher perceptions of why SWDs served in general education settings fail to close academic gaps at a rate consistent with nondisabled peers. Participants completed open-ended questionnaires and semi-structured interviews. Data was collected, transcribed, coded, and analyzed to determine emerging patterns. This study explored current instructional practices, strategies, and PD needs to potentially assist in closing existing academic gaps experienced by SWDs served in general education settings. Findings suggested differentiated instruction, concept remediation, and individualized strategies were necessary for academic success. Other practices were viewed as important for addressing the diverse needs of SWDs including structured learning environments and appropriate training for staff.Item Dual Language Immersion: A Quantitative Study to Examine Academic Achievement Differences between Elementary English Learners and Native English Students(2024-03) Stuart, AlissaWhile America is becoming increasingly diverse, educational stakeholders seek programs that address varied language and cultural needs, which is reflected by the growing popularity of dual language immersion (DLI) programs in recent decades. The problem is an extensively persistent academic achievement gap between students with native English and non-English backgrounds exists in elementary schools in the United States. DLI aims to facilitate students’ acquisition of two languages and ultimately close the achievement gap between native English and English learner (EL) subgroups. While studies have concluded that DLI pupils academically outperform peers in traditional monolingual programs, existing research fails to establish whether DLI eliminates the language-based achievement gap. The purpose of this quantitative study was to determine whether the academic performance gap between EL and English-only (EO) subgroups persists in the DLI program within an elementary school in California. Grounded in usage-based theory, which claims children acquire language through repeated exposure and practice, this study contributes to the current understanding surrounding the need for authentic experiential language learning, while also filling the gap related to academic performance disparities between language-based subgroups in DLI programs. The target population included DLI students in Grades 3 and 4 (N = 91). The two sample t-test was applied to a non-randomized sampling (n = 80) to evaluate archival English language arts (ELA) and mathematics academic performance records, which found a statistically significant difference between Grade 4 EL and EO ELA performance. Implications for program refinement and a call for future research are discussed.Item Immigration Journey Impacts on Immigrant Learners' Academic Achievement: A Phenomenological Study(2022-07) Ablaza, Lynson GonzalboImmigrant learners face many challenges besides language. Acculturation, racism, and domestic separations affect academic achievement. The problem is teachers need a better understanding of high school students’ experience immigrating to the United States in order to tailor educational programs. The purpose of this phenomenological study was to explore how the lived experiences of high school immigrant learners influence academic achievement. Guiding the study were Maslow’s hierarchy of needs and Gardner’s multiple intelligences theories. Research questions focused on the immigration journey and schools’ initiatives to address academic achievement. The study was conducted to collect data using in-depth semistructured interviews in a Zoom meeting portal from the 15 migrant learners who are at least 18 years old and were purposively and conveniently sampled from one of the international high schools. Interviews were transcribed, and thematic analysis was used to identify themes. Template analysis allowed for the development of advanced coding or priori themes before the interview. The findings of the study are: (a) immigrant learners experienced physical and mental fatigue impacting academic achievement, (b) the prolonged absence of formal education widened the learning gap, and (c) professional development on immigration may empower teachers to advocate for students. Research data provided teachers with a better understanding of how the immigration journey impacted immigrant learners’ academic achievement. The school district’s Office of Professional Learning and Leadership may redesign professional development inclusive of strategies addressing the unique needs of the immigrant learners from Central America and Mexico. Keywords: academic achievement, immigration, immigration journey, immigrant learners, mental health, professional developmentItem Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study(2021-06-07) Ellis, TimothyTransformative learning pedagogy in higher education leads to increased student engagement. The problem with transformative learning in higher education is deficiencies in research on increased student engagement obtained with transformative learning pedagogy. This research study addressed unanswered questions in the literature by exploring engagement measured by academic achievement and retention when transformative learning pedagogy is fostered. Transformative learning pedagogy served as the theoretical framework. The quantitative ex post facto study consisted of archival data obtained from the University of Central Oklahoma (UCO), which was then tested, and results rendered. An independent samples t test and a chi-square test on the collected archival data revealed student engagement increases with transformative learning pedagogy instruction as measured by higher academic achievement and retention, supporting the research purpose. The statistical analysis indicated students at UCO in the Student Transformative Learning Record (STLR) program had significantly increased classroom engagement than students who had not been instructed with transformative learning pedagogy, as indicated by higher academic achievement and retention.Item Multiple Regression Analysis of Noncognitive Factors Affecting Academic Outcomes of First-time Detained Juvenile Delinquents(2020-03-22) Coker, DavidA review of the literature showed there was evidence to suggest many incarcerated juvenile delinquents experience lifelong problems. The problem addressed by this dissertation was to provide a description and analysis of the plight of first-time-detained juvenile delinquents and the impact of noncognitive attributes and academic achievement on grades. Since first-time-incarcerated juvenile delinquents were at risk for future failure in school and life, understanding causes of academic failure could improve graduation rates and transition back into society. Social learning theory and labeling theory suggested students behave by what the youths learned from other juveniles and the labels received from peers, parents, and the community. Adaptive leadership was used as the theoretical framework because teachers in juvenile detention centers face a myriad of problems and concerns beyond traditional school which require more than technical solutions. The research questions inquired about the degree of correlation between noncognitive attributes, academic achievement, and grades. Using a non-experimental, ex post facto design, a multiple regression analysis was conducted on archival data for first-time-detained juvenile delinquents. Three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). Other noncognitive attributes were discussed, and recommendations for policies and future research were outlined. The results of the study support past research findings on the interaction between student achievement, noncognitive attributes, and the need to improve communication skills of juvenile delinquents.Item The Effects of Social and Emotional Curriculum in the Homeschool Environment: A Qualitative Case Study(2024) Hopkins, Melissa M.Social and emotional learning (SEL) has many benefits to students, and previous studies have focused on public and private, in-person learning environments. The homeschool environment has not been studied to determine the benefits of SEL, including increased academic outcomes. The problem was the poor student academic achievement due to the decline in learning in TK-12 homeschool settings heightened by COVID-19 shutdowns. The purpose of this qualitative case study was to investigate the effect of the addition of social and emotional learning curriculum in the TK-12 homeschool environment on student core curriculum achievement. The research was led by the invest-and-accrue model of conscientious theory and the social-emotional development theory. The first research question focused on the parents’ perceptions of students’ academic achievement after the inclusion of SEL lessons. The second focused on the reason for the changes in academic outcomes after the addition of SEL lessons. A total of 15 parents, chosen out of convenience, were interviewed on their perceptions of changes in academic outcomes and personal perspective on noticeable changes with the addition of SEL. Interviews were recorded for accuracy and transcribed to identify common themes found within the results. Data were collected, interpreted, ideas defined and coded based upon themes, and represented. Increased personal motivation and interpersonal skills were identified during the research process. Implementation of SEL lessons should begin at all levels of education and should be required by policymakers and school administrators.Item The Impact of Virtual Teacher Home Visits on Student Academic Achievement: A Quasi-Experimental Study(2022-09-19) Beyhan, Samuel S.The research presented in this dissertation used a quasi-experimental quantitative strategy to examine the impact of the virtual teacher home-visit program in a Texas-based charter school system. The research problem was to determine if the virtual teacher home-visit program had any influence on student academic growth and achievement of K–12 students in the Texas public charter school network. There was a gap in the literature about educational virtual home visits. Motivational theory and transformational leadership theory best suited the virtual teacher home visits for the purpose of studying the program. Quasi-experimental research design was consistent with research questions where two groups’ Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) growth assessment scores were used to analyze if there were any systematic differences between them. Multiple ANOVAs were conducted to determine whether there was a statistically significant difference in NWEA MAP scores between virtually visited student groups on each dependent variable. Kindergarten through 10th-grade students’ math and reading NWEA MAP scores were analyzed. With the large sample size (n = 24,075), an effect size with a 0.05 α level of confidence was used to determine the significance of all statistical inference tests.