The Impact of Virtual Teacher Home Visits on Student Academic Achievement: A Quasi-Experimental Study
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.