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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 72 / 102

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Chapter 5

FINDINGS AND DISCUSSION

Rather than an attempt to propose a solution which would encourage or enable

parents to become more involved in their children’s scholastic activities, the intent of this

thesis is to build upon a significant body of existing research that suggests a correlation

between parental involvement, family structure, and academic achievement. The results

of this study are consistent with the findings in the original study and lend credence to the

ideas that intact family structure and certain types of parental involvement have positive

effects on academic achievement.

This study was accomplished by using data collected in 2002 and 2004 in the

Education Longitudinal Study (ELS) and replicating the Jeynes (2005) study which

utilized data collected in the National Education Longitudinal Survey (NELS) for the

years 1990 and 1992. Based on a substantial review of literature produced by prior

research as well as findings in the original study, four hypotheses were established.

Hypothesis 1: Students from families that include both biological parents are likely to

exhibit greater academic achievement relative to students from non-

traditional family structures.

Although they are far from conclusive, the regression coefficients produced in this

study generally support Hypothesis 1. While the standardized coefficients are not as

strong as those found in the original study, student scores on three of the four

independent variables are positive and statistically significant. In addition, the dependent

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