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Mills (2000) and Kemmis and Wilkinson (1998) suggest the fol

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Elizabeth Fry

on 4 August 2014

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Transcript of Mills (2000) and Kemmis and Wilkinson (1998) suggest the fol

Action Research:
Increased Parent Involvement at Hillcrest School

by: Beth Fry
1) Identify the problem

2) Review What is Known About the Problem:
Decreased Student Academic and Social Performance

3) Develop A research Hypothesis:
Hypothesis:
Encouraging more parent involvement will increase student academic as well as social and emotional performance.

4/5) Gather Data and Analyze Data
Academic Performance and Parent Involvement
Social and Emotional Performance and Parent Involvement

6) Interpret Results

7) Evaluate Action that should be made for Hillcrest School

Action Research: Abstract
Student performance in academic as well as social and emotional areas are suffering as a result of the lack of parent involvement.

Identify the Problem
Review What is Known About the Problem
Parents involvement directly influences reading scores and homework completion. This participation from parents in the lives of their children and school also directly affects student social and emotional performance, including friendships and bullying tendencies.

Develop a Hypothesis

If parents are encouraged to be involved in their children’s lives in the home and school, student’s academic, social and emotional performance will improve.

Gather and Analyze Data
1) Academic Performance and Race

1 = International Student
2 = Student from Nigeria



An ANOVA single factor was run, but
The ANOVA results indicate that none of the groups differed significantly.

P = .095

Note: There are no major equity gaps for students at Hillcrest school compared to the general public. These children come from wealthy backgrounds, or they are supported as missionaries.


Family Affiliations with Hillcrest

An ANOVA Repeated Measures was run to see if various types of affiliate members would influence reading scores. The ANOVA results displayed that there is not a significant difference.

1 = a parent is working with the school
2 = a parent is in ministry
3 = general parents within the community


The ANOVA results indicate that none of the repeated measures differed significantly

Post Hoc tests not conducted. Omnibus F test indicates no groups differed.

Reading Difference
(Reading Post Test – Pre Test) and Family Time
A paired samples T-Test was conducted, and it was found that there is no significant relationship between families beginning to attend hillcrest for the first year or having attended for many years.

P =.879
A paired samples T-Test was conducted, and it was found that there is no significant relationship between families beginning to attend hillcrest for the first year or having attended for many years.

P =.879

Correlation between Parent Involvement and Reading Difference Scores
(Post Reading Test-Pre Reading Test)
There is a significant difference indicated between Parent Involvement and Reading Difference. The students reading scores rise with parent involvement, but they stay the same or decrease as parent involvement decreases.

* Parent involvement includes helping as playground aides, helping at school wide events, keeping in contact with the teacher on a regular basis, etc.

Pearson Correlation .570
N 59.000
P .000

The observed correlation is statistically significant

Parent Involvement and Traveling

A Correlation Test was run, and a statistically significant correlation between Parent Involvement and Traveling has been indicated.

Traveling:
0 = 0 parents traveling
1 = 1 parent traveling
2= 2 parents traveling

Parents are able to be involved in elementary school activities 100 % of the time if there are 0 parents traveling, 75 % of the time if 1 parent is traveling, and 50 % of the time if 2 parents are traveling. This indicates that parents who are not traveling can give more of their time to taking part in school activities which increases academic performance.

Pearson Correlation -1.000
N 59.000
P .000

The observed correlation is statistically significant

Parents Helpers and Snacks

A Paired Samples T Test was run, and there was a significant relationship between parents helping in class, and parents who give children a snack to take to school. Parents who help in class will also remember to give a morning snack for their child.


EZAnalyze Results Report - Paired T-Test of parent helper with Snack

parent helper Snack
Mean: 1.542 1.390
Std. Dev.: .502 .492

N Pairs: 59
Mean Difference: .153
SE of Diff.: .058
Eta Squared: .104
T-Score: 2.617
P: .011

The difference between parent helper and Snack is significant

Parent Pick-up and Homework
A Chi Square Test was run, and the results indicated a significant relationship using a one tailed test. This Test reveals that children complete more of their homework if their parents come quickly to pick them up from school.

Homework:
1 = completed
2 = partially completed
3 = not completed

Parent Pick up:
1 = parents pick up children right after school ends
2 = parents pick up children 10 minutes after school ends
3 = parents pick up children 20 minutes or more after school ends

Parent Involvement and Tardiness
The more parents are involved in school the less the students are tardy to class.
Pearson Correlation Between # Times Tardy and Homework
Homework:
1 = completed
2 = partially completed
3 = not completed

Pearson Correlation .460
N 59.000
P .000

The observed correlation is statistically significant

Social Performance and Behavior Performance

Chi Square Test: Traveling and Behavior

Behavior:
1 = Great
2 = Good
3 = Okay
4 = Disruptive

Parents Traveling:

0 = no parents traveling
1 = 1 parent traveling
2 = 2 parents traveling

The Chi Square test result indicates the frequencies of my variables as significant. P = .001 Please take a look at the main diagonal. As a result of this test, the less parents travel, the better emotional/ behavioral response they will display in class.

Parent Helpers and Bullying Tendencies
Parent Helper
1 = helped teacher
2 = did not help teacher

Bullying Others on the Playground
1 = none
2 = sometimes
3 = always

There is a significant correlation indicated for parent helpers a child not taking part in bullying behavior. The more parent help within the classroom, the less the child demonstrates bullying behavior to other children.

A Correlation Test was run, and the Correlation Observed is statistically significant.
P = .00
Pearson's Correlation = 506
Parent Involvement and Bullying
The more parents are involved, the fewer students will display bullying behavior. Parent involvement includes speaking to the teacher on a regular basis, signing home books, coming to school wide events, and bringing food to class gatherings.

Bullying other on the playground:

1 = none
2 = sometimes
3 = always


Parent Involvement and Friendships

An ANOVA Repeated Measures test was run on parent involvement and friendships. The more parents are involved in the students homework, signing notebooks, coming to school activities, the greater the chance students will have positive relationships with their peers.


P .000
Eta Squared .949

Case Processing Summary - N removed due to missing data
N Removed .000

The ANOVA results indicate that at least two of the repeated measures differed significantly

In conclusion, the data reveals that parent involvement influences student’sacademic as well as their social and emotional behavior. If parents are not involved, student performance in the academic and social/emotional areas suffer. On the other hand, if parents are involved through checking to make sure students complete homework, assist as class helpers, talk to the teacher, sign the student’s home book each evening etc. their students will flourish academically, socially, and emotionally. I have found research on top of the data presented that students are successful through parent involvement.

• As snacks were correlated to parent involvement, Thriving Schools: A partnership for Healthy Students, Staff and Teachers say, “Good nutrition is fundamental to healthy living.”

• A father’s input is beneficial for a child’s success.

• Parent motivation, increases student achievement especially in the early grades.

9) Evaluate Action that should be made for Hillcrest School

Thus, I would like to take a step of action in regards to promoting a parent involvement school wide initiative. In doing so, the first step of action I would like to take would be to include a run specifically for fathers and their children. Mother’s are also included on the cheering team as they will plan how to encourage and support them during this time. The run will be held on Friday afternoon, November 28th, 2015 as it will give time for families to prepare.

The run will be a culture run where families will present some part of their culture through outfit and special snacks for others. I will hold a meeting for fathers to brainstorm ideas about how they can encourage their children during the run as well as up to the run. I will also hold a meeting for mothers to collaborate on outfits for the run and food ideas. The entry fee will be $30 for every family, and the money will go towards the school counseling program to support further parent involvement through the school.

Interpret Results
Full transcript