Relationships between Perceived Levels of Parental Involvement and Student Achievement on Stanford Achievement Tests
Ed.D. dissertation completed in 2012 for Olivet Nazarene University.
Abstract
As education reform sweeps the nation, educational researchers are attempting to determine what effects student achievement. This study examined the relationship between perceptions of parental involvement and student achievement on Stanford Achievement Tests. The researcher surveyed teachers, parents and students in an effort to gain insight to their perceptions on parental involvement and then examined those perceptions in relationship to student performance levels on Stanford Achievement Tests. The results indicated that there were significant differences with perception levels, with parents’ perceptions being higher than that of the teachers’ and students’. Additional results indicated that there were significant and non-significant correlations with perceived parental involvement levels and student performance levels on the Stanford Achievement Test.