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Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Grace Thomas Nickerson, PVAMU, Member of the Texas A&M University System

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  • 1. FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS:A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN SCHOOL DISTRICTS A Dissertation DefenseByGrace Thomas Nickerson

2. Committee Members

  • William Allan Kritsonis, Ph.D.
  • (Dissertation Chair)
  • Douglas Hermond, Ph. D.
  • (Member)
  • David Herrington, Ph.D.
  • (Member)
  • Camille Gibson, Ph.D.
  • (Outside Member)

3. Dissertation Defense Format

  • Theoretical Framework
  • Purpose of the Study
  • Research Question
  • Null Hypothesis
  • Methods: Subjects
  • Methods: Instrumentation
  • Methods: Quantitative
  • Quantitative Pilot Study
  • Major Findings
  • Review of Literature
  • Practical Recommendations
  • Recommendations for Further Study

4. Theoretical Framework FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS:A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN SCHOOL DISTRICTS FREQUENCY OF STUDY MODES PRACTICED (Group and individual) PARENTAL INVOLVEMENT TIME SPENT ON HOMEWORK ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS(Asian American, African American, and Hispanic Students) 5. Purpose of the Study

  • The purpose of the study is to determine the differences among Asian American, Hispanic, and African American students with respect to parental involvement, time spent on homework, frequency of individual study modes, and frequency group study modes .

6. Research Questions

  • How do Asian American, Hispanic, and African American students at selected high schools compare with respect to parental involvement, time spent homework, frequency of individual study modes, and frequency of group study modes?
  • What are the differences when studying English, Mathematics, Science and Social Studies among Asian American, Hispanic, and African students with respect to parental involvement, time spent on homework, frequency of individual study modes, and frequency of group study modes?

7. Null Hypothesis

  • H o1: There are no statistically significantdifference among Asian American,Hispanic, and African Americanstudentswith respect to parentalinvolvement, time spent on Englishhomework, frequency of individualstudy modes, and frequency of groupstudy modes.

8. Null Hypothesis

  • H o2: There are no statistically significantdifference among Asian American,Hispanic, and African Americanstudents with respect to parentalinvolvement, time spent onMathematics homework, frequency ofindividual study modes, andfrequency of group study modes.

9. Null Hypothesis

  • H o3: There are no statistically significantdifference among Asian American,Hispanic, and African Americanstudents with respect to parentalinvolvement, time spent on Sciencehomework, frequency of individualstudy modes, and frequency of groupstudy modes.

10. Null Hypothesis

  • H o4: There are no statistically significantdifference among Asian American,Hispanic, and African Americanstudents with respect to parentalinvolvement, time spent on SocialStudies homework, frequency ofindividual study modes, andfrequency of group study modes.

11. METHODS 12. Methods

  • Subjects of the Study
  • 713 High School Seniors, 18 years old from 5 urban school districts in Southeast Texas

13. Method: Instrumentation

  • Six-Point,
  • Likert-type Instrument
  • What Influenced Your Academic Achievement Questionnaire
    • Five Sections with a total of 26 questions
  • Instrument measured the amount of Influence from
    • Parental Involvement
    • Time Spent on Homework
    • Frequency of Group Study Modes
    • Frequency of Individual Study Modes

14. Method: Instrumentation

  • Questionnaire Components
    • Demographics (4 questions)
    • Parental Involvement
    • (8 questions)
      • Range : 0 48
    • Time Spent on Homework
    • (6 questions)
      • Range: 0 36
    • Frequency of Individual Study Modes (4 questions)
      • Range: 0 24
    • Frequency of Group Study Modes (4 questions)
      • Range: 0 - 24
  • Weights of Responses
    • 1:Never/0-5 Hours,
    • 2: Rarely/5-10 Hours,
    • 3: Sometimes/10-25 Hours,
    • 4: Often/1520 Hours,
    • 5: Very Often/ 2025 Hours,
    • 6: Always/25+ Hours

15. Methods: Quantitative

  • Descriptive Statistics
  • One Way ANOVA

16. Methods: Quantitative

  • Independent Variables The academic Achievement of minority students: Asian American, African American, and Hispanic Students
  • Dependent Variables The influence of Parental Involvement, Time Spent on Homework, Frequency of Group Study Modes and Frequency of Individual Study Modes

17. Methods: Quantitative Pilot

  • The questionnaire was piloted to students that are high school seniors to ensure that the meanings of the questions on the questionnaire are clear and pertinent to the study, and the answers given by the respondents are the answers needed by the investigator.
    • The students that participated in the study were Asian American, African American and Hispanic high school seniors.

18. Major Findings 2006 2007 Campus Demographics Percentages for the Campuses involved in the Study.(TEA 2006 2007 AEIS Report) 54.1% 32.2% 2.1% Campus 4 87.1% 7.3% 0.2% Campus 5 5.5% 90.8% 1.5% Campus 3 11.5% 35.8% 6.0% Campus 2 14.5% 82.7% 0.2% Campus 1 HISPANIC AFRICAN AMERICAN ASIAN AMERICAN CAMPUS 19. Major Findings 2006 2007 Campus TAKS Passing Percentages for the Campuses involved in the Study. (TEA 2006 2007 AEIS Report)

  • * Indicates results are masked due to small numbers to protect student confidentiality

35% 59% * 57% Campus 5 59% 59% 84% 62% Campus 4 57% 22% * 56% Campus 3 57% 63% 90% 73% Campus 2 46% 34% * 44% Campus 1 AFRICAN AMERICAN HISPANIC ASIAN AMERICAN CAMPUS SCORE CAMPUS 20. Major Findings : Research Question 1

  • How do Asian American, Hispanic, and African American students at selected high schools compare with respect to parental involvement, time spent homework, frequency of individual study modes, and frequency of group study modes?

21. Major Findings : Research Question 1

  • Descriptive Statistics (Compare Means) on Parental involvement, Time Spent on Homework, Individual Study Modes, and Group Study Modes based on Ethnicity (N=713)

8.12 8.35 10.20 GROUP STUDY MODES 11.36 10.76 12.30 INDIVIDUAL STUDY MODES 9.86 9.18 9.90 TIME SPENT ON HOMEWORK 26.08 23.82 25.70 PARENTAL INVOLVMENT AFRICAN AMERICAN HISPANIC ASIANAMERICAN FACTORS 22. Major Findings: Research Question 1(Parental Involvement) 23. Major Findings: Research Question 1 (Time Spent on Homework) 24. Major Findings: Research Question 1 (Frequency of Individual Study Modes) 25. Major Findings:Research Question 1 (Frequency of Group Study Modes) 26. Major Findings : Research Question 1 and 2

  • One-Way ANOVA (Compare Means)
  • Parental involvement based on Ethnicity (N=713) Sig.: p 0.05

.93 .03 1.71 2.26* African American Asian American Hispanic .99 .03 -.54 -2.26* Hispanic Asian American African American .99 .93 .54 -1.71 Asian American Hispanic African American PARENTAL INVOLVEMENT SIG. MEAN ETHNICITY FACTOR 27. Major Findings: Research Questions 1 and 2

  • One-Way ANOVA (Compare Means)
  • Time Spent on Homework (English, Math, Science, and Social Studies) based on Ethnicity (N=713) Sig.: p 0.05

1.00 .16 -.04 .67 African American Asian American Hispanic .90 .26 -.71 -.67 Hispanic Asian American African American .90 1.00 .71 .04 Asian American Hispanic African American TIME SPENT ON HOMEWORK (English, Math, Science, and Social Studies) SIG. MEAN ETHNICITY FACTOR 28. Major Findings: Research Questions 1 and 2

  • One-Way ANOVA (Compare Means)
  • Frequency of Individual Study Modes (English, Math, Science, and Social Studies) based on Ethnicity (N=713) Sig.: p 0.05

.97 .85 -.94 .59 African American Asian American Hispanic .87 .85 -1.53 -.59 Hispanic Asian American African American FREQUENCY OF INDIVIDUAL STUDY MODES (English, Math, Science, and Social Studies) .87 .97 1.53 .94 Asian American Hispanic African American SIG. MEAN ETHNICITY FACTOR 29. Major Findings: Research Questions 1 and 2

  • One-Way ANOVA (Compare Means)
  • Frequency of Group Study Modes (English, Math,

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