dr. rebecca duong, phd dissertation defense, dr. william allan kritsonis, dissertation chair

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

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  • 1. A Study of the Factors Related tothe Academic Achievement of 8th GradeHispanic Limited English Proficient Students In A Major Urban School District A Dissertation Defense Presented by Rebecca Duong Dissertation Committee William Allan Kritsonis, PhD., Dissertation Chair David Herrington, PhD., Member Donald R. Collins, PhD., Member Dr. Solomon Osho, Ph.D., Member May 11, 2009

2. Dissertation Defense Format

  • The Problem
  • Purpose of the Study
  • Theoretical Frame of Reference
  • Research Questions
  • Research Method
  • Summary of Findings
  • Conclusions
  • Recommendations

3. Background of Problem

  • In Texas there is a increase of more than 55% of Hispanics making up the overall population of middle school public school enrollment in 2008.
  • (National Center for Education Statistics. 2008)
  • Administrators and teachers face new challenges as changing demographics have Texas educators and leaders finding new ways to implement federal and state policies concerning LEP (Limited English Proficient) education (Gulla, 2003).

4. Purpose of the Study

  • The study had a threefold purpose
  • First, it sought to determine school factors that effect the academic achievement of 8 thgrade Hispanic LEP students.
  • Second, it sought to determine individual factors that effect the academic achievement of 8 thgrade Hispanic LEP students.
  • Finally, it sought to identify how these identifiable factors were perceived by Hispanic limited English proficient 8 thgrade middle school students as positively influencing their academic achievement.

5. Academic Achievement of 8th Grade Hispanic LEP StudentsBased on School and Individual Factors 6. Theoretical Frame of Reference

  • School Climate
  • Researchers have identified the following characteristics that influence school climate:
  • Safe and orderly environment (Murphy, 1989; Jones, 2001)
  • Opportunities for student participation and leadership (Rumberger et al., 2000; Wynne, 1980)
  • High expectations for students (Edmunds, 1979; Rumberger et al., 2000)
  • Student-staff cohesion and support ofdifferences (Wynne, 1980; Martinez, 2001)

7. Theoretical Frame of Reference

  • Classroom Environment
  • Piagets theory of a constructivist framework was used in this investigation to describe a positive classroom environment
  • (Fogarty, 1999; McMullen, 2004).

8. Theoretical Frame of Reference

  • Quality of LEP Instruction
  • LEP instruction improves the education of LEP children, by assisting them to learn English and meet challenging state academic content and student academic achievement standards
  • (Cummins, 1980; 1981; 1996; Jones, 2005).

9. Theoretical Frame of Reference

  • Motivation To Achieve
  • Motivation plays a fundamental role in a students achievement ability
  • (Brophy, 1985; Drnyei, 1994; Holden, 2001).

10. Theoretical Frame of Reference

  • Individual Social Goals
  • Learning to socialize is a natural step towards social development also an important factor for assimilation into society
  • (Deci & Ryan, 1985:116; Matthews, 2003).

11. Research Questions

  • Is there a significant relationship between the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of apositive school climate ?
  • Is there a significant relationship between the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of apositive classroom environment?

12. Research Questions (cont.)

  • Is there a significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance ofthe quality instruction ?
  • Is there a significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thestudents motivation to achieve ?
  • Is there a significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and the studentssocial goals ?

13. Research Questions (cont.)

  • 6. What is the relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thecombined responses to their perceptions of the importance of:
    • school climate
    • classroom environment
    • quality of LEP instruction
    • motivation to achieve
    • individual social goals

14. Research Questions (cont.)

    • 7.Is there a significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thestudents educational aspirations ?

15. Null Hypothesis

  • H0 1 : There is no statistically significant relationship between the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of apositive school climateas measured by the Academic Achievement Survey .
  • H0 2 : There is no statistically significant relationship between of the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of apositive classroom environmentas measured by the Academic Achievement Survey .

16. Null Hypothesis

  • H0 3 : There is no statistically significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of thequality of instructionmeasured by the Academic Achievement Survey.
  • H0 4 : There is no statistically significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thestudents motivation to achieveas measured by the Academic Achievement Survey .
  • H0 5 : There is no statistically significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and the studentssocial goalsas measured by the Academic Achievement Survey .

17. Null Hypothesis

  • H0 6 : There is no statistically significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thecombined responsesto their perceptions of the importance of:
  • school climate
  • classroom environment
  • quality of LEP instruction
  • motivation to achieve
  • individual social goals

18. Null Hypothesis

  • H0 7 :There is no statistically significant relationship of the students academic achievement as measured by 2008-2009 Reading TAKS score and thestudents educational aspirationsas measured by the Academic Achievement Survey .

19. Subjects of the Study Quantitative Sample/Qualitative Sample (N=149): Campus Eligible Students Students w/Parent Consent Completed Survey Percentagea Middle School #1 78 49 30 38% Middles School #2 63 37 29 46% Middle School #3 86 42 30 35% Middle School #4 73 51 30 41% Middle School #5 76 61 30 39% 20. Research Method

  • Quantitative:
  • Measured the relationship between student academic achievement as measured by 2008-2009 Reading TAKS score and the three school factors selected for this study: school climate, classroom environment, and the quality of academic instruction.
  • Measured the relationship between student academic achievement as measured by 2008-2009 Reading TAKS score and individual factors selected for this study: motivation to achieve and personal social goals.
  • A correlation research design was used to examine these relationships among the variables.

21. Research Method

  • Qualitative
  • Two-part essay responses was collected from participants.
  • Emergent themes were used to identify common factors that 8 thgrade Hispanic LEP students perceive as affecting his/her academic achievement.

22. Research Method

  • Quantitative Data:
  • Academic Achievement Survey utilizing a 5 point Likert scale-
  • Part I-52 item
  • Qualitative Data:
  • Open-ended essay questions for students to answer-Part II

23. Hypotheses Dependent Variable Independent Variable Statistical Test Ho 1 Academic Achievement as measured by 2008-2009 Reading TAKS Scores Perceptions of the importance of a positive school climate CorrelationPearson r Ho 2 Academic Achievement as measured by 2008-2009 Reading TAKS Scores Perceptions of the importance of a positive classroom environment CorrelationPearson r Ho 3 Academic Achievement as measured by 2008-2009 Reading TAKS Scores Perceptions of the importance of the quality of instruction CorrelationPearson r Ho 4 Academic Achievement as measured by 2008-2009 Reading TAKS Scores Perceptions of students motivation to achieve CorrelationPearson r 24. Hypotheses Dependent Variable Independent Variable Statistical Test Ho 5 Academic A

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