Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics

Middle School Parents’ Beliefs Regarding Learning Management System Use in Mathematics by Vaughn M. Bradley, Jr. MA, Loyola University, 1996 BS, Hampton University, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University April 2018 Abstract Middle school is a critical time in students’ learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children’s progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children’s autonomousMiddle school is a critical time in students’ learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children’s progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children’s autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children’s mathematics studies and set expectations for their mathematics task completion and achievement. Middle School Parents’ Beliefs Regarding Learning Management System Use in Mathematics by Vaughn M. Bradley, Jr. MA, Loyola University, 1996 BS, Hampton University, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University April 2018 Dedication This work is dedicated to parents who continuously support and monitor their children’s academic progress, particularly in the subject of mathematics. I would also like to dedicate this study to middle school students who build their capacity to develop positive relationships with their parents and work with their teachers in advocating for their academic success! Acknowledgments I would like to thank and acknowledge all the patient people who have supported me during this journey. To my caring family and loving partner, thank you for your encouraging words and prayers. Thanks to all of you, I am reaching the point where I can complete this monumental task. I also would like to thank my colleagues who allowed me to engage in scholarly discussions and provided me with moral support. Finally, to the research community at Walden University, including my chair Dr. Donna Gee, my methods advisor Dr. Paula Dawidowicz, and my University Research Reviewer, Dr. Shereeza Mohammed, thank you for your continual suggestions, recommendations, and monitoring of my progress.