The Effect of Teacher Communication with Parents on Students' Mathematics Achievement

ABSTRACT The study examined the effect of parental involvement on students' mathematics achievement. The investigator selected four Algebra I classes taught by one teacher and randomly placed two classes in the control group and two classes in the experimental group. The parents of the students in the treatment group received monitoring sheets twice a week, that contained students' scores on daily homework and test grades, but the parents in the control group did not receive monitoring sheet. Students in the experimental group outperformed the students in the control group. With respect to gender, the results showed that parental involvement did not affect student achievement differently. Lower-achieving students, in the experimental group significantly outperformed such students in the control group. INTRODUCTION The U.S. Department of Education (2005) reported that among 12 nations (Hungary, Austria, Latvia, Japan, Hong Kong, Italy, Russia, Netherlands, New Zealand, Belgium, and Norway) who participated in their assessment of mathematics aptitude, the U.S. fourth grader ranked 8th and the eighth graders ranked 9th among them, indicating below average scores when compared with the countries that were evaluated. For the past several years researchers have examined strategies that improve students' scores in mathematics. Neurath and Stephens (2006) researched the use of technology, and Mvududu, 2005 and Henson(2003) investigated constructivist learning. Also to increase scores, state governments are holding school accountable for mathematics achievement based on state mandated tests. Many research studies have been conducted on children at the elementary school level, and fewer studies examined students at the middle or high school level (Keith et al., 1995; Keith, Aubey, Frehrmann, Pottemaum, Reimers,1986); Matzye, 1995; Mendoza, 1996; Patrikako, 1997; Paulson, 1994; PengW Paik, 1995; Sui-Chu & Willms, 1996). Epstein and Connors (1994) showed in a survey that 90% of the parents and over 80% of the students indicated parental involvement is needed to improve student achievement for high school students. I developed a model based on involving parents in their children's education. Parents were active participants of their children's school through a monitoring sheet containing students' homework grades and test scores. These sheets were given to students to take home twice a week. REVIEW OF LITERATURE Epstein (1995) has found six types of parental involvement: Communicating, parenting, volunteering, learning at home, collaborating with the community, and decision making. Research does not support which type of parental involvement is most effective (Snipes, 1995). We know very little about which strategies parents use with their children at home and at school that actually improve academic success. We also know very little about what types of activities will have positive impact on student achievement (Singh, Anderson, Bickley, Keith, & Keith, 1995). EFFECT OF PARENTAL INVOLVEMENT Some studies have found that parental involvement improved student achievement (Christenson, Gorney, & Rounds 1992; Epstein, 1990; National Center for Education Statistics, 1997; Cotton & Wikelund, 2000; Henderson, 1987; Sheldon & Epstein, 2001; Simon, 2000; Van Voorhis, 2001; Zellman & Waterman, 1998). Others showed improvement in student behavior (Cotton & Wikelund, 2000; Henderson, 1987; Sheldon & Epstein, 2001; Simon, 2000). Also, various studies have shown that parental involvement was a significant component in determining the success of children in school (Eccles & Harold, 1994; Mau, 1997). A review of 125 research papers by Henderson (1987) spanned the period from 1966 through 1993. It examined the effect of parental involvement on the academic achievement of students in schools. Other researchers found parental involvement has many benefits for students, including middle- and high school-level students. …