Effects of parental involvement in a study skills training program on student achievement, behavior, and parental attitudes

Date of Award




Degree Name

Doctor of Education (Ed.D.)


Educational Leadership

First Committee Member

John H. Croghan - Committee Chair


This research described a study skills training program that was designed to train parents and their low academic achieving students. Subjects were ten students and their parents who volunteered for ten hours of training apportioned into five sessions. The ten parent/child pairs enrolled in the study skills training program and were divided into an experimental and wait-list control groups. The population was drawn from a pool of 61 students from a mid-size middle school with a total enrollment of 763 students. Because of the small and unstable sample size of the data presented, generalizability beyond this setting is not possible. Low grades and scores at a stanine of 3 or below in reading, language, and math categories of the SAT were the criteria for participation in the study.A case approach was employed to study and observe five parent/child pairs in the experimental group throughout the program's implementation. Interviews, student journals, observations, and school records were used in the collection of data. Data for comparison of students' grade point averages and attendance rates were statistically tested for both the experimental and the control wait-list groups to determine changes in achievement and behavior. Narrative descriptions of the parent/child pairs and a cross-case analysis of the interview data and student journals were employed to determine the satisfaction of the parent/child relationships. The Parent Questionnaire (Parker, 1990) was administered before and after training to identify changes in how parents viewed themselves as teachers of their children.Results revealed the following: (1) Involving parents and their children in study skills and activities, enhances satisfactory relationships. (2) Parents and children perceive positive changes in schoolwork, attitudes, and behavior as a result of study skills training, based on interaction, level of involvement, and emotional closeness. (3) Students perceive positive changes in grades and attendance, based on their perceptions before and after the study skills training. (4) There are no significant changes in students grades and attendance rates, based on tabulate results of student records data. (5) Parents perceive themselves as better teachers of their children as a result of the study skills training, based on their feelings about involvement in learning of their children. (6) No significant differences are found in parents' perceptions of themselves as teachers of their children as a result of their involvement in study skills training, based on results of the Parent Questionnaire data.


Education, Adult and Continuing; Education, Secondary; Sociology, Individual and Family Studies; Education, Curriculum and Instruction

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