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The Effects of Single-Parent Families on Student Academic Achievement Christina Michalek ED 703.22

The Effects of Single-Parent Families on Student Academic Achievement Christina Michalek ED 703.22 Spring 2009. Table of Contents. Research Design Threats to Internal Validity Threats to External Validity Proposed Data Correlational Graph References. Research Design. Pre-Experimental

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The Effects of Single-Parent Families on Student Academic Achievement Christina Michalek ED 703.22

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  1. The Effects of Single-Parent Families on Student Academic Achievement Christina Michalek ED 703.22 Spring 2009

  2. Table of Contents • Research Design • Threats to Internal Validity • Threats to External Validity • Proposed Data • Correlational Graph • References

  3. Research Design • Pre-Experimental • Quasi-Experimental • One designated treatment group (X1) • Sample was not randomly selected

  4. Threats to Internal Validity • History • Participants may not be fully focused on completing the instruments of the study • Participants may not be completely honest when answering surveys and questionnaires • Changes in surroundings – fire drills, phone ringing, announcements being made, someone entering the room • Experimental Morality • Participants may choose to no longer be part of the study • Students may move to a new school • Selection-Maturation Interaction • Students may become bored when answering surveys and questionnaires • Students may not pay attention to what is being asked of them • Instrumentation • Parents may refuse to complete questionnaires and surveys at any point

  5. Threats to External Validity • Experimental Procedures • Students and parents may answer questions based on what they feel is the “best answer.” At times, this is not always the truth • Selection Treatment Interaction • Participants were not chosen at random. It is a set sample. • Treatment Diffusion • Students and parents may talk amongst themselves about the contents of assessments, questionnaires, and surveys. • Reactive Agreements/Participants Effects • Attitudes of participants may change over time. • For example, a student may be having a bad day. This will affect the student’s answers to surveys and questionnaires. It may also affect the assessment data of the survey.

  6. Proposed Data-Survey Question • Student Survey Questions How often do your parents/guardians do the following? 1) Never 2) Hardly Ever 3) Sometimes 4) Always -Help you with your homework _____ -Talk to you about how you can improve in your schoolwork _____ -Make sure you do your homework assignments _____ -Talk to your teachers about how you are doing in school _____ -Go to school activities and meetings _____ _______________________________________________________________________________ 1) 0-30 minutes 2) 30 minutes to 1 hour 3) 1 hour-1 ½ hours 4) more than 2 hours -How long does it take you to complete your homework? _____ -How long do your parents help you with your homework? _____ -How long do you study before a test? _____ -How long do you spend reading each night? _____ -How long do you speak to your parents about your school day? _____

  7. Homework Help Proposed Question: How long do you spend helping your child with homework? (1) 0-30 minutes (2) 30 minutes-1 hour (3) 1 hour-1 ½ hours (4) More than 2 hours

  8. Assessment Results

  9. Correlational coefficient : (rxy) 0.890439789 • This shows that there is a good correlation between test averages of students who have one parent and students who have two parents.

  10. Attitude Towards School

  11. Correlational coeffiecient: (rxy) -0.904534034 • This shows that there is no correlation of attitudes towards school between students with one parent or two parents.

  12. References O’Connor – Petruso, S. (2008). Stat.scales.analyses.threats.design.ppt.

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