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Transcript of Dr. Rebecca Duong, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
8/14/2019 Dr. Rebecca Duong, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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A Study of the Factors Related to
the Academic Achievement of 8th Grade
Hispanic Limited English ProficientStudents In A Major Urban School
DistrictA Dissertation Defense
Presented byRebecca Duong
Dissertation Committee
William Allan Kritsonis, PhD., Dissertation Chair
David Herrington, PhD., MemberDonald R. Collins, PhD., Member
Dr. Solomon Osho, Ph.D., Member
May 11, 2009
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Dissertation Defense Format
I. The Problem
II. Purpose of the Study
III. Theoretical Frame of ReferenceIV. Research Questions
V. Research Method
VI. Summary of FindingsVII. Conclusions
VIII.Recommendations
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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 aschanging demographics have Texas educators and
leaders finding new ways to implement federal andstate policies concerning LEP (Limited EnglishProficient) education (Gulla, 2003).
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Purpose of the Study
The study had a threefold purposeFirst, it sought to determine school factors that
effect the academic achievement of 8th gradeHispanic LEP students.
Second, it sought to determine individual factorsthat effect the academic achievement of 8th grade
Hispanic LEP students. Finally, it sought to identify how these identifiable
factors were perceived by Hispanic limitedEnglish proficient 8th grade middle school studentsas positively influencing their academicachievement.
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Middle School
Hispanic
LEP
Academic
Achievement
School Factors*School Climate
*Classroom Environment*Quality of LEP Instruction
Individual Factors*Academic Motivation
*Social Goals
Academic Achievement of 8th Grade Hispanic LEP Students
Based on School and Individual Factors
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Theoretical Frame of Reference
School Climate
Researchers have identified the following characteristics thatinfluence 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 of differences (Wynne,1980; Martinez, 2001)
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Theoretical Frame of Reference
Classroom Environment
Piaget’s theory of a constructivist framework was used
in this investigation to describe a positive classroomenvironment
(Fogarty, 1999; McMullen, 2004).
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Theoretical Frame of Reference
Quality of LEP Instruction
LEP instruction improves the education of LEP
children, by assisting them to learn English and meetchallenging state academic content and student
academic achievement standards
(Cummins, 1980; 1981; 1996; Jones, 2005).
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Theoretical Frame of Reference
Motivation To Achieve
Motivation plays a fundamental role in a students’
achievement ability
(Brophy, 1985; Dörnyei, 1994; Holden, 2001).
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Theoretical Frame of Reference
Individual Social Goals
Learning to socialize is a natural step towards social
development also an important factor forassimilation into society
(Deci & Ryan, 1985:116; Matthews, 2003).
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Research Questions
1. Is there a significant relationship between thestudents’ academic achievement as measured by2008-2009 Reading TAKS score and theirperceptions of the importance of a positive school climate?
2. Is there a significant relationship between thestudents’ academic achievement as measured by2008-2009 Reading TAKS score and their
perceptions of the importance of a positiveclassroom environment?
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Research Questions (cont.)
3. Is there a significant relationship of the students’academic achievement as measured by 2008-2009Reading TAKS score and their perceptions of theimportance of the quality instruction?
4. Is there a significant relationship of the students’academic achievement as measured by 2008-2009Reading TAKS score and the students’ motivationto achieve?
5. Is there a significant relationship of the students’academic achievement as measured by 2008-2009Reading TAKS score and the students’ social
goals?
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Research Questions (cont.)
6. What is the relationship of the students’ academic
achievement as measured by 2008-2009 Reading TAKS
score and the combined responses to their perceptions of
the importance of:
– school climate
– classroom environment
– quality of LEP instruction
– motivation to achieve
– individual social goals
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Research Questions (cont.)
7. Is there a significant relationship of the student’s
academic achievement as measured by 2008-
2009 Reading TAKS score and the student’s
educational aspirations?
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Null Hypothesis
H01: There is no statistically significant relationship betweenthe students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of theimportance of a positive school climate as measured by theAcademic Achievement Survey .
H02: There is no statistically significant relationship between of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of theimportance of a positive classroom environment as measured
by the Academic Achievement Survey .
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Null Hypothesis
H03: There is no statistically significant relationship of thestudents’ academic achievement as measured by 2008-2009Reading TAKS score and their perceptions of the importanceof the quality of instruction measured by the AcademicAchievement Survey .
H04: There is no statistically significant relationship of thestudents’ academic achievement as measured by 2008-2009Reading TAKS score and the students’ motivation to achieve asmeasured by the Academic Achievement Survey .
H05
: There is no statistically significant relationship of thestudents’ academic achievement as measured by 2008-2009Reading TAKS score and the students’ social goals asmeasured by the Academic Achievement Survey .
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Null Hypothesis
H06: There is no statistically significant relationship of the students’ academic achievement as measured by
2008-2009 Reading TAKS score and the combined
responses to their perceptions of the importance of:
school climate
classroom environment
quality of LEP instruction
motivation to achieve
individual social goals
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Null Hypothesis
H07: There is no statistically significant relationship of the students’ academic achievement as measured by2008-2009 Reading TAKS score and the student’seducational aspirations as measured by the AcademicAchievement Survey .
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Campus EligibleStudents
Studentsw/ParentConsent
CompletedSurvey
Percentage a
Middle
School #1
78 49 30 38%
MiddlesSchool #2
63 37 29 46%
MiddleSchool #3
86 42 30 35%
MiddleSchool #4
73 51 30 41%
MiddleSchool #5
76 61 30 39%
Subjects of the StudyQuantitative Sample/Qualitative Sample (N=149):
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Research Method
Quantitative:
Measured the relationship between student academic achievement as measured by2008-2009 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 thevariables.
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Research Method
Qualitative
Two-part essay responses was collected from
participants.
Emergent themes were used to identify common
factors that 8th grade Hispanic LEP students’ perceive
as affecting his/her academic achievement.
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Research Method
Quantitative Data:
Academic
Achievement Survey utilizing a 5 point
Likert scale-
Part I-52 item
Qualitative Data:
Open-ended essay
questions forstudents to answer-
Part II
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Hypotheses DependentVariable
IndependentVariable
Statistical Test
Ho1 AcademicAchievement asmeasured by 2008-2009 Reading TAKSScores
Perceptions of theimportance of a
positive school climate
Correlation
Pearson r
Ho2
AcademicAchievement asmeasured by 2008-2009 Reading TAKSScores
Perceptions of theimportance of a positive classroomenvironment
CorrelationPearson r
Ho3 AcademicAchievement asmeasured by 2008-
2009 Reading TAKSScores
Perceptions of theimportance of thequality of instruction
Correlation
Pearson r
Ho4 AcademicAchievement asmeasured by 2008-2009 Reading TAKSScores
Perceptions of students’ motivation toachieve
Correlation
Pearson r
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Hypotheses DependentVariable
IndependentVariable
Statistical Test
Ho5 AcademicAchievement asmeasured by 2008-2009 Reading TAKS
Scores
Perceptions of students’ social goals
Correlation
Pearson r
Ho6 AcademicAchievement asmeasured by 2008-2009 Reading TAKSScores
Perceptions of combined responses
Correlation
Pearson r
Ho7 Academic
Achievement asmeasured by 2008-2009 Reading TAKSScores
Perceptions of
student’s educationalaspirations
Correlation
Pearson r
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Summary of Findings
Research Question 1
Correlation between perceived importance of
school climate and academic achievement
Calculated Pearson coefficient was .194
p = .018 (less than the criterion value of p < .05)
Null hypothesis was rejectedThere was a statistically significant relationship
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Summary of Findings
Research Question 1
Two-part essay rendered significant trends
57% (N=86) perceived school climate as veryimportant to their academic achievement
42% (N=64) rated high the importance of teachersexpressing high expectations for students
84% (N=125) rated very high an overall positiveopinion of their teachers
Teachers inspired students to be responsible, have apositive attitude and high self-esteem
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Summary of Findings
Research Question 2
Correlation between perceived importance of
a positive classroom environment and
academic achievement
•Calculated Pearson coefficient was .188
•p = .022 (less than the criterion value of p < .05)
•Null hypothesis was rejected•There was a statistically significant relationship
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Summary of Findings
Research Question 2
Two-part essay rendered significant trends
63% (N=96) believed a positive classroom
environment had teachers who were sensitive to LEP
students’ individual differences
78% (N=118) believed teachers who were effective
were responsive to the individual needs of each
student
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Summary of Findings
Research Question 3
Correlation between perceived importance of the quality of academic instruction andacademic achievement
Calculated Pearson coefficient was .035p = .673 (greater than the criterion value of p < .05)
Null hypothesis was not rejectedThere was not a statistically significant relationship
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Summary of Findings
Research Question 3
Two-part essay rendered significant trends
58% (N=87) rated an overall positive opinion of academic programs offered at their schools
Lessons were meaningful and connected with theirpersonal experiences
On the contrary, 15% (n=23) felt an overall negativeopinion of academic programs
Students felt teachers’ classrooms were boring anduninviting, feelings of boredom and confusion
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Summary of Findings
Research Question 4
Correlation between perceived importance of
the students’ motivation to achieve and
academic achievement
•Calculated Pearson coefficient was .226
•p = .006 (less than the criterion value of p < .05)
•Null hypothesis was rejected
•There was a statistically significant relationship
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Summary of Findings
Research Question 4Two-part essay rendered significant trends
60% (N=89) based their motivation to attend school
on their belief that education was necessary forsuccess in life
Motivation to achieve in participants was personalpleasure and satisfaction of learning new, interesting,and useful things
64% (N=95) also expressed they were attendingschool to pursue personal academic goals
48% (N=72) of participants expressed theirwillingness to fulfill their parent’s expectations aswell as becoming role models for siblings
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Summary of Findings
Research Question 5
Correlation between perceived importance of
student’s social goals and academic
achievement
•Calculated Pearson coefficient was .037
•p = .650 (greater than the criterion value of p < .05)
•Null hypothesis was not rejected•There was not a statistically significant relationship
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Summary of Findings
Research Question 5Two-part essay rendered significant trends
53% (N=79) regarded peers and friends as very influentialin their lives and decisions
Participants chose friends who had similar characteristicsstudents admire, which in turn motivates students toachieve
38% (N=25) viewed academic conflict due to peerpressure, negative influences from friends hinder
students’ academic attainment and personal goals 76% (N=51) self determination helped guide their
thoughts, feelings, and behaviors towards education Self determination gave participants a sense of
accomplishment, a sense of independence and a sense of control over their personal life decisions
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Summary of Findings
Research Question 6
Correlation between perceived importance
of combined responses to their perceptions
of the importance of school/individualfactors and academic achievement
•Calculated Pearson coefficient was .298
•p = .001 (less than the criteria value of p < .05)•Null hypothesis was rejected
•There was a statistically significant relationship
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Summary of Findings
Research Question 7
Correlation between perceived importance of
students’ educational aspirations and academicachievement
•Calculated Pearson coefficient was .023
•p value of .018 (less than the criteria value of p < .05)•Null hypothesis was rejected
•There was a statistically significant relationship
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Conclusions
The study was guided by seven research questions,which examined individual and school factors thatmay affect the academic achievement of 8th gradeHispanic LEP students.
The study developed an awareness of the perceptionsof factors that affected the academic achievement of middle school 8th grade Hispanic LEP students whileimpacting future policy decisions related to servicesto LEP students in middle school.
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Conclusions
These factors had a statistically significant correlation withstudent’s academic achievement :
-school climate
-positive classroom environment
-student motivation
-combined responses of both individual and school factors
-student’s educational aspirations
These factors did not have a statistically significant correlationwith student’s academic achievement :
-quality of academic instruction
-student’s individual social goals
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Conclusions
Participants’ point of view was based on two principles:a) when constructing reality as perceived by the participants theresearcher must take into consideration all the participants’ viewsrather than to select and disregard opinions, or to only include theview of the majority.
b) the perceptions of the few students are equally important as themajority opinion due to the belief that education should follow thecriterion for “No Child Left Behind,” a zero tolerance level forfailure when promoting academic achievement of all students.
The study helps influence program decisions that will maximize
the learning outcomes of 8th grade Hispanic LEP students in thefuture.
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Recommendations
Educational Leaders1. Educational leaders and administrators
should create a shared vision where the
education for limited English proficient
students is a priority.2. Educational leaders and administrators
should provide curriculum that
incorporates limited English proficient
students’ experiences and background in
the classrooms in order to make subject
content relevant and meaningful to LEP
students.
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Recommendations
Educational Leaders
3. Educational leaders and administrators should offer
project-based programs that align themselves with
workforce.
4. Educational leaders and administrators should createconnections between the school and community
showcasing community leaders and college students
who have the same ethnic/linguistic background as
the LEP students.
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Recommendations for Further Study
A study could be conducted at the state level or national level.A study could be conducted to involve another minority group
in a similar study.
A study could be conducted at the elementary school level.
A study could be conducted at the secondary school level.
A study could be conducted that investigates the perceptionsof newly arrived Hispanic limited English proficient students.The length of time in U.S. schools may be related to studentmotivation and the perceived importance of the variables.
A study could be conducted on a different language group toinvestigate school and individual factors that contribute to the
academic achievement of the particular group.
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Recommendations for Further Study
A study could be conducted that investigates adifferent school district and other individual factorsthat may affect the perceptions of eighth gradeHispanic limited English proficient students.
A replication of this study could be conducted if aformulated construct for achievement could be usedrather than Reading TAKS scores. A revised versionof the questionnaire could also be used.
Finally, it would be useful for administrators in
schools with limited English proficient students toimplement the recommendations from the study andobserve its impact on LEP students’ academicachievement over a period of time.