Dr. Rebecca Duong, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair

A Study of the Factors Related to the Academic Achievement of 8th Grade

Hispanic Limited English Proficient Students 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., MemberDr. Solomon Osho, Ph.D., Member

May 11, 2009

Dissertation Defense Format

I. The Problem

II. Purpose of the Study

III. Theoretical Frame of Reference

IV. Research Questions

V. Research Method

VI. Summary of Findings

VII. Conclusions

VIII.Recommendations

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 as changing demographics have Texas educators and leaders finding new ways to implement federal and state policies concerning LEP (Limited English Proficient) education (Gulla, 2003).

Purpose of the Study

The study had a threefold purposeFirst, it sought to determine school factors

that effect the academic achievement of 8th grade Hispanic LEP students.

Second, it sought to determine individual factors that effect the academic achievement of 8th grade Hispanic LEP students.

Finally, it sought to identify how these identifiable factors were perceived by Hispanic limited English proficient 8th grade middle school students as positively influencing their academic achievement.

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

Theoretical Frame of Reference

School Climate

Researchers have identified the following characteristics that influence 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)


Classroom Environment

Piaget’s theory of a constructivist framework was used in this investigation to describe a positive classroom

environment

(Fogarty, 1999; McMullen, 2004).


Quality of LEP Instruction

LEP instruction improves the education of LEP children, by assisting them to learn English and meet

challenging state academic content and student academic achievement standards

(Cummins, 1980; 1981; 1996; Jones, 2005).


Motivation To Achieve

Motivation plays a fundamental role in a students’ achievement ability

(Brophy, 1985; Dörnyei, 1994; Holden, 2001).


Individual Social Goals

Learning to socialize is a natural step towards social development also an important factor for

assimilation into society

(Deci & Ryan, 1985:116; Matthews, 2003).

Research Questions

1. Is there a significant relationship between the students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of a positive school climate?

2. Is there a significant relationship between the students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of a positive classroom environment?

Research Questions (cont.)

3. Is there a significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of the quality instruction?

4. Is there a significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and the students’ motivation to achieve?

5. Is there a significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and the students’ social goals?


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


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?

Null Hypothesis

H01: There is no statistically significant relationship between the students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of a positive school climate as measured by the Academic 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 the importance of a positive classroom environment as measured by the Academic Achievement Survey .

Null HypothesisH03: There is no statistically significant relationship of the

students’ academic achievement as measured by 2008-2009 Reading TAKS score and their perceptions of the importance of the quality of instruction measured by the Academic Achievement Survey .

H04: There is no statistically significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and the students’ motivation to achieve as measured by the Academic Achievement Survey .

H05: There is no statistically significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and the students’ social goals as measured by the Academic Achievement Survey .

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 climateclassroom environmentquality of LEP instructionmotivation to achieve individual social goals

Null Hypothesis

H07: There is no statistically significant relationship of the students’ academic achievement as measured by 2008-2009 Reading TAKS score and the student’s educational aspirations as measured by the Academic Achievement Survey .

Campus Eligible Students

Students w/Parent Consent

Completed Survey

Percentage a

Middle School #1

78 49 30 38%

Middles School #2

63 37 29 46%

Middle School #3

86 42 30 35%

Middle School #4

73 51 30 41%

Middle School #5

76 61 30 39%

Subjects of the StudyQuantitative Sample/Qualitative Sample (N=149):

Research MethodQuantitative:

Measured the relationship between student academic achievement as measured by 2008-2009 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 the variables.

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.

Research Method

Quantitative Data:

Academic Achievement Survey utilizing a 5 point Likert scale-

Part I-52 item

Qualitative Data:

Open-ended essay questions for students to answer-Part II

Hypotheses Dependent Variable

Independent Variable

Statistical Test

Ho1 Academic Achievement as measured by 2008-2009 Reading TAKS Scores

Perceptions of the importance of a positive school climate

Correlation

Pearson r


Perceptions of the importance of a positive classroom environment

Correlation

Pearson r


Perceptions of the importance of the quality of instruction

Correlation

Pearson r


Perceptions of students’ motivation to achieve

Correlation

Pearson r

Hypotheses Dependent Variable

Independent Variable

Statistical Test


Perceptions of students’ social goals

Correlation

Pearson r


Perceptions of combined responses

Correlation

Pearson r


Perceptions of student’s educational aspirations

Correlation

Pearson r

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

Summary of Findings

Research Question 1Two-part essay rendered significant trends

57% (N=86) perceived school climate as very important to their academic achievement

42% (N=64) rated high the importance of teachers expressing high expectations for students

84% (N=125) rated very high an overall positive opinion of their teachers

Teachers inspired students to be responsible, have a positive attitude and high self-esteem

Summary of Findings

Research Question 2Correlation 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

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

Summary of Findings

Research Question 3

Correlation between perceived importance of the quality of academic instruction and academic 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

Summary of Findings


58% (N=87) rated an overall positive opinion of academic programs offered at their schools

Lessons were meaningful and connected with their personal experiences

On the contrary, 15% (n=23) felt an overall negative opinion of academic programs

Students felt teachers’ classrooms were boring and uninviting, feelings of boredom and confusion

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

Summary of Findings


60% (N=89) based their motivation to attend school on their belief that education was necessary for success in life

Motivation to achieve in participants was personal pleasure and satisfaction of learning new, interesting, and useful things

64% (N=95) also expressed they were attending school to pursue personal academic goals

48% (N=72) of participants expressed their willingness to fulfill their parent’s expectations as well as becoming role models for siblings

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

Summary of FindingsResearch Question 5

Two-part essay rendered significant trends

53% (N=79) regarded peers and friends as very influential in their lives and decisions

Participants chose friends who had similar characteristics students admire, which in turn motivates students to achieve

38% (N=25) viewed academic conflict due to peer pressure, 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

Summary of Findings

Research Question 6Correlation between perceived importance of combined responses to their perceptions of the importance of school/individual factors 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

Summary of Findings

Research Question 7

Correlation between perceived importance of students’ educational aspirations and academic achievement

•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

ConclusionsThe study was guided by seven research

questions, which examined individual and school factors that may affect the academic achievement of 8th grade Hispanic LEP students.

The study developed an awareness of the perceptions of factors that affected the academic achievement of middle school 8th grade Hispanic LEP students while impacting future policy decisions related to services to LEP students in middle school.

ConclusionsThese factors had a statistically significant correlation

with student’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 correlation with student’s academic achievement :

-quality of academic instruction-student’s individual social goals

Conclusions Participants’ point of view was based on two principles:

a) when constructing reality as perceived by the participants the researcher must take into consideration all the participants’ views rather than to select and disregard opinions, or to only include the view of the majority.b) the perceptions of the few students are equally important as the majority opinion due to the belief that education should follow the criterion for “No Child Left Behind,” a zero tolerance level for failure 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 the future.

RecommendationsEducational Leaders

1. 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.

Recommendations

Educational Leaders

3. Educational leaders and administrators should offer project-based programs that align themselves with workforce.

4. Educational leaders and administrators should create connections between the school and community showcasing community leaders and college students who have the same ethnic/linguistic background as the LEP students.

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

perceptions of newly arrived Hispanic limited English proficient students. The length of time in U.S. schools may be related to student motivation and the perceived importance of the variables.

A study could be conducted on a different language group to investigate school and individual factors that contribute to the academic achievement of the particular group.

Recommendations for Further Study

A study could be conducted that investigates a different school district and other individual factors that may affect the perceptions of eighth grade Hispanic limited English proficient students.

A replication of this study could be conducted if a formulated construct for achievement could be used rather than Reading TAKS scores. A revised version of the questionnaire could also be used.

Finally, it would be useful for administrators in schools with limited English proficient students to implement the recommendations from the study and observe its impact on LEP students’ academic achievement over a period of time.

Dr. Rebecca Duong, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair

Education

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