The relationship of parental involvement, school climate and other selected factors to secondary students' achievement in family and consumer sciences

摘要

The Ohio Work and Family Life curriculum was designed to prepare students for the work of the family. A statewide assessment system was developed to assess secondary student achievement on the Work and Family Life courses of Personal Development and Resource Management.;The purpose of this study was to determine what selected factors were related to student achievement on the Work and Family Life tests. This study examined the elements of parental involvement, school climate, school location category, school size, curricular factors and student personal characteristics as they relate to student scores on the competency tests in Personal Development and Resource Management.;The design of the study was ex post facto/correlational. The population of the study was Ohio secondary students during the fall semester of 1996. A random cluster sample of students was drawn consisting of 40 Personal Development classrooms and 40 Resource Management classrooms. The student respondents with useable pretest and posttest matches included 653 Personal Development students and 421 Resource Management students. Parent Involvement Measure and Quality of School Life data were collected through numbered surveys encoded to match the numbered pretests and posttests.;For each of the variables of interest, descriptive statistics were computed including frequencies and measures of central tendency. Correlation coefficients were used to determine relationships between variables. Regression analysis and multivariate statistics were used to determine variance accounted for by the model.;More females were enrolled in both Personal Development and Resource Management classes. Females showed higher achievement scores on Personal Development and Resource Management classes, however males made higher gain scores on the Resource Management test.;Grade level and gender were significant predictors of the posttest score on the Personal Development test. School location category accounted for additional variance in the model.;School location category accounted for variance on the Personal Development gain score for this sample. Additional variance was accounted for by whether the score counted for a grade.;Grade level and gender accounted for variance on the Resource Management posttest score in the sample. Whether the score counted for a grade accounted for an additional variance on the posttest score. Only school location accounted for variance explained for gain scores on the Resource Management test.