- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The effect of Classroom P.T.A. on student achievement in a selected elementary school, 1989
- Creator:
- Sellers, Robert L.
- Date of Original:
- 1989-07-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- Purpose of the Study: The purpose of this study was to examine the effects of Classroom P.T.A. on student achievement in a low socio-economic elementary school. The time frame involved the 1985-86/1987-88 school year before and after the establishment of Classroom P.T.A. Methodology: This was a case study using a comparative analysis of the Iowa Tests of Basic Skills for grades 1-5 for the 1985-86/1987-88 school year. The achievement scores before and after the establishment of Classroom P.T.A. were analyzed using the "t" test. Also, the responses from the teacher perception questionnaire were tabulated using percentages to determine the level of parental expectations since the establishment of Classroom P.T.A. Conclusions: It appears that: 1. When teachers organize Classroom P.T.A.s and promote teacher-student-parent conferences, low SES parents feel a sense of success in schooling for their children. 2. When teachers construct a profile analysis for each student in order to adjust or create a new curriculum to meet the needs of the individual learner, then, students' test scores are likely to improve. Findings: 1. The mean reading score for Ragsdale School in 1985-86 was 41.754 and in 1987-88, 49.3216. The calculated "t" value was 2.99 with 170 degrees of freedom. This was significant at the .003 level. Hence, there is a significant increase in students' reading scores for 1987-88. This shows that Classroom P.T.A. had a significant impact on the reading score, and the null hypothesis is rejected. 2. The mean mathematics score for Ragsdale School in 1985-86 was 49.1579 and in 1987-88, it was 65.8598. The calculated "t" value was 5.40 with 170 degrees of freedom. This was significant at the 0.000 level. Hence, there is a significant increase in student mathematics scores for the school year 1987-88. This shows that Classroom P.T.A. had a significant impact on mathematics scores, and the null hypothesis is rejected. 3. The improvement of test scores does not arise from any change in the SES for 1985-86/1987-88. Recommendations: 1. That further study be made using Classroom P.T.A. chosen for this study, but using a larger sample. 2. That in-service workshops be provided for teachers to sharpen their interpersonal skills to work more effectively with parents.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1989_sellers_robert_l
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
