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



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



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).



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.



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 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)




Classroom Environment

Piaget’s theory of a constructivist framework was used

in this investigation to describe a positive classroomenvironment

(Fogarty, 1999; McMullen, 2004).




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).




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 forassimilation into society

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



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?



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?




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 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 .



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 .



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



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 .



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):



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.



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 forstudents to answer-

Part II



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


Perceptions of students’ motivation toachieve

Correlation

Pearson r



Hypotheses DependentVariable

IndependentVariable

Statistical Test

Ho5 AcademicAchievement asmeasured by 2008-2009 Reading TAKS

Scores

Perceptions of students’ social goals

Correlation

Pearson r


Perceptions of combined responses

Correlation

Pearson r

Ho7 Academic

Achievement asmeasured by 2008-2009 Reading TAKSScores

Perceptions of

student’s educationalaspirations

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 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



Summary of Findings

Research Question 2


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


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 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



Summary of Findings

Research Question 3


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



Summary of Findings

Research Question 4


the students’ motivation to achieve and

academic achievement


•p = .006 (less than the criterion value of p < .05)

•Null hypothesis was rejected

•There was a statistically significant relationship



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



Summary of Findings

Research Question 5


student’s social goals and academic

achievement


•p = .650 (greater than the criterion value of p < .05)

•Null hypothesis was not rejected•There was not a statistically significant relationship



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



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


•p = .001 (less than the criteria value of p < .05)•Null hypothesis was rejected




Summary of Findings

Research Question 7


students’ educational aspirations and academicachievement


•p value of .018 (less than the criteria value of p < .05)•Null hypothesis was rejected




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.



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



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.



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.



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.



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.



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.

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

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