The role of parental support in the home environment and student academic achievement

Abstract

The purpose of this study was to examine differences in the family culture and the effects it has on student academic achievement, as measured by teachers' perceptions of high, moderate and low academic achievement. The study used the students' perceptions of the home environment for families coupled with teacher assessment of student achievement for children in the fifth grade. The study attempted to examine relationships between home environment factors and academic achievement for fifth graders. The study involved students from the Medford Middle School. Three teachers were involved in the distribution, collection and the analysis of student achievement for the fifty-seven students completing surveys. The results revealed some relationships between the home environment factors and student academic achievement. Implications for the study include: providing family intervention programs through parent education, implementing classroom strategies through teacher education and advanced study for home environment and the impact it has on academic achievement.