TEACHER PERCEPTIONS OF PARENTAL INVOLVEMENT AND THE ACHIEVEMENT OF DIVERSE LEARNERS: A META-ANALYSIS

Abstract

Research indicates that student achievement is affected by parental involvement. However, less is known about the effects of teacher perceptions of parental involvement on the achievement of diverse learners. Thus, the purpose of this study was to examine the effects of teacher perceptions of parental involvement on the academic achievement of economically, culturally, and linguistically diverse learners. This meta-analysis included 18 studies, examining the relationship between teacher perceptions of parental involvement and the achievement of diverse students. A large statistically significant overall mean effect size was observed (d = .87). SES, grade level, and geographic location were all statistically significant moderators of effects. Recommendations are provided based on the study’s results.