Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Debra Tyrrell

Abstract

AbstractTechnology-based tools for parent–teacher communication, such as online parent portals, are becoming the preferred method of exchanging information between home and school. However, little research has been conducted on parent–teacher communication using online parent portals. The purpose of this quantitative nonexperimental cross-sectional study was to examine the relationship between parents’ use of a parent–teacher online communication parent portal and students’ academic achievement. Bandura’s social cognitive theory of self-efficacy provided the theoretical framework for this study. Archival data from a Southeast U.S. public school district were used to examine the relationship between parents’ average quarterly use of a parent portal and students’ average quarterly English language arts (ELA) and mathematics grades at the Grade 3–5 level. Results of two simple bivariate linear regressions did not show a significant relationship between parents’ average quarterly use of a parent portal and students’ average quarterly ELA or mathematics grades at the Grade 3–5 level. The results may add to the body of knowledge in the field of educational technology and may be used to improve parent–teacher and school–home communication, instructional practices, and students’ academic achievement.

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