ORCID

http://orcid.org/0000-0002-2221-3328

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Cozza

Abstract

The purpose of this phenomenological study was to discover: (a) parents’ perception of the support they provided at home and how it impacted their child’s academic success in a Global History and Geography course and (b) the child’s perception of how their homelife impacted their success in their Global History and Geography class. The study participants were three parents and nine children who had completed the 10th grade Global History and Geography Regents class, which culminated in the administration of the New York State’s Global History and Geography Regents exams.

Prior studies have considered the influence of homelife on student academic success. These studies have generally focused on a student’s overall academic achievement. The research that explored specific content areas was predominately in the area of literacy. The results of several of the studies have shown a positive correlation between a homelife that emphasized academics and a student’s academic success in school. However, several studies exposed that the student participants did not perceive a relationship between their homelife and their academics in school, and some students reported that their homelife might have hurt their academic success in school.

This study concluded that a majority of the students perceived that their parents or other resources provided at home were an influencing factor in their academic success in their Global History and Geography course. Likewise, most of the parents had the perception that their active involvement in their child’s home life directly impacted their child’s academic success in their Global History and Geography course.

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