In light of recent data showing that United Statesí students are falling behind in science and mathematics, this paper examines the potential connection between parental influence and student motivation and achievement in the middle school science classroom. Using survey data collected from current middle school students, this study seeks to establish any correlations between how students perceive their familyís influence and how motivated and successful they are in their current science course. Approximately 75 8th grade students are included in this study and the survey includes questions related to parental views on general academics as well as science current events and science education. By examining these relationships, it is hoped that the success of a student in the sciences is shown to be influenced by the dynamics of the studentís home life as well as the opinions and viewpoints of their parents/guardians.
|Presenter:||Christopher Grayeski (St. John Fisher College) -- firstname.lastname@example.org
|Topic:||Education - Panel|
|Time:||9:20 am (Session I)|
Writing @ The Graduate Level
6 pm - 7 pm