A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement-Reference-Cited by-同舟云学术

A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement

Published:2024-02-21 Issue: Volume: Page:
ISSN:0042-0859
Container-title:Urban Education
language:en
Short-container-title:Urban Education

Author:

Jeynes William H.¹²^ORCID

Affiliation:

1. Department of Teacher Education, California State University, Long Beach, CA, USA

2. The Witherspoon Institute, Princeton, NJ, USA

Abstract

This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/00420859241232396

Reference79 articles.

1. Studies with an asterisk were included in the meta-analysis

2. *Adadevah V. (2011). Impact of home-based computers and computer-based instruction and parent/guardian monitoring on the academic performance of underserved African American elementary school children in the Birmingham, Alabama public schools. Union Institute and University of Cincinnati.

3. Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program

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