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Texting for Increasing Parental Involvement and Student Performance
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, , California State University at East Bay, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

Numerous educational researches have showed that parental involvement in schools is highly correlated with higher student performance (Griffith, 1996; Jeynes, 2005; Jeynes, 2012; Sheldon, 2003; Stevenson & Baker, 1987; Williams, & Sanches, 2012). The conclusion is so evident that schools are now required by law to implement parental involvement provisions in order to receive certain Federal funds (No Child Left Behind Act of 2001). With the rapid advancement in technology, strategies to increase parental involvement in education have been moving from print formats to digital formats. This paper is to investigate whether the use of text messaging via cell phones to communicate between teachers and parents has measurable results on the academic performance of students. The study indicates that on its own, the use of text messaging does not significantly change student performance; however, texting may have other benefits to teachers and students.

Citation

Chen, L.L. & Pakter, A. (2012). Texting for Increasing Parental Involvement and Student Performance. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 919-927). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from .

© 2012 Association for the Advancement of Computing in Education (AACE)

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