The Effect on Academic Progress of Middle School Students Who Had Direct Parental Supervision During Distance Learning
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2021-05-13
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Education
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Masters of Education
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Attribution-NoDerivs 3.0 United States
Attribution-NoDerivs 3.0 United States
Abstract
The purpose of this study was to evaluate the effectiveness of parental supervision of middle school students during the COVID-19 mandated school closure during school year 2020-2021. The measurement tools were student progress notes, teacher observations, and parent questionnaires. This study involved the use of case study research to determine whether parental supervision and involvement helped students engage and participate during synchronous and asynchronous instruction. The participants were eight middle school students (Grades 5-9) enrolled in a Title I separate public day school for students with severe-profound disabilities. The average cognitive level of the students was 14 months. Six families were enrolled in Medical Assistance, and two students lived in single-parent homes. All eight students were nonverbal and required maximum supervision and assistance with daily living skills and to participate during instruction. Findings show that skill retention ranged from observable regression to observable progress. Due to the ongoing process of synchronous and asynchronous instruction, further data collection is required to determine the long-term efficacy of parental involvement.