The Impact of Targeted Family Communication on Student Engagement and Learning Outcomes in Online Education
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Alternative Title
A Doctoral Capstone Project
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Author: Lanious, Shawn David
Abstract
This mixed-methods study investigated the impact of targeted, consistent teacher communication on third-grade student academic performance, engagement, and parent perceptions in a full-time online learning environment. The intervention involved structured, monthly outreach from teachers to families, implemented during the 2024–2025 school year at PAcyber. Two cohorts were analyzed: a baseline group from 2023–2024 and an intervention group from 2024–2025. Data sources included final grades, Exact Path diagnostic assessments, attendance records, and a parent perception survey.
Quantitative analysis revealed statistically significant gains in ELA, Math, and Science final grades for the intervention cohort, with extremely large effect sizes. Math diagnostic scores also showed notable improvement. However, attendance declined slightly in the intervention group, despite over 60 percent of parents reporting increased student engagement. Qualitative survey data underscored themes of strengthened family-school relationships, increased student motivation, and improved parent confidence in supporting their children.
The study concluded that structured teacher communication is a scalable, cost-effective strategy for improving academic outcomes and relational engagement in virtual education. Recommendations include expanding the intervention across grade levels, refining engagement metrics beyond attendance, and exploring the impact of varied communication modalities. Limitations included implementation inconsistencies and parent preference for alternative communication channels. Findings have direct implications for virtual school practices, highlighting communication as foundational, not supplemental, to effective online instruction.
Quantitative analysis revealed statistically significant gains in ELA, Math, and Science final grades for the intervention cohort, with extremely large effect sizes. Math diagnostic scores also showed notable improvement. However, attendance declined slightly in the intervention group, despite over 60 percent of parents reporting increased student engagement. Qualitative survey data underscored themes of strengthened family-school relationships, increased student motivation, and improved parent confidence in supporting their children.
The study concluded that structured teacher communication is a scalable, cost-effective strategy for improving academic outcomes and relational engagement in virtual education. Recommendations include expanding the intervention across grade levels, refining engagement metrics beyond attendance, and exploring the impact of varied communication modalities. Limitations included implementation inconsistencies and parent preference for alternative communication channels. Findings have direct implications for virtual school practices, highlighting communication as foundational, not supplemental, to effective online instruction.
Date Issued
2025-07-16
Resource Type
State System Era
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