| Although many studies have been conducted on parental involvement and student achievement in brick and mortar schools, little research has been done on parental involvement and the consistency in which students submit their online assignments in online classes. Research has shown a positive relationship between parental involvement and student achievement. However, little is known about the specific relationship between parental involvement and the punctuality of students submitting their online assignments in private, online schools. In this quantitative, correlational study, the influence that parents have on the assignment submission punctuality of students attending private, online classes was studied. The results from study were derived from sampling parents who have a child enrolled in at least one online class in a private, online school. They were surveyed to understand how the constructs of parental involvement, specifically parent reinforcement, parent modeling, parent encouragement, and parent instruction, influences the consistency with which students login and submit work in the online classroom. An ordinal, logistical regression analysis was performed and the results of the study showed that there is no significant difference between parental reinforcement, parental modeling, parental encouragement, and parental instruction and the punctuality with which students submit assignments to their online classroom in the private online learning environment. The final model of the predictor variables did not statistically significantly predict the outcome variable, ?2(4)= 8.941, p=.063. Future research is needed to examine the specific ways that parents can influence their children to help them submit their assignments on time in the private online learning environment. |
