Parents’/Caregivers’ Support for the Program

Data to analyse the perceptions of parents/caregivers were obtained from a survey completed in the latter part of 2015. The survey included a series of 20 statements requiring a response using a five-point Likert scale (1 for strongly disagree to 5 for strongly agree). Extracts from the qualitative data set are provided where they elaborated on the quantitative data from Statements 3, 1, 4, 13 and 14, and most of the analysis of qualitative data occurs in sections 4.3.2 to 4.3.9. Some of the general perceptions of surveyed parents/caregivers were presented in sections 4.2.1 and 4.2.2, when they were triangulated with student and AcAd data. In that analysis and discussion, it was ascertained that parents/caregivers perceived their child to be positive about the program and, while they were uncertain as to whether or not their child had been self-regulating before they entered the program, they agreed that the program was leading to an improvement in their child’s self-regulation and was strengthening their child’s capacity to learn. Statement 3 of the parent/caregiver survey gauged their support for the program. Their responses are presented in Table 4.21.

Table 4.21 Quantitative data from Statement 3 of the parent/caregiver survey: ‘I personally support the program.’

Number of responses Mean score Strongly disagree Disagree Cannot say Agree Strongly agree 36 4.86 0% 0% 2.8% 8.3% 88.9%

More than 97 per cent of surveyed parents/caregivers personally agreed or strongly agreed that they supported the program. Importantly, no parents/caregivers at all disagreed or strongly disagreed.

Fourteen parents/caregivers provided additional comments in response to Statement 1, of which six were best described as affirmations. Three of the remaining elaborations aligned with the learning relationships, self-regulatory processes, and changing and learning themes, which appeared frequently in the coding process and will be discussed

again in subsequent sections. A few examples of those comments are provided by way of illustration:

The results speak for themselves. He seems to have suddenly ‘evolved’ in spite of new ‘distraction’ (CLsm). (Parent 23)

One hundred per cent. This has been of great benefit to [name of student] and his attitude towards his efforts in learning have improved (SRpo). (Parent 12)

We find that [name of student] will listen to his AcAd and her suggestions (LRst). (Parent 33)

I have appreciated that [name of student] has a professional to discuss her learning and school with someone who is a trusted adviser (LRst). (Parent 25)

Parent 25’s reference to the AcAd as a professional reflected evidence that parents/ caregivers perceived the AcAds to be valued members of the education team.

Statement 1 of the parent/caregiver survey gauged their perceptions about the overall impact of the program on their child. The results of the survey are shown in Table 4.22.

Table 4.22 Quantitative data from Statement 1 of the parent/caregiver survey: ‘I believe the AcAd Program is benefiting my child.’

Number of responses Mean score Strongly disagree Disagree Cannot say Agree Strongly agree 36 4.61 0% 2.8% 2.8% 25% 69.4%

Over 94 per cent of parent respondents agreed or strongly agreed that the program was benefiting their child.

A number of elaborations were provided for analysis. Self-regulatory processes, task strategies and fragility and dependence were common themes in these qualitative data:

The program has assisted in developing time management skills (TStm), prioritising assessment tasks (SRpz) and strategies to overcome anxiousness when doing exams (FDan). (Parent 27)

The following elaborations provided data containing more than one theme, all of which will be analysed in greater detail in the remainder of this section.

Yes, definite independence (FDin) and responsibility. His organisation (TSos) has also improved. (Parent 2)

It provides great tools to assist them in taking ownership of their learning (FDin) and day-to-day planning (TSos). (Parent 22)

[Name of the student] has been encouraged to give various strategies a go (SRev) in order to determine what is suitable to her. She has been able to improve upon research skills taught by her classroom teachers, to enquire further by using other resources (SAir). (Parent 27)

Parents/caregivers made a financial contribution to the cost of the program and, for this reason, they were invited to communicate their views with respect to the return on their investment. Data provided in responses to the relevant survey statement are shown in Table 4.23.

Table 4.23 Quantitative data from Statement 14 of the parent/caregiver survey: ‘I believe the program represents good value for money.’

Number of responses Mean score Strongly disagree Disagree Cannot say Agree Strongly agree 36 4.69 2.8% 0% 5.6% 8.3% 83.3%

Over 90 per cent of parents/caregivers agreed or strongly agreed that the program represented good value for money. This is particularly significant, given that the parents/caregivers were asked to make a financial contribution over and above their school fees. Nine comments were provided, all but one being an affirmation. However, one parent wrote:

Not at this stage. Other students seem to have more sessions than my child. (Parent 30)

These data indicated a strong level of parent support for the AcAd Program, with only one parent sending a consistent message that they were dissatisfied. Parents/caregivers generally believed that the program was improving their child’s ability to self-regulate and that their child’s capacity to learn was being strengthened through their participation in the program. They also believed that it represented a good return on their financial investment. The following sections analyse other data from parents/caregivers in order to gain a better understanding of why they were so supportive24. This is particularly important, given the AcAds were less convinced that parents/caregivers were actively supporting the program, as explained in section 4.3.