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The Relationship between Single Mothers' School Achievement and The Number Of Hours Spent Caring For Their Children: Correlational Study. Introduction The project's title will be titled "single mothers' school achievement and the number of hours spent caring for their son/daughter or children: Correlational Study." There were an increasing number of single mother students in the United States (US Census Bureau, 2014 as cited on Lindsay & Gollum, 2019). It was recorded that there were 22% single mother students of nine million single mothers in the United States. However, there were limited pieces of evidence that stated their graduations. Lindsey and Gollum (2019) predicted that only 33% of single mother students had completed their studies within six years. The number of challenges can explain the low number of graduations that single mothers face that influence their academic performance. Data showed the increasing number of enrolments of single mother students. However, there is little evidence about the complete number of single mother students in academic life (Lindsay & Gillum, 2018). Gault et al. (2014) predicted that only 33% of the students with children that had been successfully graduated from their undergraduate degree within six years of study. It can be explained that single mothers have particular stressors that influence their academic performance. Lindsay and Gillum (2018) stressed the role's strains as the factors that influenced academic completion. Single mothers reported some common strains, such as struggling with managing families, school, and employment. Those factors did not find in the other students. Home (1998) studied the conflicting role of adult women in university students. This study revealed that single mothers experienced role strain in life. Single mothers were struggling to manage their families, school, and jobs simultaneously. Sometimes, they were forced to choose between completing academic assignments and having quality time with their children. 3 They might have limited time and energy to care for their families. It was conflicted with the need for academic completion. In addition, some single mother students face financial difficulties. Data from Gault et al. (2014) mentioned that the majority of the single mothers were from low-income families. This condition made the single mother students have limited resources to complete their studies. Meanwhile, most sing mothers experienced limited contributions and participation (Pittman, 2003). Therefore, they would not feel connected to the campus community and the university. There is still limited research about how single mothers survive in their academic life under these great stressors. Further, what factors contributes to the academic success of single mother students. Some factors influenced the academic achievement of students. In their metaanalysis study, Roth et al. (2015) found that intelligence could predict school achievement. It was found that the correlation between the general intelligence score and the school grades was considerably high (r = 9.54). Further, mixed factors intelligence tended to have higher correlation coefficient (r = 0.53) than the nonverbal skills (r = 0.44) or verbal (r = 0.53). Zimmerman (2000) found that self-efficacy was a significant factor influencing academic achievements. This concept refers to the student's expectancies about future performance. Moreover, Kriegbaum et al. (2015) found that subject-specific self-efficacy, like math self-efficacy, was a powerful predictor of students' scores in standardized tests. Students' goal is also identified as predictors of academic achievement (Kriegbaum et al., 2018). The achievement's goal can be explained by the student's objectives related to their learning performance in the academic area. Moreover, the scholar has agreed that time spent in academic life would positively affect academic achievements. However, among the predictive factors, studying time is the typical difference between single mothers and other students. The single- 4 mother students would have limited learning time (Pittman, 2013). Single mother students should spend more time caring for their children. That makes them different from other students. Therefore it is needed to study single mothers' school achievement and the number of hours spent caring for their children. Background of the Study Single mothers who can afford a babysitter while doing their graduate studies benefit significantly from the reduced workload. However, this is rarely an option for mothers due to the high cost associated with a full-time babysitter. Being a full-time graduate student and a fulltime single mother is extremely difficult; how much time do single mothers spend with their children while in graduate school? How much time do single mothers spend in class or on work that needs to be turned in? Graduate school, like parenthood, necessitates a person's complete focus due to the tremendous effort. Motherhood is a full-time job with no days off, and being a full-time graduate student requires dedication and virtually no days off, so dividing the time and workload may be nearly impossible, causing the single mother to eventually burn out. Purpose of the Study The main objective of this project is to determine if there is a significant relationship between the two variables, the number of hours spent in taking care of their son/daughter or children and single mothers' performance in school. Theoretical Framework (including theories to guide the study along with the independent and the dependent variables). You will be using the stress theory, explain what it is and how it is relevant to your study. 5 The stress theory is the idea that stress can be a major contributor to physical and psychological health problems. According to the theory, stress can lead to negative health outcomes because it can activate the body's stress response system. The stress response system is a set of physiological processes that help the body deal with stress. The stress response system can be activated when the body is faced with physical or psychological stressors. When the stress response system is activated, it can lead to the release of stress hormones, such as cortisol. The release of stress hormones can harm the body, including the development of health problems. The stress theory is relevant because it can help researchers understand how factors such as parenting time affect school achievement. They may find that as the number of hours spent caring for children increases, school achievement decreases, or they may find that there is no relationship between the two variables. By understanding the relationship between these two variables, the researchers can better help single mothers achieve success in both their education and their parenting. Figure 1: Stress Theory Research Questions and Hypotheses The research questions of this study are as stated as follows: 6 1. Is there a significant relationship between the number of hours spent caring for the child and the academic achievement of Single Mother Students? 2. Does the age of single mothers influence their academic performance? 3. Is there any significant difference in academic achievement between single mothers from different ethnicities? The hypotheses of this study are: Ho1: There is no significant relationship between the number of hours spent caring for a child and the academic achievement of Single Mother Students Ha1: There is a significant relationship between the number of hours spent caring for a child and the academic achievement of Single Mother Students Ho2: Age does not influence the academic achievement of single mother students Ha2: Age influences the academic achievement of single mother students Ho3: There is no significant difference in academic achievement between single mothers of different ethnicity Ha3: There is a significant difference in academic achievement between single mothers of different ethnicity Definition of variables The variables that will be involved in this study are the single mothers' performance in graduate school and the number of hours spent taking care of their son or daughter. The independent variable will be the single mothers' performance in school (GWA), and the dependent variable will be the number of hours spent taking care of their son or daughter. Summary 7 It's exceedingly challenging to be a full-time graduate student and a full-time single mother. The major goal of this study is to see if there is a link between single mothers' academic achievement and the number of hours they spend caring for their son/daughter or children. We aim to make it easier for single women to raise their children and continue their education. Literature Review Academic Achievement Academic achievement should be measured as the performance outcome in all academic domains. The success of education can be identified in terms of academic achievement. Therefore, measuring academic achievement is considered important because it explains students' competencies and learning success (Kriegbaum et al., 2018). In some studies, academic achievement is measured by quantifying the student's grade or the score of standardized tests. Related research intended to evaluate the correlation between those two variables (student's 8 grade and the standardized test score) were considered moderate to high with the Pearson correlation between 0.34 and 0.62 (Kriegbaum et al., 2018). Furthermore, there is a slight difference between students' grades in class and scores of standardized tests in explaining academic achievement. Spinath (2012) found that the student's grade measured other class factors, such as the student's motivation. As classes should have different climates due to teacher and student interactions, school culture, and curriculum, the grade generated from the class assignment should contain many other related factors. McMillan et al. (2002) stated that the student's motivations could also measure the school grade. Similar studies conducted by Arens et al. (2017) explained the reference population of the school grades. The teacher tended to use the other class's students as a frame to put the concept of achievements and scores for other students. At the same time, the standardized test could be compared in large populations. Therefore, considering some explained factors, the standardized test can be a suitable measurement of academic achievement since the score of standardized tests is considered to be a good predictor of academic success. Factor Influences Academic Achievements Some factors influenced the academic achievement of students. In their meta-analysis study, Roth et al. (2015) found that intelligence could be the predictor of school achievement. It was found that the correlation between the general intelligence score and the school grades was considerably high (r = 9.54). Further, mixed factors intelligence tended to have higher correlation coefficient (r = 0.53) than the nonverbal skills (r = 0.44) or verbal (r = 0.53). Zimmerman (2000) found that self-efficacy was a significant factor influencing academic achievements. This concept refers to the student's expectancies about future performance. Moreover, Kriegbaum et al. (2015) found that subject-specific self-efficacy, like math self-efficacy, was a powerful 9 predictor of students' scores in standardized tests. Students' goal is also identified as predictors of academic achievement (Kriegbaum et al., 2018). The achievement's goal can be explained by the student's objectives related to their learning performance in the academic area. Single Mother Students About 22% of nine million is a mother-only parent family in the United States (Lindsay & Gillum). Data presented by the University of Michigan (n.d) stated that 4.8 million post graduates' students were parents. Moreover, it was counted that parents became 1/3 of the college students. In Addition, data from the Institute of Women's Policy Research of the US Department stated that there was a higher number of students mothers than students' fathers. The gap was found that big in two years' institutions. There were 22% of the students' mothers and 9% of students' fathers. Data showed the increasing number of enrolment of single mother students. However, there is little evidence about the complete number of single mother students in academic life (Lindsay & Gillum, 2018). Gault et al. (2014) predicted that only 33% of the students with children that had been successfully graduated from their undergraduate degree within six years of study. It can be explained that single mothers have particular stressors that can influence their academic performance. Lindsay and Gillum (2018) stressed the role's strains as the factors that influenced academic completion. Single mothers reported some common strains, such as struggling with managing families, school, and employment. Those factors did not find in the other students. Methodology Data Collection Methods Commented [PT1]: Will be reviewed 10 Data will be collected through a survey. On the survey questionnaire, these are the possible research questions: 1. Participants' demographic factors 1. Age 2. Status: Single, Divorced, Widowed 3. Ethnic 4. Educational Level 2. How is the single mothers' performance be described based on their general weighted average? 3. How many hours do single mothers spend taking care of their son/daughter or children? 4. Is there a significant relationship between the single mothers' performance in grad school and the number of hours spent taking care of their son/daughter or children. 5. What program may be suggested to improve single mothers' performance in graduate school? By survey questionnaire, we've discovered that being a full-time single mom and a full-time graduate student causes you to struggle with time management. We want to make it easier for single mothers to continue their education by providing child care and rent assistance programs that allow single mothers to finish their education without having to worry about child care while also working full-time. As a result, more single mothers will be able to complete their education without feeling stressed. Data Analysis 11 References Allen, M. (2017). Pearson Correlation. Sage Research Methods. https://dx.doi.org/10.4135/9781483381411.n99 Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109, 621-634. Bayat, B. & Salehiniya, H. (2019). Assessing academic success rate and related factors among the students. J Educ Health Promot. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6532358/ Gallo, A. (2015). A refresher on regression analysis. Harvard Business Review. https://hbr.org/2015/11/a-refresher-on-regression-analysis Gault, B., Reichlin, L., Reynolds, E., & Froehner, M. (2014). 4.8 million college students are raising children. Washington, DC: Institute for Women's Policy Research, IWPR #C424. http:// www.iwpr.org/about/staff-and-board/barbara-gault. Gravetter, F.J. & Wallnau, L.B. (2013). Statistics for the Behavioral Sciences. Australia: Cengage, Learning,. Jones, K., Wilson, R., Clark, L., & Dunham, M. (2018). Poverty and Parent Marital Status Influence on Student Achievement. Educational Research Quarterly. https://www.proquest.com/openview/8722f4bf515a313284850ab1d9f91a77/1?pqorigsite=gscholar&cbl=4802