The effects of parental involvement in English language learning of secondary school students

Year 2017, Volume: 6 Issue: 3, 250 - 275, 27.09.2017

Erol Poyraz

Abstract

The aim of this quantitative study
was to investigate how secondary school students’ parents participate in their
children’s home-based learning activities in English. The participants of the
study were 343 parents (F: 230, M: 113) whose children were studying at four
different secondary schools in Muğla, Turkey. The study was designed based on
descriptive survey model and comparative and correlational associative models.
The Parent Involvement in Students’ Home Based Learning Activities Scale
(PI-SHBLAS) was used to collect data. The data were collected during 2016-2017
academic year. Firstly, factor analysis was performed to determine the
construct validity of PI-SHBScienceLAS and then One-Way ANOVA test was used to
test whether the difference between the mean of more than two groups is
significant and T-Test was used to test whether the difference between the
averages is meaningful (significant) at a certain level of confidence by
comparing the averages of a group or sample with two dependent variables.  The data showed that fathers were more
enthusiastic than mothers in their involvement. Moreover, it was also found
that as students’ grade levels increase, parents’ active participation
decrease. On the other hand, the study revealed that as the parents’ education
levels increase, they become more aware of the importance of the involvement
process in their children’s education in English. Results also show that as
parents’ monthly income increases, so does their active involvement.

Keywords

Parental Involvement, English Education, Home-Based Learning

References

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