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.
|Bölüm||ELT Research Journal|
Yayımlanma Tarihi : 27 Eylül 2017
|APA||Poyraz, E . (2017). The effects of parental involvement in English language learning of secondary school students. ELT Research Journal , 6 (3) , 250-275 . Retrieved from https://dergipark.org.tr/tr/pub/eltrj/issue/33144/368857|