Relationship between selected parental behaviour and academic achievement among primary school pupils in Rongena educational zone, Bureti district-Kenya
Loading...
Date
2014-02-10
Authors
Cheruiyot, Too Anthony
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The major purpose of the present study was to determine whether the frequency
of parental praise, reprimands and involvement influence academic achievement
of primary school pupils. The study also aimed at finding out the extent to which
pupils' gender, and parental level of education influence the frequency of
parental praise, reprimand, and level of parental involvement.
The target population was class 6 and class 7 pupils attending schools/ in
Rongena educational zone of Bureti district. The study sample were class six
and seven pupils (n=120) and their teachers (n = 4) in a randomly selected
school in the zone. Simple random sampling technique was used to select one
school out of nine (9) schools in the zone. Stratified random sampling procedure
was used to select 30 boys and 30 girls in each class.
An Ex Post Facto design was adopted in the study. Research instruments
consisted of school records and questionnaires for pupils and teachers. The
independent variables were frequency of parental praise and reprimands, and
parental involvement. The dependent variable was academic achievement.
The t-test, ANOVA, and chi-square test were carried out in testing the various
hypotheses. Teachers' responses were analyzed using content analysis. It was found that there was no significant difference in mean scores of pupils
who reported to be frequently and those who were occasionally praised by their
parents for satisfactory performance. The results revealed that class six pupils
who reported to be occasionally reprimanded had significantly higher mean
score than those who are frequently or never reprimanded by their parents for
unsatisfactory performance. However, no significant differences were found in
the mean scores of class seven pupils in the three groups. It was also found that
pupils whose parents were reportedly highly involved had significantly higher
mean scores than those whose parents were reported to be less involved.
However, no significant differences were found in the frequency of parental
praise, reprimand, and involvement towards boys and girls.
The various implications of the results were discussed and recommendations for
parents, teachers, and other stakeholders were made. Suggestions for further
research were also made.
Description
Department of Educational Psychology, 89p. The LC 40 .C48 2005
Keywords
Parental influence, Parental acceptance, Parental deprivation