| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 94 === This study aims at the understanding of primary school students’ recognition of the degree to which their parents took part in their practical learning activities and the degree of expecting their parents’ participation. This study targeted the senior students at Kaohsiung city’s public primary schools in 2005. In specific, it is expected to achieve the following objectives: (1) to investigate the practical situations of parents’ participation in their children’s learning activities; (2) to provide insight into the understanding of the degree to which students expected their parents to join in their learning activities; (3) to explore the associations among the practial situations of parents’ participation in their children’s learning activities, the degree to which students expected their parents to join in their learning activities,and their academic achievement ; (4) to study the deviation between the practical situations in which parents joined in their children’s learning activities, the degree of students’ expectation, and the relationship of their academic achievement; (5) to analyze the factors related to taking parents’ participation in their children’s learning activities as input variables, to predict students academic achievement with regression; and (6) to give the suggestions based on the findings and the conclusions, in terms of the improvement of parents’ participation in their children’s learning activities, which might be used as a frame of reference for educational administration, teaching and student assistance among education authority, teachers and parents.
With respect to the research methodology, the method of questionnaire has been used. Therefore, the author designed a questionnaire of students’ parents participating in their children’s practical learning activities and the students’ expectation from their participating parents at Kaohsiung city primary schools. 978 students were sampled from 16 schools in Kaohsiung city by stratified ratio cluster sampling strategy as the subjects. Each of them took the questionnaire in class meeting. However, 80 ciopies were ineffective that resulted in 849 usable copies and 91% effective response rate of the sampling.
The main conclusions are as follows.
1.On average, it is fair good concerning the students’ recognition of the degree to which their parents took part in their practical learning activities.
2.The level is above medium concerning the degree to which students expected their parents’ participation in their learning activities.
3.The factors that influenced the students’ recognition of their parents’ participation in their practical learning activities include the number of sibling, family structure, SES, and parents’ educational attainment.
4.There is no significance associated with students’ background with respect to students’ whole expectation of the degree to which their parents participated in their learning activities.
5.The degree to which students expected their parents’ participation in their learning activities was higher than the degree to which their parents actually participated in their learning activities.
6.Distinctive students’ background and students’ recognition of the degree to which their parents’ actual participation in their learning activities are the significant factors that influenced students’ academic achievement.
7.There is a significant positive-relationship between students’ recognition of their parents’ participation in their practical learning activities and students’ academic achievement. This implies that increasing the level of parents’ participation in students’ learning activities contributes to enhancing students’ academic achievement.
8.The difference of students’ recognition of their parents’ participation in their practical learning activities and the degree to which students expected their parents’ participation in their learning activities significantly correlates negatively with students’ academic achievement.
9.With respect to the prediction of academic achievement, the factor of “understanding learning situation” dimension is the most critical among other ones.
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