| Summary: | 碩士 === 國立東華大學 === 社會暨公共行政學系 === 100 === This study is aimed at understanding the relationship between parent participation and student adaption based on the case of Yonglin Hope Hualien School. It will focus on the discussion of how parents and students from vulnerable families get involved in school activities. This study adopts two self-made questionnaires, “Parent Participation in Yonglin Hope Hualien School” and “Student Adaption to Yonglin Hope Hualien School” for questionnaire survey. The former includes three aspects as follows: “parent’s interaction with their children’s study,” “parent’s interaction with the teacher of after-school class,” and “parent’s understanding of Yonglin Hope Hualien School” while the later includes the following four aspects: “student’s learning behavior and performance,” “student’s interaction with the teacher of after-school class,” “student’s interaction with the classmates of after-school class,” and “student’s adaption to the environment and the curriculum.” Moreover, this study selects students of the third grade, the fourth grade, the fifth grade, and the sixth grade of Yonglin Hope Hualien School as the study subject and 175 valid copies of questionnaire are collected successfully. The collected data of questionnaire is processed by means of descriptive statistics, independent sample T-test, one-way ANOVA analysis, and Pearson’s product-moment correlation. The result of analysis is explained as follows:
I. The present situation and difference analysis of parent participation in Yonglin Hope Hualien School
(A) The present situation of parent participation in Yonglin Hope Hualien School: Generally speaking, the extent of parent participation is moderate. On the other hand, the aspect of “parent’s understanding of Yonglin Hope Hualien School” is in the upper level, while the aspects of “parent’s interaction with children’s study” and “parent’s interaction with the teacher of after-school class” are in the moderate and lower levels respectively.
(B) The difference analysis of parent participation in Yonglin Hope Hualien School: Concerning different background variables, the overall parent participation demonstrates the only significant difference in “the number of siblings.” On the other hand, the aspect of “parent’s interaction with children’s study” demonstrates significant difference in terms of “maternal tribe” and “the number of siblings,” while the aspect of “parent’s relationship with the teacher of after-school class” shows significant difference in terms of “main caregiver.” Regarding the aspect of “parent’s understanding of Yonglin Hope Hualien School,” the significant difference lies in “student’s grade” and “the number of siblings.”
II. The present situation and difference analysis of student adaption to Yonglin Hope Hualien School
(A) The present situation of student adaption to Yonglin Hope Hualien School: Generally speaking, the overall student adaption to Yonglin Hope Hualien School is in the upper level. Similarly, the four aspects of “student’s learning behavior and performance,” “student’s interaction with the teacher of after-school class,” “student’s interaction with the classmates of after-school class,” and “student’s adaption to the environment and the curriculum” are all in the upper level.
(B) The difference analysis of student adaption to Yonglin Hope Hualien School: The overall student adaption shows no significant difference in terms of different background variables. On the other hand, the aspect of “student’s learning behavior and performance” shows significant difference in terms of different “student’s genders.” This study divides the extent of parent participation into three categories: high participation, moderate participation, and low participation. The different extents of parent participation affect the overall student adaption and the four aspects significantly.
III. All in all, there is a close correlation between parent participation and student adaption in every aspect in the case of Yonglin Hope Hualien School. Moreover, the overall parent participation is moderately correlated to the overall student adaption. In other words, the more a parent participates in a student’s school life, the better the student can adapt to the school.
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