Parental Involvement, Teacher-Student Relationship and the Scholastic Status of Pre-Calculus Students of Suzhou North America High School
Keywords:
human relations, parental involvement, scholastic status, pre-calculus.Abstract
This study aimed at determining the scholastic status of the Pre-Calculus high school students. It also focused on determining the levels of parental involvement and teacher-student relationship as perceived by the students who passed and failed in Pre-Calculus subject during the school year 2016 - 2017, and in designing action plan for parents to help improve the scholastic status of high school students. This study used descriptive method / design. The respondents of the study involved 120 and 15 students who passed and failed respectively in Pre-Calculus subject. The research instrument used in this study was adopted from the authors in [4]. However, questions which the researcher thought not suited or relevant to this study were revised accordingly and were submitted to the experts for comments and verification. The 4th quarter Pre-Calculus grades of the respondents were used as basis for their scholastic status as to whether they passed or failed. The analysis was limited to the parental involvement in terms of parents’ implicit and explicit behavior, parents’ reinforcement and encouragement, and the teacher-student relationship. The study output was an action plan for parents’ activities based on the findings. The data were treated using the percentage distribution for the scholastic status and weighted mean for the levels of parental involvement and teacher-student relationship.
The weighted mean was interpreted as follows:
4.21 – 5.00 outstanding 2.61 – 3.40 good
3.41 – 4.20 very good 1.81 – 2.60 fair
1.01 – 1.80 poor
From the analysis of the data, the researcher concludes that:
1. Respondents who passed Pre-Calculus had high level perceptions on their parental involvement compared to the respondents who failed in Pre-Calculus subject.
2. Parents’ implicit and reinforcement behaviors were very good as perceived by the students who passed, while good only as perceived by the respondents who failed in Pre-Calculus.
3. Parents’ explicit and encouragement behaviors were perceived good by the students who passed in Pre-Calculus, but fair only by the respondents who failed in such subject.
4. Teacher-student relationship is very good as perceived by the two groups of respondents.
5. Respondents whose perception on their parental involvement is very high tend to have better scholastic performance.
References
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