HOW DOES PARENTAL INVOLVEMENT AFFECT MIDDLE SCHOOL STUDENT ACHIEVEMENT FOR ENGLISH ?
EMRAH OSMA
Kocaeli University
English Language Teaching, Faculty of Education
emrahosma@windowslive.com
INTRODUCTION
Firstly , before mentioning about the research topic , what the meaning of parental involvement and student should be known. Parental involvement is a combination of commitment and active participation on the part of the parent to the school and to the student. The concept of parental involvement with the student and the school is a vital one. We can say that parental involvement can be both indirectly and directly. For the former idea , it can be said that parents help their children economically. They can afford everything they need for school and they can send them extra lesson or courses. For example ; parents can register their child an extra language course or they can send him/her abroad to learn english. This is a sign of indirect involvement of parents for school student life. For the latter one , we can say that parents can show involvement in students’ school achivement . They can help their student’s homeworks and also they can check their school life. They can always contact with student’s teacher. These are examples of direct involvement of parent’s their students’ school life.
Our research focuses on how does the parental involvement affect middle school student achivement for english. After giving some information and data about literature rewiew of the research which has been conducted on how does the parental involvement affect middle school student achivement for english , it reports the outcomes of the research. This papper is conducted with the 6th grade middle school students of 50. yıl middle school and it includes 31 participants ten of whom are female while the rest of whom are male.
All of the students’ specialisation is , they are taking the english course.
LITERATURE REWIEW
There are some previous researches on how does the parental involvement affect middle school student achivement. One of the first studies in this area was by Abbigail Maye Mansfield Winter 2009 whose research paper presented to the faculty of the College of Education Ohio University. His research includes some questions like “ How does the level of parental involvement in homework affect academic achievement in middle school students ? ” and “ How does the level of parental education affect parental involvement in a child’s homework ? ” . Also Abbigail’s participants of the study consisted of 48 parents/guardians of students attending the junior high school. All students were in the eighth grade. Their ages ranged from 12 to 14. Although the students did not directly participate in the study, their final grades from the four core subject areas from the previous year were obtained with parental permission. 77 percent of the respondents who answered the questionnaire
weremothers, 15 percent were fathers, and the remaining 8 percent included other
family memberssuch as grandparents and step-parents.
METHODOLOGY
The research was conducted in 2011, 50.yıl middle school. It includes 31 participants who have been studying in 6th grade middle school. Ten of whom are female while the rest of whom are male. The research has only one group of students. The age of female students and male students are about 12. They are all taking english language course. The research paper composes of 8 question . The aim of questions are generally about how often the student’s parents involve their student’s english course. In the general part , the research contains how often the parents of middle school students involve their language course. Also there are some questions to learn about education status of parents. The education level of both mother and father
is asked. Generally the education level of parents are high-school graduate.
RESULTS
Firstly ,the findings show that for the first question 6 participants say “always” , 5 participants say “often”, 16 participants say “ sometimes” and 4 participants say “never”. For the second question findings show that 1 participants say “always” , 8 participants say “often”, 16 participants say “ sometimes” and 6 participants say “never”. The findings show that for the third question 3 participants say “always” , 8
participants say “often”, 12 participants say “ sometimes” and 8 participants say “never”. The findings show that for the fourth question 8 participants say “always” , 7 participants say “often”, 5 participants say “ sometimes” and 11 participants say “never”.
The findings show that for the fifth question 5 participants say “always” , 2 participants say “often”, 7 participants say “ sometimes” and 17 participants say “never”.The findings show that for the sixth question 12 participants say “always” , 8 participants say “often”, 4 participants say “ sometimes” and 7 participants say “never”.The findings show that for the seventh question ,0 participant says “always” , 3 participants say “often”, 13 participants say “ sometimes” and 15 participants say “never”.
Finally , for the eighth question 8 participants say “always” , 6 participants say “often”, 7 participants say “ sometimes” and 10 participants say “never”.
REFERENCES
Source: LaBahn, J. (1995). Education and parental involvement in secondary schools:
Problems, solutions, and effects
Kellaghan et. al., 1(993; Henderson & Berla, 1997; and U.S. Department of Education, 1994).
The Power of Parental Involvement in the Home.
Mitrosomwang & Hawley in Henderson & Berla,( 1997). The Level of Parental Involvement.
Vandergrift & Greene, (1992) . Education and Parental Involvement in Secondary Schools
(Eccles & Harold, 8 (1996; Henderson & Berla, 1997). The Predictors of Parental
Involvement.
Grolnick, Deci, & Ryan, (1997). Parental Involvement
