Parental Engagement In English Language Learning
Article Sidebar
Main Article Content
Abstract
This study explored the parents’ engagement in their children’s English learning in terms of their demographic characteristics. The participants of the present research include the parents of the students studying at the 1st to 4th grades of private elementary schools in Kabacan, Cotabato. This research was designed as correlational research in which a 28-item adapted survey was used to determine whether there was a significant relationship between the demographic profile of parents and their engagement in the English language learning. Findings suggest that parents have a positive attitude towards parental engagement, and they are generally aware of the academic and psychological aspects of education (µ = 4.47). Therefore, they have a good relationship with the teachers, and they get involved in their children’s English language education directly and indirectly. Findings also indicated that such demographic characteristics such as sex, age, educational background, occupation, income, and linguistic background (L1, L2), generally, make no significant difference on parents’ parental engagement in the language (p-value = 0.220).
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2024 IJPLH, its licensors, and contributors. All rights are reserved. For all open access content, the Creative Commons (CC) Attribution 4.0 International Public License terms apply.
References
Abuzar, M., & Purwandari, E. (2024). Self-esteem matters: Examining its impact on academic achievement in the context of gender and age diversity in higher education. Indonesian Journal of Social Research (IJSR), 6(2), 156–171.
Adeoye, M. A. (2024). Education in flux: nurturing minds for the future. Proceeding Of International Conference On Education, Society And Humanity, 2(1), 73–82.
Aina, C., Baici, E., Casalone, G., & Pastore, F. (2022). The determinants of university dropout: A review of the socio-economic literature. Socio-Economic Planning Sciences, 79, 101102.
Albert, J. R. G., Abrigo, M. R. M., Quimba, F. M. A., & Vizmanos, J. F. V. (2020). Poverty, the middle class, and income distribution amid COVID-19. PIDS Discussion Paper Series.
Ali, N., Ullah, A., Khan, A. M., Khan, Y., Ali, S., Khan, A., Bakhtawar, Khan, A., Din, M. U., & Ullah, R. (2023). Academic performance of children in relation to gender, parenting styles, and socioeconomic status: What attributes are important. Plos One, 18(11), e0286823.
Bayat, A., & Madyibi, S. (2022). The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning? South African Journal of Childhood Education, 12(1), 1055.
Bendini, M., & Devercelli, A. (2022). Quality early learning: nurturing children’s potential. World Bank Publications.
Borasheva, A. (2024). The crucial role of teacher support in enhancing willingness to communicate, professional, communicative and lexical competences. Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia, 1(4), 9.
Çaliskan, E. F., & Ulas, A. H. (2022). The Effect of Parent-Involved Reading Activities on Primary School Students’ Reading Comprehension Skills, Reading Motivation, and Attitudes towards Reading. International Electronic Journal of Elementary Education, 14(4), 509–524.
Djazilan, S., & Wuryandani, W. (2024). Building Character Together: The Synergistic Role of Parents and Communities in Shaping School Values. Child Education Journal, 6(3), 119–128.
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Parent and community involvement in education: strengthening partnerships for social improvement. International Journal of Applied Research in Social Sciences, 6(3), 372–382.
Faisal, M. R., Salam, F. T., Vidyasagaran, A. L., Carswell, C., Naseri, M. W., Shinwari, Z., Fulbright, H., Zavala, G. A., Gilbody, S., & Siddiqi, N. (2024). Collaborative care for common mental disorders in low-and middle-income countries: A systematic review and meta-analysis. Journal of Affective Disorders.
Fu, Y., Wu, C., & Zhuo, L. (2024). Parent-School Collaboration as a Foundation for Holistic Child Development. Journal of Roi Kaensarn Academi, 9(11), 1821–1830.
Geduld, B. (2024). Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools. Cogent Education, 11(1), 2343526.
Gomez, E. C. (2024). Impact of values education in daily lives of students: A qualitative study. Southeast Asian Journal of Multidisciplinary Studies, 4(1).
Goodall, J., & Montgomery, C. (2023). Parental involvement to parental engagement: A continuum. Mapping the Field, 158–169.
Kaur, H. (2024). Empowering the Future of Elementary Education: The Role of Parents in Strengthening Home-School Connections. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education (pp. 85–108). IGI Global.
Mao, Y., Xie, M., Li, M., Gu, C., Chen, Y., Zhang, Z., & Peng, C. (2023). Promoting academic self-efficacy, positive relationships, and psychological resilience for Chinese university students’ life satisfaction. Educational Psychology, 43(1), 78–97.
Pandey, P. K., Pandey, P. K., Mahajan, S., Srivastava, N., & Asif Shah, M. (2024). Examining the impact of parental education and socio-demographic factors on career aspirations in adolescent students in Delhi NCR, India: A cross-sectional study. Cogent Business & Management, 11(1), 2284444.
Puccioni, J., Froiland, J. M., Moeyaert, M., Desir, S., & Galimore, Z. (2022). Associations among African American parents’ beliefs, involvement, and measures of school readiness. Journal of Child and Family Studies, 1–15.
Rachmawati, E., & Suroso, A. (2022). Direct and indirect effect of entrepreneurial orientation, family involvement and gender on family business performance. Journal of Family Business Management, 12(2), 214–236.
Şengönül, T. (2022). A review of the relationship between parental involvement and children’s academic achievement and the role of family socioeconomic status in this relationship. Pegem Journal of Education and Instruction, 12(2), 32–57.
Shen, H., Ye, X., Zhang, J., & Huang, D. (2024). Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework. Learning and Motivation, 86, 101968.
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: The role of parenting style. Scientific Reports, 14(1), 5571.
Tompsett, J., & Knoester, C. (2023). Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways. Plos One, 18(4), e0284188.
Utami, A. Y. (2022). The role of parental involvement in student academic outcomes.
Uygur, S. S., Asici, E., & Kocer, M. (2023). Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender. Research in Pedagogy, 13(1), 251–266.
Wang, J., Schoppe‐Sullivan, S. J., Yan, J., & Yoon, S. (2023). Examining parents’ susceptibility: Coparenting relationships and parental involvement in low‐income families. Journal of Marriage and Family, 85(2), 458–476.
Yan, T., Hou, Y., & Deng, M. (2022). Direct, indirect, and buffering effect of social support on parental involvement among Chinese parents of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 52(7), 2911–2923.
Zulfiqar, N., Shafi, M. T., & Ajmal, R. (2023). Academic Achievement of First-Generation University Students in Spotlight: Role of Parental Involvement, Autonomy Support, and Academic Motivation. Journal of College Student Retention: Research, Theory & Practice, 15210251231160774.