Workshop Training to Facilitate Parental Involvement in Their Children's Mathematics Education: Parents' Perceptions
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| Title: | Workshop Training to Facilitate Parental Involvement in Their Children's Mathematics Education: Parents' Perceptions |
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| Language: | English |
| Authors: | Fine Thabologo (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2024 18(4):1279-1291. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Mathematics, Secondary School Students, Secondary School Teachers, Parent Participation, Parents, Parent Workshops, Parent Attitudes, Mathematics Instruction, Mathematics Education, Parent Student Relationship, Parent Teacher Cooperation, Parent School Relationship, Mathematics Achievement |
| Geographic Terms: | Botswana |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442456 |
| Database: | ERIC |
| Abstract: | This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. |
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| ISSN: | 2089-9823 2302-9277 |
