The present study reports about the relationship between the parental influence and life skills
among high school students. Totally 300 students were taken for the study of which 80 students from
Government school, 100 students from Government Aided School, 80 students from Private schools and
40 students from corporation schools. The tools used in this study are a questionnaire on Parental
Influence and Life Skills constructed by the investigator. The result indicates that there is a significant
positive relationship between parental influence and life skills and most of the independent variables exert
a significant on parental influence and life skills among high school students.
Keywords: Parental influence, Life skills, School student
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
This is a short talk delivered to parents of La Salle Academy's (Iligan City) Kindergarten pupils. Thanks to the invitation of Mr. Pendang of the Guidance Office.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Parenting style and onset of child psychopathologyRichard Asare
Mental health of children depends on the way parents interact with them. Though every parent wishes to provide the best at home, they may not be giving the best to their children as no full proof method of bringing up children has been invented. This is because no two children are alike. There are more differences between children than we ordinarily believe. Moreover, culture, society, gender of the child and a host of other factors interact with the upbringing of children
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
This is a short talk delivered to parents of La Salle Academy's (Iligan City) Kindergarten pupils. Thanks to the invitation of Mr. Pendang of the Guidance Office.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Parenting style and onset of child psychopathologyRichard Asare
Mental health of children depends on the way parents interact with them. Though every parent wishes to provide the best at home, they may not be giving the best to their children as no full proof method of bringing up children has been invented. This is because no two children are alike. There are more differences between children than we ordinarily believe. Moreover, culture, society, gender of the child and a host of other factors interact with the upbringing of children
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
It is for these reasons top preschools in Patna adopt tutoring methodologies that create a sense of inquisitiveness and a strong desire for learning more.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
Slow Learners are those whose standard of school work falls below that of an average child of their age. One of the characteristics of a slow learner is that they have learning abilities comparable to children a stage younger than them. Such children need help to attend to their special academic needs and not medical or psychological ones. Some of these children are lucky to get a special educator to help them cope with schoolwork. But most struggle for want of special attention and teaching. Early intervention play a crucial role in the academic growth of a slow learner. In fact, it is the failure to recognize and provide for their problems that set them back in their schoolwork. Act now and spot early signs and seek help immediately for your child.
Source: https://nayi-disha.org/article/way-spot-signs-characteristics-slow-learner/?lang=English
How to improve your child's academic performancePankajShaw16
It is the best content you can read if you are eager to monitor and improve your child's academic performance. You will find tips in this article to help you improve your child's academic performance.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
It is for these reasons top preschools in Patna adopt tutoring methodologies that create a sense of inquisitiveness and a strong desire for learning more.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
Slow Learners are those whose standard of school work falls below that of an average child of their age. One of the characteristics of a slow learner is that they have learning abilities comparable to children a stage younger than them. Such children need help to attend to their special academic needs and not medical or psychological ones. Some of these children are lucky to get a special educator to help them cope with schoolwork. But most struggle for want of special attention and teaching. Early intervention play a crucial role in the academic growth of a slow learner. In fact, it is the failure to recognize and provide for their problems that set them back in their schoolwork. Act now and spot early signs and seek help immediately for your child.
Source: https://nayi-disha.org/article/way-spot-signs-characteristics-slow-learner/?lang=English
How to improve your child's academic performancePankajShaw16
It is the best content you can read if you are eager to monitor and improve your child's academic performance. You will find tips in this article to help you improve your child's academic performance.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
A Study on Relationship between Achievement Motivation and Academic Achieveme...ijtsrd
The aim of this longitudinal study was to Relationship between Achievement Motivation and Academic Achievement in English among High School Students. A sample of 300 students participated in the study. Results of structural equation modeling showed that mastery goals approach and avoidance were indirect predictors of both behavioral and cognitive engagement through seeking help from teachers. Performance goals avoidance, but not approach orientation were associated with cognitive engagement through help seeking behaviors. Overall, these results suggest that achievement goals are key drivers of changes in academic engagement in early high school and that their contribution is explained by seeking help from teachers. Practical implications, limitations, and future research directions are discussed. Mr. CP. Senthil Kumar | Dr. T. Sangeetha ""A Study on Relationship between Achievement Motivation and Academic Achievement in English among High School Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25141.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25141/a-study-on-relationship-between-achievement-motivation-and-academic-achievement-in-english-among-high-school-students/mr-cp-senthil-kumar
Emotional, social, educational adjustment of higher secondary school students...Arul Sekar J.M.
The present study aims to investigate whether there is any significant relationship between adjustment and academic
achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling
technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of
students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu,
India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and
academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the
present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant
relationship between emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
Level of influence of parental involvement on the selected tangub city nation...Elton John Embodo
This study of ours is entitled "LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS.
This is the final version of our study, I hope it will help you.
Thinking Deeply From Different Angle -A Re-analysis of the Education Problems...inventionjournals
To understand the education of college students with left-behind experience, a questionnaire survey is conducted in a Chinese university from a different angle. Based on the investigation results, the paper studied on the influential factors which affected these students' education. At the same time, the problems and difficulties in the process of education are also analyzed. In conclusion, this report puts forward some corresponding measures to resolve these troubles.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
ARGUMENTATIVE ESSAY
1
ARGUMENTATIVE ESSAY
2
Argumentative Essay
Stacy Robinson
October 29, 2019
Southern University of New Orleans – English II/112
Real School vs Homeschool
Introduction
The world is changing, and so is education. The 21st century has come with massive technological advancement and expansion of the education sector in a thousand different ways. Instead of the homeschooling that most parents grew up taking their children through, the world of technology and educational expansion is making this nearly impossible. Knowledge sharing is much faster than it was in the past years. Therefore students must be out there to learn new things, be creative and innovate for themselves instead of being stuck at home with parents who may not have the requisite knowledge and skills to advance their education (Stewart, 2018). The world is changing, and we must run fast to keep up. In this argumentative essay, we look at both sides of home schools and real schools and then make a decision on which one best suits the current education sector.
Home schools. Educating children at home is fun. Homeschooling is legal in the United States, and therefore parents can choose to stay with their children at home instead of sending them to public schools (Stewart, 2018). One of the biggest reasons why I would love to homeschool my daughter is the parent-child bonding that comes with each session. Homeschooling allows the parent to spend more quality time with the child; they both get to learn each other and develop strong bonds. Such bonding time also allows the parent to teach their children how to observe and respect personal boundaries, child mannerism, and how to behave in social and public gatherings (Stewart, 2018).
Home schools allow for one-on-one teaching and interaction between the teacher (parent) and the student (child), and therefore a lot of attention is paid into areas of weaknesses. Teachers in public schools have so many students that they never get time to attend to the individual needs of the students. Such direct interactions help in saving time and allowing for flexibility (Stewart, 2018). The parent has absolute control of the curriculum or content to be taught and, therefore, can impact the direction of knowledge sharing.
Home schools encourage students to learn for knowledge and not grades, which is the focus of rea schools. There is no competition, and therefore the child and parents focus on learning for knowledge’s sake. Lastly, home schools promote the talent of the child and ensure that the learning environment is safe. In-home schools, the parent can focus on a single area of interest for the child and advance his or her talent in this area.
Real School. This is where the parent has to take her daughter to the Louisiana public school or find a beautiful private school for the child. Private schools are expensive and, therefore, out of reach for most parents. Therefore, public schools are the most suitable and ...
Similar to STUDY ON THE RELATIONSHIP BETWEEN PARENTAL INFLUENCE AND LIFE SKILLS AMONG HIGH SCHOOL STUDENTS (20)
A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
Interview is an important technique to elicit personal information from the subject in face to face contact. On the basis of interview results most of the selection for different jobs and admission in various courses are made.
An infographics basically an artistic representation of data and information using different elements such as:
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Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
Assessment for promoting better learningS. Raj Kumar
Assessment of student learning is not an end in itself. i.e assessment does not stop with evaluating students learning achievement and grading their performance based on the findings of assessment of student-learning.
The teacher is required to provide students appropriate feedback enabling them to know the shortcomings in their learning and the means and methods of removing them Because teacher providing feedback to students is considered as an integral part of the assessment of student learning.
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
Examination is the important focal point in education system.
Parents and teachers and educationist expressing their opinion about examination reforms.
Important reasons are following to reform the present system of examination.
Open book exams allow you to take notes. texts or resource materials into an exam hall.
They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
Tools and Techniques for Classroom Assessment - Observation S. Raj Kumar
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Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
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Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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STUDY ON THE RELATIONSHIP BETWEEN PARENTAL INFLUENCE AND LIFE SKILLS AMONG HIGH SCHOOL STUDENTS
1. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
www.ijter.com
A study on the relationship between Parental influence and Life Skills among High School Students
12
A STUDY ON THE RELATIONSHIP BETWEEN PARENTAL INFLUENCE AND LIFE SKILLS AMONG
HIGH SCHOOL STUDENTS
Mr. S.RAJA KUMAR
Assistant Professor,
Sri Venkateswara College of Education,
Karaikal-609 609
Puducherry UT
e-mail- rkbioraj24@gmail.com
ABSTRACT
The present study reports about the relationship between the parental influence and life skills
among high school students. Totally 300 students were taken for the study of which 80 students from
Government school, 100 students from Government Aided School, 80 students from Private schools and
40 students from corporation schools. The tools used in this study are a questionnaire on Parental
Influence and Life Skills constructed by the investigator. The result indicates that there is a significant
positive relationship between parental influence and life skills and most of the independent variables exert
a significant on parental influence and life skills among high school students.
Keywords: Parental influence, Life skills, School student
INTRODUCTION
Parents are the first and lifelong teachers and guides of every child. Parents are children’s
primary advocates and their life long security. The principal and continuing task of parent’s in each
generation is prepare children to the next generation for the physical, economic and psycho-social
situation in which those children must survive and thrive. Parenthood is the final common pathway to
childhood oversight and care giving, development and stature, adjustment and success. Parenting has its
own intrinsic pleasures, privileges and profits. Parents can find interest and can derive considerable and
continuing pleasure in their relationships and activities with their children. Parent’s character, dedication,
education, creativity, special concern and responsibility are the major factors of child development.
The first and foremost duty of parents is to look after their children in the best possible way to take
interest in their welfare and to see their progress. Successful parenting entails both effective components -
in terms of commitment, empathy and positive regard for children.
2. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
www.ijter.com
A study on the relationship between Parental influence and Life Skills among High School Students
13
Life skills are essentially those abilities that help promote mental well - being and competence in
young people as they face the realities of life. In short, it empowers young people to take positive action to
protect themselves and to promote health and positive social relationship. Life skills enable children and
young people to translate knowledge and values into real action. Life skills help to interact with different
people in various circumstances. This entails critical understanding of situations so that an appropriate
response can be made which will lead to a positive outcome.
Education is a much exploited word in the 21st century. It comes in packages and takes various
names but the undeniable fact in India is that it has become one-dimensional and marks-oriented. With
easier access to information through the internet, tremendous social connectivity through global social
networking sites and growing international migrations for better study and jobs, life has become more
complicated to live in, learn and grow for children. Academic success is mandatory to survive as the job
market is increasingly competitive and skill-oriented. An education which demands marks and guarantees
a ticket to good colleges in the neighborhood falls short in catering to the social, mental and physical
needs of a child. On the whole, it has become difficult to be a school-going child and parental
responsibility for the child’s overall growth and wellbeing has become manifold.
There is a growing emphasis on the importance of parent’s influence for successful, if improving
the Life Skills of the students. In the modern technological advancement, we know that there is a lack of
emphasis placed on parent’s influence of adolescence. It is also possible that Life Skills of students may
influence by their parents. Efficient parent’s influence students may have good life skills behaviors.
Students are the pillars of future nations. Thus, need to study the parent’s influence because moral values
make individual to become a good citizen of our country.
OBJECTIVES
1. To measure the level of Parental Influence among high school students
2. To measure the level of Life Skills among high school students
3. To find out, whether there is a significant difference among high school students in terms of
selected independent variables in their Parental Influence and Life Skills.
METHODOLOGY
Design: Descriptive
Method: Normative
3. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
14
Technique: Survey
SAMPLE
A sample of 300 high school students in Chennai District served as the subjects of the study.
TOOLS USED
1. Personal Information Schedule
2. Parental influence Questionnaire constructed by investigator.
3. Life skill Questionnaire constructed by investigator.
STATISTICAL TREATMENT
1. “t” test between the large independent samples.
2. “F” test between the large independent samples
3. Pearson’s Product Moment Correlation
DATA ANALYSIS
LEVEL OF PARENTAL INFLUENCE AND LIFE SKILLS OF THE SAMPLE
1. It is observed that out of 300 samples, 33.7% of students have low level of Parental influence,
35% of students have moderate level of Parental influence, and 31.3% of students have high level of
Parental influence.
Hence, the hypothesis - 1 is accepted. Most of the students have moderate Parental Influence.
2. 38.3% of students have low level of Life Skills, 29.3% of students have moderate level of Life
Skills, and 32.3% of students have high level of Life Skills.
Hence, the hypothesis - 2 is rejected. Most of the students have low Life Skills
TABLE- 1
“t” Value of Parental Influence Based on Gender and Medium of Instruction
Variable Sub variables N M Sd „t‟ Significance level
GENDER
MALE 150 115.79 15.170
3.162 S**FEMALE 150
120.59 10.789
MEDIUM OF ENGLISH 130 122.78 10.607
4. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
15
S** - Significance at 0.01 level; S* - Significance at 0.05 level
NS – Not Significance at 0.05 level
1. Since the Calculated “t” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Parental Influence among high school
students with respect to Gender.
2. Since the Calculated “t” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Parental Influence among high school
students with respect to Medium.
TABLE – 2
“F” Value of Parental Influence Based on Types of School, Parent‟s Education, Parent‟s Education,
Parent‟s Occupation and Parent‟s Income
Variables Source of
variance
df Sum of
square
Mean
square
F
value
Level of
Sig
TYPE OF SCHOOL Between group 3 4822.148 1607.383
9.801 S**Within group 296 48544.023 164.000
PARENT’S
EDUCATION
Between group 3 2404.786 801.595
4.656 S**Within group 296 50961.384 172.167
PARENT’S
OCCUPATION
Between group 2 998.876 499.438
2.833 NSWithin group 297 52367.294 176.321
PARENT’S INCOME Between group 3 3724.743 1241.581
7.403 S**Within group 296 49641.427 167.708
S** - Significance at 0.01 level; S* - Significance at 0.05 level
NS – Not Significance at 0.05 level
INSTRUCTION TAMIL 170 114.68 14.190 5.444 S**
5. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
16
1 . Since the Calculated “F” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Parental Influence among high
school students with respect to Types of school.
2 . Since the Calculated “F” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Parental Influence among high
school students with respect to Parent’s Education.
3 . Since the Calculated “F” value is less than the Table value at 0.05 Level. Hence, the Null
Hypothesis is accepted. Thus, there is a no significant difference in Parental Influence among
high school students with respect to Parent’s Occupation.
4 . Since the Calculated “F” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Parental Influence among high
school students with respect to Parent’s Income.
Table- 3
“t” Value of Life Skills Based on Gender and Medium of Instruction
1 . Since the Calculated “t” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Life Skills among high school
students with respect to Gender.
2 . Since the Calculated “t” value is greater than the Table value at 0.01 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Life Skills among high school
students with respect to Medium of instruction.
VARIABLE SUBVARIABLES N M SD „t‟
VALUE
SIGNIFICANCE
LEVEL
GENDER
MALE 150 111.78 10.616
3.045 S**FEMALE 150 115.17 8.574
MEDIUM OF
INSTRUCTION
ENGLISH 130 115.21 8.929
2.709 S**TAMIL 170 112.15 10.216
6. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
17
Table- 4
“F” Value of Life Skills Based on Types of School, Parent‟s Education, Parent‟s Education,
Parent‟s Occupation and Parent‟s Income
Variables Source of
variance
df Sum of
square
Mean
square
F
value
Level of
Sig
TYPE OF SCHOOL Between group 3 950.837 316.946
3.392 S*Within group 296 27660.00 93.446
PARENT’S
EDUCATION
Between group 3 520.369 173.456
1.828 NSWithin group 296 28090.468 94.900
PARENT’S
OCCUPATION
Between group 2 33.050 16.525
0.172 NSWithin group 297 28577.787 96.222
PARENT’S INCOME Between group 3 352.116 117.372
1.229 NSWithin group 296 28258.721 95.469
1 . Since the Calculated “F” value is greater than the Table value at 0.05 Level. Hence, the Null
Hypothesis is rejected. Thus, there is a significant difference in Life Skills among high school
students with respect to Types of school.
2 . Since the Calculated “F” value is lesser than the Table value at 0.05 Level. Hence, the Null
Hypothesis is accepted. Thus, there is no significant difference in Life Skills among high school
students with respect to Parent’s Education.
3 . Since the Calculated “F” value is lesser than the Table value at 0.05 Level. Hence, the Null
Hypothesis is accepted. Thus, there is no significant difference in Life Skills among high school
students with respect to Parent’s Occupation.
4 . Since the Calculated “F” value is lesser than the Table value at 0.05 Level. Hence, the Null
Hypothesis is accepted. Thus, there is no significant difference in Life Skills among high school
students with respect to Parent’s Income.
7. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
18
Table- 5
Relationship between Parental Influence and Life Skills
Variable Sample “r” Value Result
Parental influence
Vs
Life Skills
300 0.576 Moderate positive
correlation
It is obtained that the “r” value of Parental Influence and Life Skills of students 0.576 that the
calculated value is greater than the table at 0.05 level. Hence there is significant Moderate positive
relationship between Parental Influence and Life Skills. Hence the Hypothesis is accepted.
IMPORTANT FINDINGS
1 . The level of Parental Influence is moderate 35%. 35% of the total samples have moderate level
of Parental Influence, 33.7% have low level and 31.3% have high level of Parental influence.
2 . The level of Life Skills is low 38.3%. 38.3% of the total samples have low level of Life Skills,
29.3% have moderate level and 32.3% have high level of Life Skills..
3 . There is a significant difference in parental influence between male and female students. More
over female students were found to be the higher parental influence than male students with
respect to Gender.
4 . There is a significant difference in parental influence between English and Tamil medium students
with respect to Medium of instruction.
5. There is a significant difference in Parental Influence between the govt, aided and private school
students with respect to Types of Schools.
6. There is a significant difference in Parental Influence between Illiterate / Up to 12/Degree /
Professional students with respect to Parental Education.
7 . There is no significant difference in Parental Influence between Coolie / Govt / Private with
respect to Parental Occupation.
8. There is a significant difference in Parental Influence between Below 10,000/10,000-20,000 /
20,000-30,000 / Above 30, with respect to Parent’s Income.
8. International Journal of Teacher Educational Research (IJTER) Vol.4 No.8 August, 2015 ISSN: 2319-4642
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A study on the relationship between Parental influence and Life Skills among High School Students
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9 . There is a significant difference in Life Skills between male and female. More over of Female
students are greater than the male students in Life Skills with respect to Gender.
1 0 . There is a significant difference in Life Skills between English and tamil medium of
instruction. More over English Medium student are greater than the Tamil Medium student with
respect to Medium of instruction.
11. There is a significant difference in Life Skills between Govt / Govt Aided / Corporation / Private
with respect to Types of Schools.
12. There is no significant difference in Life Skills in Illiterate / Up to 12 /Degree / Professional
students with respect to Parental Education.
1 3 . There is no significant difference in Life Skills in Collie / Govt / Private Students with
respect to Parental Occupation.
1 4 . There is no significant difference in Life Skills in Below 10,000/10,000-20,000 / 20,000-
30,000 /Above 30,000 students with respect to Parent’s Income.
15. There is a Moderate positive correlation relationship between Parental Influence and Life Skills
among high school students.
CONCLUSION
The result indicates that there is a significant positive relationship between parental influence and
life skills and most of the independent variables exert a significant parental influence and life skills among
high school students. Parent is a second teacher; the very first society introduced to the child was the
parents. Hereditarily the Life of the child was constructed by the genes of the parents. Hence their
incubation of the child shapes life and its skills. It was again proved by the investigator.
REFERENCES
Gbenga Adewale, J. (2009).Effectiveness of non-formal education programs in Nigeria: how competent
are the learners in life skills, Australian Journal of Adult Learning, Vol 49(1), 190 – 207.
Hanley, Gregory, P., Fahmie, Tara, A., Heal., & Nicole A. (2014). Evaluation of the Preschool Life Skills
Program in Head Start Classrooms: A SystematicReplication.
Joanna Konarska, R. (2010). The Influence of Parents on the Formation of Psychological Needs of
Teenagers with Disability, International Journal of Special Education, Vol 25(3).
