Implementing a Parental Involvement Policy to Enhance Physical Sciences Learner's Academic Achievement in Rural Secondary Schools

Autor/in	Zenda, Rekai
Titel	Implementing a Parental Involvement Policy to Enhance Physical Sciences Learner's Academic Achievement in Rural Secondary Schools
Quelle	In: Educational Research for Policy and Practice, 20 (2021) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zenda, Rekai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-020-09271-9
Schlagwörter	Parent Participation; Policy Formation; Program Implementation; Physical Sciences; Science Achievement; Science Activities; Rural Schools; Public Schools; Secondary School Students; Parent School Relationship; Family Programs; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Elternmitwirkung; Politische Betätigung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Sekundarschüler; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Family program; Familienprogramm; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In many countries, including South Africa, the underperformance of Physical Sciences learner's is a great concern. The purpose of this study was to find out how the academic achievement of science learners can be addressed through implementing a parental involvement policy. The policy on parental involvement can only be successful if there is an effort to ensure effective participation of parents in school activities, which includes helping learners with homework, discussing learners' behaviour with teachers, motivating learners and communicating about and participating in science activities. This was a qualitative research study and the cultural-historical activity theory (CHAT) acted as a lens and offered a broad approach to analysing a parental involvement policy and the contexts of science learning. The research was conducted in rural public secondary schools and data were collected by means of face-to-face interviews. The study recommends that parents need training and development to perform their functions optimally in science activities. Effective communication between parents and the school and providing assistance to child-headed families are imperative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01