Effects of Family Educational Background, Dwelling and Parenting Style on Students' Academic Achievement: The Case of Secondary Schools in Bahir Dar

Autor/in	Mekonnen, Melaku Anteneh
Titel	Effects of Family Educational Background, Dwelling and Parenting Style on Students' Academic Achievement: The Case of Secondary Schools in Bahir Dar
Quelle	In: Educational Research and Reviews, 12 (2017) 18, S.939-949 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Family Characteristics; Educational Background; Parenting Styles; Foreign Countries; Academic Achievement; Secondary School Students; Parent Background; Child Rearing; Qualitative Research; Statistical Analysis; Grade 9; Grade 10; Comparative Analysis; Questionnaires; Secondary Schools; Place of Residence; Rural Areas; Urban Areas; Parent Participation; Rural Urban Differences; Ethiopia + Suchen Sie Ihr Suchwort? Vorbildung; Ausland; Schulleistung; Sekundarschüler; Elternhaus; Kindererziehung; Qualitative Forschung; Statistische Analyse; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Sekundarschule; Wohnort; Rural area; Ländlicher Raum; Urban area; Stadtregion; Elternmitwirkung; Stadt-Land-Beziehung; Äthiopien
Abstract	This study predominantly focuses on investigating the respective impacts of family educational background, dwelling background and parenting styles on students' overall academic performance with respect to governmental secondary schools in Bahir Dar town, Ethiopia. A descriptive survey method was employed. A 42 items questionnaire was constructed and pilot tested. The computed reliability coefficient became 0.76. Moreover, data on students' academic achievement were obtained from the archive offices of sampled schools. While proportionate sampling was employed to determine representatives of each school and grade level, systematic random sampling technique was used to identify individual samples. Totaled 240 students. The methods of analysis employed were t-test and analysis of variance (ANOVA). ANOVA and t-test results with regards to the impact of family educational background and residence upon students' overall academic achievement was found nonsignificant at F = 0.59, df = 3 and 209, a = 0.05 and at computed t-value of 1.35, and critical t-value (1.96) respectively. Whereas, analysis of ANOVA on parenting style had been found statistically significant to impact on academic achievement at (F = 6.4, df = 3 and 209, a = 0.05). In an attempt to identify the parenting style conducive for better performance, Tukey test or Honestly Significant Difference (HSD) test had been employed, and the results revealed that authoritative parenting is far better over the rest three parenting styles. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01