Relationship Between Parental Factors and Learning Attitude and Students’ Academic Performance in Secondary Schools
1. Background
Academic performance is the priority to students as well as the teachers in any school system. Some of the socio-cultural factors which affect the students achievement are parents’ educational status (M. Khata,et al. 2011). Parent educational status is used as an indicator of Socio Economic Status (SES) to reflect the potential for social and economic resources such as household incomes that are available to students because it tends to remain the same over time ( Sirin 2005). Moreover, parenting practices are also essential in moulding the students into a successful person. The supports and encouragement the students received from their parents bring a huge positive impact on their behaviour.
Apart from that, learning attitudes of a student in term on participation in the class also play an important role in determining their performance. This factor is also depending on the gender of the students. Many cultures generally raise female to be obedient, responsible and take schoolwork seriously whereas males are given more freedom to do as they like and portray schoolwork as a generally feminine rather than masculine pursuit (Maynard, 2002). The local study also reported that girls had the tendency to achieve better attitudes toward learning than boys (Zainah 2007). This is a general stereotype accepted by the people in Malaysia. 2. Aim
The purpose of this research was to determine the relationship between family factors such as their parents’ household income, educational status as well as parental supports and the students’ learning behaviours based on gender with their academic achievements in the secondary schools.
Household income: Household income refers to total income accrued to members of a household, both in cash and/or in kinds on a regular basis in one year or more often.
Educational status: Educational attainment or level of education of individuals. (Definitions.net. 2013)
Academic achievement: The level of actual
Academic performance is the priority to students as well as the teachers in any school system. Some of the socio-cultural factors which affect the students achievement are parents’ educational status (M. Khata,et al. 2011). Parent educational status is used as an indicator of Socio Economic Status (SES) to reflect the potential for social and economic resources such as household incomes that are available to students because it tends to remain the same over time ( Sirin 2005). Moreover, parenting practices are also essential in moulding the students into a successful person. The supports and encouragement the students received from their parents bring a huge positive impact on their behaviour.
Apart from that, learning attitudes of a student in term on participation in the class also play an important role in determining their performance. This factor is also depending on the gender of the students. Many cultures generally raise female to be obedient, responsible and take schoolwork seriously whereas males are given more freedom to do as they like and portray schoolwork as a generally feminine rather than masculine pursuit (Maynard, 2002). The local study also reported that girls had the tendency to achieve better attitudes toward learning than boys (Zainah 2007). This is a general stereotype accepted by the people in Malaysia. 2. Aim
The purpose of this research was to determine the relationship between family factors such as their parents’ household income, educational status as well as parental supports and the students’ learning behaviours based on gender with their academic achievements in the secondary schools.
Household income: Household income refers to total income accrued to members of a household, both in cash and/or in kinds on a regular basis in one year or more often.
Educational status: Educational attainment or level of education of individuals. (Definitions.net. 2013)
Academic achievement: The level of actual
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