THE RELATIONSHIP BETWEEN CHILDREN’S EARLY LANGUAGE COMPETENCIES AND PARENTAL ENGAGEMENT IN LEARNING ACTIVITIES IN PRE-PRIMARY SCHOOLS IN BUSIA COUNTY, KENYA DOI

Consolata Nabwire Onyango,

Nyakwara Begi,

Juliet W. Mugo

и другие.

European Journal of Special Education Research, Год журнала: 2024, Номер 10(4)

Опубликована: Июнь 13, 2024

This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities pre-primary schools Busia County, Kenya. used Joyce Epstein's involvement model inform study, while correlation design was guide study. The target population school children plus their teachers parents 67 public 40 private schools. Out of these schools, 7 4 were sampled. Early skills checklist, questionnaire interview schedules for data collection. A pilot conducted two primary Content validity determine research tools' validity, whereas reliability instruments established using test-retest method. When analysing qualitative data, thematic analysis used, quantitative analysed inferential statistics, where frequencies, percentages, means generated. t-test test null hypotheses. Results revealed that average had a mean score 2.32 (M=2.32) engagement, which 2.20 (M=2.20) with difference 0.12 (M=0.12). is 0.12, indicates very small influence on acquisition competencies. coefficient (M=2.20; SD=.874) (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated positive high significance. Averagely, 3.49 (M=3.49), 1.91(M=1.91) 1.58 (M-1.58). It concluded majority did not participate children's activities. However, from participated more than recommended encourage each other be actively involved at home. Parents should inspire collaboratively work together support provision teaching resources. Public administrators managers organize workshops educate them how they can where, when do activities, access educative resources internet, find developmentally appropriate programs television.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0797/a.php" alt="Hit counter" /></p>

Язык: Английский

The Mediating Role of Social Media on the Correlation of Parental conflict and academic Performance of University Students DOI Creative Commons
Hina Gul,

Muhammad Ali Zia,

Abdul Rasheed

и другие.

Contemporary Issues in Social Sciences and Management Practices, Год журнала: 2024, Номер 3(1), С. 257 - 271

Опубликована: Март 31, 2024

Social media encompasses discussion boards, publishing platforms, and social network sites. Facebook, YouTube, blogs, forums, other internet-based apps are a few examples of media. The primary aim this research was to investigate the influence usage among university students on both their academic performance parental conflict. Secondly any potential mechanisms that may underlie link. Numerous researches have looked at detrimental effects conflict between parents children's performance, which suggests play mediating role in relationship students' success. Quantitative approach used. To gather data, target population 100 Thal University Bhakkar. sampling technique simple random sampling. Data collection tool questionnaire has close ended questions. findings suggest engagement with become ingrained daily routines, consuming significant portion leisure time. extensive time spent by respondents underscored its negative impact performance. array advantageous factors affecting intellectual spiritual growth younger generation greatly expanded advent mobile phones computer technologies.

Язык: Английский

Процитировано

0
THE RELATIONSHIP BETWEEN CHILDREN’S EARLY LANGUAGE COMPETENCIES AND PARENTAL ENGAGEMENT IN LEARNING ACTIVITIES IN PRE-PRIMARY SCHOOLS IN BUSIA COUNTY, KENYA DOI

Consolata Nabwire Onyango,

Nyakwara Begi,

Juliet W. Mugo

и другие.

European Journal of Special Education Research, Год журнала: 2024, Номер 10(4)

Опубликована: Июнь 13, 2024

This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities pre-primary schools Busia County, Kenya. used Joyce Epstein's involvement model inform study, while correlation design was guide study. The target population school children plus their teachers parents 67 public 40 private schools. Out of these schools, 7 4 were sampled. Early skills checklist, questionnaire interview schedules for data collection. A pilot conducted two primary Content validity determine research tools' validity, whereas reliability instruments established using test-retest method. When analysing qualitative data, thematic analysis used, quantitative analysed inferential statistics, where frequencies, percentages, means generated. t-test test null hypotheses. Results revealed that average had a mean score 2.32 (M=2.32) engagement, which 2.20 (M=2.20) with difference 0.12 (M=0.12). is 0.12, indicates very small influence on acquisition competencies. coefficient (M=2.20; SD=.874) (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated positive high significance. Averagely, 3.49 (M=3.49), 1.91(M=1.91) 1.58 (M-1.58). It concluded majority did not participate children's activities. However, from participated more than recommended encourage each other be actively involved at home. Parents should inspire collaboratively work together support provision teaching resources. Public administrators managers organize workshops educate them how they can where, when do activities, access educative resources internet, find developmentally appropriate programs television.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0797/a.php" alt="Hit counter" /></p>

Язык: Английский

Процитировано

0