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• PARENTAL FACTORS INFLUENCING SCHOOL ACHIEVEMENTS OF PUPILS IN ILORIN METROPOLIS, KWARA STATE

  35-51

  Shuaib Abolakale Muhammed

  Mulikat Ladi Abdulkadir Mustapha

  Alfred Olatayo Awoyemi

  Views:

  105

  The purpose of this study was to evaluate how parental influences affected students' academic performance in the Kwara State capital of Ilorin. Researchers have expressed worry over students' low academic performance in school, and it is commonly acknowledged that for students to fully benefit from their education, their parents must give them their entire support. The research was a survey. All primary school teachers in the city of Ilorin made up the study's population, and a mixed method approach was used on a sample of 215 respondents (of whom 200 completed questionnaires and 15 participated in interviews). Simple random and selective sampling methods were used to choose the sample. The data was gathered via a survey called the "Parental Factors Influence School Achievements of Children Questionnaire" (PFISAPQ).  The factors taken into account were gender, age, educational background, and number of years of teaching experience. Demographic information was expressed as a percentage, and the two null hypotheses were tested using the 2-way ANOVA statistical tool at the 0.05 level of significance. Mean and rank order analysis was used to analyze the research questions, and thematic analysis was then used to analyze the subsequent questions raised to support the main research questions. The results showed that, among other things, parental involvement, parental oversight, parental involvement in extracurricular activities, parental academic background, parental interest in education, and parent-child relationships are the primary factors positively affecting children's academic success. Also, significant differences existed in the parental factors influencing school achievements of pupils as expressed by primary school teachers based on gender, age, educational qualification, and years of teaching experience. It was recommended that parents should be encouraged to improve their involvement in children’s academic activities by supporting them and being actively involved in encouraging pupils to learn and achieve maximally in school.

• FACTORS OF PARENTAL INVOLVEMENT IN RELATION TO CHILDREN’S BEHAVIORAL SYMPTOMS

  7-25

  Anita Kathyné Mogyoróssy

  Erika Beáta Nagy

  Views:

  154

  In our study, the features of contact between parents and teachers and the particular patterns they take were examined in connection with children’s behavioral symptoms. With cluster analysis, seven clearly analyzable patterns of contact were identified, the two most frequent of which (unifacial and formal) do not favor problem solving, nor provide parental satisfaction.

     Two patterns (flexible and adaptive) proved to be the most satisfying and the most effective. Children’s symptoms (social problems, anxiety, somatization, attention deficit, deviant behavior, aggressivity) are significantly related to the quality of parent-teacher contact. In the case of the less favorable and less effective contact forms, parents report more behavioral symptoms, while in the case of the flexible, adaptive, emotionally satisfying, and effective problem-solving contact forms, there are fewer symptoms. These results draw attention to important tasks on many levels: to work out operable patterns of parent-teacher contact, to better understand the role and tasks of teacher training, and the need to involve experts to assist in developing parent-teacher contact, which is also indispensable in terms of helping and developing children and their mental health.

• WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS

  113-124

  Regina Sávai-Átyin

  Views:

  375

  Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.

• THE STORYTELLING CHAIR AS A TOOL TO DEVELOP THE ELABORATED LANGUAGE CODE IN STEP BY STEP ALTERNATIVE EDUCATION

  83-97

  Barbara Biró

  Tímea Ceglédi

  Views:

  133

  In the study, we investigate the storytelling chair, a pedagogical tool of Step by Step, a popular alternative educational format in Romania, using Basil Bernstein's theory of language codes. During the qualitative research conducted in the spring semester of the school year 2021/2022, we conducted observations and semi-structured individual interviews in a Hungarian-speaking school in Partium (Romania) with primary school teachers who use the storytelling chair every day (n=11). The interviews showed that the storytelling chair has elements that are characteristic of the elaborated code. The pedagogical tool under study dissolves the situational nature of comprehension, the children tell the story as the only one who knows it, thus playfully encouraging them to communicate their experiences to the class through a variety of linguistic means, while giving them the space to express themselves freely, without the "I" being subordinated to the "we". The storytelling chair brings the symbolism of home and school closer together, and language can help them build a bridge between the two worlds.