The effects of home educational support and teacher instructional practices on secondary school students' academic achievement and perceptions of content meaningfulness [electronic resource]
說明
136 p
附註
Source: Dissertation Abstracts International, Volume: 61-04, Section: A, page: 1294
Chairperson: Marie K. Iding
Thesis (Ph.D.)--University of Hawaii, 2000
Tenth-grade students' perceptions of opportunities to learn (teacher instructional practices, levels of home educational support) and content meaningfulness were compared across four content areas: mathematics, science, English, and social studies. Student self-report data were used to measure perceptions of teacher instructional practices, levels of educational support at home, and content meaningfulness. Participants were of Filipino, Hawaiian/part-Hawaiian, Japanese, or Caucasian, ethnic cultural affiliation
Results indicate that home educational support had a greater influence on academic achievement than did teacher instructional practices in mathematics, science, and social studies. Teacher instructional practices were found to have more influence on language achievement and on student perceptions of content meaningfulness in mathematics and science, than did home educational support
Additionally, the effect of home educational support on achievement was not the same among the four major ethnic cultures. This study demonstrates that ethnic-cultural factors play a significant role in academic achievement through the educational support made available at home. Caucasian and Japanese home educational support was positively correlated with achievement in mathematics, language, science, and social studies. On the other hand, Filipino and Hawaiian home educational support was negatively correlated with achievement in all four content areas. These results imply that there may be a mismatch between some ethnic cultures and Western education, an issue that merits further evaluation
Directions for further research regarding OTL, the effects of ethnic culture on home educational support and academic achievement, and student perceptions of content meaningfulness are provided
