methods,
motivation
How Parental socio-economic status / background of a Child can Improve their performance in English Language
Parental Socio-economic of a child has to do with home and environment which he/she comes from. The home according to Trueba (1998) states “there is a great need for the development of the theory of academic achievement that takes into consideration the home culture of the students”
According to research investigation students that are from well educated and wealthy homes have good background and stand better chances of learning the rudiment of English due to availability of all required resources. They have early exposure to English language at tender age, games, textbooks / printed materials and even communication at home in English Language. All these form the basis for their better performance which is many wards are opportune to will yield better result in English Language.
There are various opinion as to which aspect of the students environment contribute most to the success or failure; it was gathered that few argued for and against this fact that home culture has great impact on the “Language genres, behavior, patterns, motivations, attitude and expectation” that students bring to the school environment.
Parental background, home literacy practices and parental beliefs and support or involvement with their child’s education are just a few of the factors that have tremendous implications for the students. For example in a study of among student achievement, M.C Nall (1994) found that even if parent did not have skills to help their children, with homework, they belief that is essential and feel that ultimately, their child’s educational achievement is positively associated with improving the status of the family.
The role of parents can not be overemphasized. According to Culter (2000); school needed the moral and monetary support of parents, groups, but educators were uniquely qualified to conduct the work of the school.
Furthermore, the economic status of parents plays a crucial role of determine their level of success / failure. No wonder beyond the studies shows that family income remains one of the most powerful predicator of students achievement in both the US (Blair & Madamba (1999) and international Hungs & Majoribanks (2005). It divulges that parents regardless of incomes that have time and energy to assist their children with school assignments and encourage their general effort in school make a fundamental differences in their academic achievements England etal (2004).
More so, when parents take an active role in their child’s education, home work competition rates improves. According to Bali, Wedmary & Dema (1997) school behavior problems decrease. Hil etal (2004), Shelden & Epstein (2002), students are more motivated to do well in schools. Rostelle, Gienry, Larose & Sereeal (2004).
Conclusively, when all these roles are not fulfilled by parents it could have adverse effect on their wards and the outcome is simple poor academic performance.
According to research investigation students that are from well educated and wealthy homes have good background and stand better chances of learning the rudiment of English due to availability of all required resources. They have early exposure to English language at tender age, games, textbooks / printed materials and even communication at home in English Language. All these form the basis for their better performance which is many wards are opportune to will yield better result in English Language.
There are various opinion as to which aspect of the students environment contribute most to the success or failure; it was gathered that few argued for and against this fact that home culture has great impact on the “Language genres, behavior, patterns, motivations, attitude and expectation” that students bring to the school environment.
Parental background, home literacy practices and parental beliefs and support or involvement with their child’s education are just a few of the factors that have tremendous implications for the students. For example in a study of among student achievement, M.C Nall (1994) found that even if parent did not have skills to help their children, with homework, they belief that is essential and feel that ultimately, their child’s educational achievement is positively associated with improving the status of the family.
The role of parents can not be overemphasized. According to Culter (2000); school needed the moral and monetary support of parents, groups, but educators were uniquely qualified to conduct the work of the school.
Furthermore, the economic status of parents plays a crucial role of determine their level of success / failure. No wonder beyond the studies shows that family income remains one of the most powerful predicator of students achievement in both the US (Blair & Madamba (1999) and international Hungs & Majoribanks (2005). It divulges that parents regardless of incomes that have time and energy to assist their children with school assignments and encourage their general effort in school make a fundamental differences in their academic achievements England etal (2004).
More so, when parents take an active role in their child’s education, home work competition rates improves. According to Bali, Wedmary & Dema (1997) school behavior problems decrease. Hil etal (2004), Shelden & Epstein (2002), students are more motivated to do well in schools. Rostelle, Gienry, Larose & Sereeal (2004).
Conclusively, when all these roles are not fulfilled by parents it could have adverse effect on their wards and the outcome is simple poor academic performance.
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