Parent Involvement and Its Influence on Children’s STEM Learning

Thomas, Julie; Utley, Juliana; Hong, Soo-Young; Korkmaz, Hünkar; Nugent, Gwen

doi:10.4324/9780429021381-30

Cited by 17 publications

(20 citation statements)

References 1 publication

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“…The authors of the aforementioned study also reported that parents with higher levels of education and income are more likely to engage in science-based activities with their children. These findings are consistent with what several researchers have suggested: that is, findings from research on parent involvement at home for reading or mathematics should be applicable to the domain of science (e.g., [42,43]).…”

Section: Sciencesupporting

confidence: 91%

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

2022

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It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (N = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathematics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school-age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more confident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related.

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Section: Sciencesupporting

confidence: 91%

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

2022

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“…A population is divided into uniform subpopulations by researchers based on certain traits in a stratified sample, including racial or gender identity, place of residence, etc. (Thomas, 2020). Where SEI: Secondary Education Institution.…”

Section: Methodsmentioning

confidence: 99%

Pursuing Stem Careers: Challenges of Senior High School Students during Distance Learning

Antipolo,

Antonio,

Rabor

et al. 2023

IJIRME

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The COVID-19 pandemic required the educational sector to implement countermeasures in order to continue educating students amidst the pandemic, this may have resulted in a gap in the number of people entering the STEM (Science, Technology, Engineering, and Mathematics) field. This study determined the challenges of senior high school students in learning in STEM through distance learning. The respondents were 85 Grade 12 STEM students from the six (6) selected public and private educational institutions in the province of Zambales who were chosen through stratified random sampling. Results revealed that STEM 12 students often encountered challenges in terms of Learning Environment (LEC), Student Isolation (SIC), and Workload, simultaneously, it was noted that they sometimes encountered challenges in terms of Self-Regulation (SRC), Technological Sufficiency (TSC), and Technological Literacy and Competency (TLCC).Statistically significant differences were noted on the challenges encountered by Senior High School Students during distance learning in terms of school and age, but there were no significant differences that were noted regarding the other profile variables. The study suggests that the education sector should create program interventions to address the challenges such as curriculum development, to encourage or institutionalize special training courses in mathematics and science, and to develop learning continuity plans to empower teachers and students.

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Section: Fathers' Support and Adolescents' Academic And Stem Learningmentioning

confidence: 99%

“…At present, STEM-related investigations have been largely based in the Western context, particularly American societies (Thomas et al, 2020). As emphasised by Thomas et al (2020), even though parental support in the home has a great influence on learners' STEM learning, this aspect has received little attention. Currently, the literature is limited on differentiating the influence of different social agents, and the forms of their support (e.g., inschool and homed-based support) on learners' STEM learning.…”

Section: Fathers' Support and Adolescents' Academic And Stem Learningmentioning

confidence: 99%

The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

Kai-Sze¹,

Hassan²,

Jaafar³

et al. 2023

IJARBSS

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In Malaysia, literature relating to the efficacy of STEM learning has been limited to secondary or tertiary levels, and remains more popular among the school populations. However, in terms of the influence of social support on the development of learners' STEM efficacy (SE), the fathers' impact has been neglected. To bridge this gap, this study explored the influence of fathers' support on SE. Based on theoretical insights, hope was included as a mediator to hypothesise a potential underlying process that determines the relationship between fathers' support and SE. This was a quantitative study that employed a correlational research design. It involved 548 young adolescents aged 9 to 11 years, who studied in government primary schools, and lived in the Klang Valley. Regression analysis using Structural Equation Modelling (SEM) showed that fathers' involvement (b=.284, p=.002), and structure support (b=.275, p=.000) uniquely predicted SE, but had no effect on autonomy support. Hope significantly mediated the relationships between involvement and SE, and between autonomy support and SE, but showed no mediating effect on structure support. This study offers several implications. First, it unfolded hope as a significant underlying factor mediating the relationships between fathers' support and SE. Second, it expanded the literature on fathers' support and SE with the population of young learners. Lastly, by revealing the predictors of SE as well as the mediating role of hope, this study provides implications for future STEM educational planning at the primary school level in Malaysia.

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Parent Involvement and Its Influence on Children’s STEM Learning

Cited by 17 publications

References 1 publication

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

Pursuing Stem Careers: Challenges of Senior High School Students during Distance Learning

The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

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