The Home-School Linkage Instructional System and Its Development Suggestions Under the Perspective of Large-Scale Home-Based Learning

Shang, Fei; Yang, Xing

doi:10.26855/er.2021.07.007

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…This agrees with Shang and Xing (2021), who observed that engaging students in discussions with parents about their studies enhances students' active knowledge acquisition, retention, and comprehension of the content. Parents'/Guardians'-students' Academic discussions allow students to elucidate concepts they do not understand and ensure a good understanding of all homework.…”

Section: Statementssupporting

confidence: 90%

Parents’/Guardians’-Students’ Academic Discussions and Students’ Academic Performance in Twelve Years Basic Education Schools in Rwanda

Jane Iyakaremye,

Dr. Andra O.Hesbon

2023

theijhss

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The current study investigates parent-student academic discussions and student’s academic performance in twelve years basic education schools in Rwanda, a case of Gasabo district. Objectives of this study comprise the following: to ascertain parent/guardian-student academic discussion practices in twelve years of basic education, to investigate the effect of parents/guardians-students' academic discussion on students' performance in twelve years of basic education and to examine the relationship between parent-student academic discussion and students' academic performance in twelve years basic education in Gasabo district. The study was conducted after a careful review of related literature and an understanding of the research area in connection with the research topic under investigation. In this study, the research used a descriptive survey design employing a mixed research approach. Quantitative and qualitative data were collected from the target population of 150 parents, 360 students, 25 teachers, 12 deans of studies (DOS) and 8 head teachers. The researcher adopted purposive simple random sampling techniques and used Slovin’s formula to determine the sample size of 233 participants. The Statistical Product and Service Solutions was used to code, edit, process and analyze the collected raw data through descriptive statistics. The findings from objective one indicate that 65.5 % disagreed that they share the daily learning experience at home with their parents. In contrast, those from objective two revealed that 61.9% and 23.8% of parents who participated in the study strongly agreed and agreed that their style of academic discussion of career aspirations with students enhances students' interest and motivation, which determines students' effort to achieve good grades/scores, and finally, the findings from objective three showed a mean performance of 37.7460, a standard deviation of 1.75028 and a significant Pearson’s correlation (r = .515) between parent/guardians-students' academic discussion and students' academic performance. In contrast, the mean of 36.9365 and standard deviation of 2.18406 without academic discussion were obtained. This implies that academic discussions enhance students' learning and academic performance. The findings of this research encourage parents to discuss academic matters with students since academic discussions enhance students' academic performance.

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Section: Statementssupporting

confidence: 90%

Parents’/Guardians’-Students’ Academic Discussions and Students’ Academic Performance in Twelve Years Basic Education Schools in Rwanda

Jane Iyakaremye,

Dr. Andra O.Hesbon

2023

theijhss

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“…Class teachers can try to delegate some sections of the platform to parents for management, and set up themed discussion groups related to class management and student education. Parents serve as the administrators of the group and have active participants in these virtual spaces stand at the front desk of the event during regular parent meetings, fully playing a leading role [19]. (6) Realize the integration of the three educational elements of "parents, homeroom teachers, and students".…”

Section: Home School Communication Strategymentioning

confidence: 99%

Collaborative Governance of College Student Management and Home School Communication Strategies

2023

aduhe

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The management of higher education institutions is the fundamental guarantee for promoting higher education to get on track and achieving educational goals. In the new era, the coordinated interaction between student management and teaching management in universities would greatly improve the overall management level of universities, thereby better adapting to the development of the times. It is of great practical significance to carry out moral education work in universities and strengthen research on students' mental health education based on new media technology. There are also various problems in higher education, and the biggest impact is on their families. The creation of a disharmonious family atmosphere among parents often leads to a series of psychological problems for their children. At the same time, children often exhibit a negative attitude when facing family problems, which means that students themselves cannot intervene and change the problem, but can only accept, digest, and transfer negative emotions. This article discusses the collaborative governance plan for student management in universities and conducts a questionnaire survey on this issue. The survey results prove that WeChat platform is a common communication method recognized by teachers and parents, and 91.2% of teachers believe it is helpful or more helpful.

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“…Equaling 12, by far the greatest number of included articles that were returned, as evident from Table 1, were those that found self-directed learning, online learning, and mental health negative for public school students during COVID-19. These publications are on the following topics: learning in isolation [67]; High school student-athlete experiences [68]; Self-directed learning and attitude on online learning [69]; School connectedness still matters [70]; Implementation and challenges of online education [71]; Student evaluations of transitioned-online courses [72]; The impact of learning on science, social, and digital literacy [73]; A comparison of online learning challenges [74]; "Teachers act like we're robots" [75]; Socioeconomic inequality [76]; High school physical education teachers' perceptions [77]; and The home-school linkage [78].…”

Section: All Negativementioning

confidence: 99%

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Nash

2023

COVID

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During COVID-19, self-directed learning, contrasted with standardized learning, became a necessary and promoted learning method in public schools—one potentially supportive of mental health regularly in public schools through the use of online learning. This is important because negative mental health has been classified as a global crisis, with the highest and lowest student achievers recognized as at greatest risk. Therefore, the conditions under which public school students’ mental health has been improved, leading to positive psychosocial outcomes, are relevant. Studies have identified that positive psychosocial outcomes in this regard require self-initiation of students’ self-directed learning. Also necessary is a reduction in the standardized expectations of parents to lead to positive psychosocial outcomes. Unknown is what research identifies the relevance of both self-initiated self-directed online learning and a reduction in parental expectations of standardization. To investigate this, self-directed learning, online learning, mental health, public schools, and COVID-19 were keywords searched following PRISMA guidelines for scoping reviews. The result: few returns considered either factor and those that did reinforce the need for both. The conclusion: self-initiated self-directed online learning supported by public schools and parents should be central in the aim of reducing the mental health crisis in students post COVID-19.

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The Home-School Linkage Instructional System and Its Development Suggestions Under the Perspective of Large-Scale Home-Based Learning

Cited by 8 publications

References 4 publications

Parents’/Guardians’-Students’ Academic Discussions and Students’ Academic Performance in Twelve Years Basic Education Schools in Rwanda

Parents’/Guardians’-Students’ Academic Discussions and Students’ Academic Performance in Twelve Years Basic Education Schools in Rwanda

Collaborative Governance of College Student Management and Home School Communication Strategies

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

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