The Relationship Between Primary 5 and 6 Students’ Perceptions of Parental Encouragement and Their Academic Achievement in Mandarin Learning at An International School, Bangkok

Authors

  • Jingji Zhang M.Ed. Candidate in Curriculum &Instruction, Graduate School of Human Sciences, Assumption University, Thailand
  • Richard Lynch Assistant Professor, Graduate School of Human Sciences, Assumption University, Thailand

Keywords:

Parental Encouragement, Academic Achievement, Mandarin, Primary 5-6 Students

Abstract

This research investigated the relationship between students’ perceptions of parental encouragement and their academic achievement in Mandarin learning at an International School, Bangkok during term 2, and 2014-2015. The study focused on three objectives. The first was to identify the level of student perception of parental encouragement to learn Mandarin in primary 5 and 6. The second was to identify the level of student academic achievement in primary 5 and 6 Mandarin learning. The third was to determine if there was a significant relationship between primary 5 and 6 students’ perceptions of parental encouragement and their Mandarin academic achievement. In order to collect data, the researcher employed a parental encouragement questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). For the students’ academic achievement in learning Mandarin, the researcher used the students’ Mandarin academic achievement scores at the end of term 2 in school year 2014- 2015. The findings indicated that there was a significant relationship between primary 5 and 6 students’ perceptions of parental encouragement and their academic achievement. The article concludes with recommendations for practice and for future research.

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Published

2018-01-03