| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2015: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Outline of Final Research Achievements |
This study investigates the mechanisms of parental actions to support children's learning, parental resources, and children’s learning achievement in the case of a developing country, Cambodia.
Based on the data collected by the survey on 3rd grade students, their parents, school directors and teachers as well as math and Khmer tests on the 3rd grade students in 4 provinces, the preliminary analysis found that most parental supports had significantly positive correlations with the scores. The supports,"ask if homework is done", "help homework", "check if the answers are correct", had significantly positive correlations with the test scores, and particularly, "give similar problems" and "correct homework answers" had high coefficient. Regarding parental supports perceived by students,"teach how to study","talk about importance of learning" and "praise efforts" had significantly positive correlations with the test scores, but"give pressure" had negative correlations with the scores.
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