Analysis of the Current Status and Issues of Parental Suppport for Children's Learning in the Early Grades

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K13218
• Research Category: Grant-in-Aid for Challenging Exploratory Research
• Allocation Type: Multi-year Fund
• Research Field: Sociology of education
• Research Institution: Waseda University (2017); Japan International Cooperation Agency (Research Institute) (2015-2016)
• Principal Investigator: Kameyama Yuriko 早稲田大学, 地域・地域間研究機構, その他(招聘研究員) (10747314)
• Research Collaborator: Tarumi Yuko ; Koizumi Takako ; Seng Bunly ; Naito Tomoe
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: 学習到達度 / 学力 / 途上国 / 国際教育開発 / 保護者 / 非認知 / カンボジア

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.

Free Research Field

国際協力教育