Condition of Public Primary Schools in Terms of Parental Social Support and Learning Needs of Parents

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Örs M.

International Congress On Education For The Future : Issues And Challenges (ICEFIC), Ankara, Turkey, 13 - 15 May 2015, pp.685-686, (Summary Text)

  • Publication Type: Conference Paper / Summary Text
  • City: Ankara
  • Country: Turkey
  • Page Numbers: pp.685-686
  • Open Archive Collection: AVESIS Open Access Collection
  • Akdeniz University Affiliated: No

Abstract

Purpose(s): This research aims to determine the public primary schools’ conditions in terms of parental social support and parents’ learning needs regarding this subject in the Manavgat County of Antalya City.

Method: The universe of this model which was conducted through scanning model was consisted of 13928 parents who have children attending to the public primary schools in the Manavgat County. The data was collected from the sampling set that was consisted of 384 parents ((Balcı, 2001, 107). Questions regarding “Parental Social Support” were prepared by the researcher after investigating parental support and scales in the relevant literature (Aksoy, Kahraman and Kılıç, 1-14, 2008; Bokhorst, Sumterand, Westenberg, 417-425, 2010; Keith et. al, 1986; Maleckı, Demeray, 1-17, 2002; Larsen, Dehle, 2007; Yıldırım, 81-87, 1997). In interpretation of the collected data, frequency, percentage and chi-square methods were utilized.

Findings: According to the findings, It was determined that more than half of the parents of the children were in positive attitude regarding parental support for their children. However, it was also understood that there were some parents who cannot provide sufficient support which cannot be ignored in number and the parents that do not give any support to their children require learning needs about parental social support.Conclusions and suggestions:

It can be said that almost all of the parents provide assistance to their children in their homework. In spite of this, there is a group of parents who do not talk to their children regarding what is going on at school and who do not help their children in their homework, which indicate an important point in terms of social support because according to Büyükkaragöz (1990, 37), there is direct significant correlation between failure at school and lack of educational stimulation and less care of family at home. It is observed that there is strong impact of homework over success of students (Keith, 1986; Walberg, Paschal, Weinstein, 1985).

More than half of parents state that they watch TV with their children. In terms of social support, watching TV with children is a positive attitude of parents. On the other hand, watching TV with children for long times is negative in terms of social support because time spared for TV and parental participation are variables with direct or indirect impacts on students’ success. Another divertible variable with flexible time is watching TV in leisure time and it is suspected that it could affect student success (Harnischfeger and Wiley, 1976). In a research synthesis of 23 researches regarding the correlation between TV time and level of success, it was found that there is an adverse relationship between success and TV time. It was suggested that TV time up to 10 hours per week provide a slight positive impact on success; however, longer TV time than this has increasing negative impact on student success (Williams, Haertel, Haertel & Walberg, 1982). Although other researchers consider 12 hour-TV time as the most acceptable TV time, the research strictly emphasize existence of even small general negative impact on student success (Walberg, 1984). Timothy et al., (1986) indicated that children from lower socio-economic layer and with less talent watch more TV compared to their peers from more advantageous economic layers and with more talent.

Keywords: Parental Support, Student Achievement , Adult Education, Parental Education, Primary Education

References

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