Teaching approach, perceived parental involvement and autonomy as predictors of achievement

Date of Publication

2008

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Science in Educational Psychology

Subject Categories

Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Defense Panel Member

Jerome Ouano

Abstract/Summary

The study determined whether teaching approach (teacher-centeredness and learner-centeredness), parental involvement, and parental autonomy can significantly predict students' achievement. With a sample of 382 grade four public school students in Metro Manila, the researchers administered the Teacher-Centered Practices Questionnaire and Learner-Centered Practices Questionnaire to measure the teaching approach of the students' class adviser and the Perception of Parents Scale for children to measure how involved and autonomous the students' fathers and mothers were. The students' general average grade from the previous grading period was used as a measure of their academic performance. Using stepwise forward regression, only mother involvement revealed to be a significant predictor of academic achievement. Implications and recommendations were included in the discussion.

Abstract Format

html

Language

English

Format

Print

Accession Number

TU15096

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

ix, 68 leaves ; 28 cm.

Keywords

Teaching--Philippines--Metro Manila; Parenting-- Philippines--Metro Manila; Parental influences-- Philippines--Metro Manila; Prediction of scholastic success--Philippines--Metro Manila

This document is currently not available here.

Share

COinS