The influence of parental engagement on ordinary-level public secondary school students’ learning behaviour at home: An Exploratory Factor Analysis

Abstract

This study investigated parental engagement's influence on students' learning behaviours in ordinary-level day public secondary schools. The intent is to examine key factors primarily used by parents to manage the daily learning behaviours of children enrolled in day secondary schools. The objective is to identify the factors parents employ to influence students' learning behaviours in ordinary-level day public secondary schools. An ecological systems theory by Bronfenbrenner guided this study, utilising an exploratory design within a quantitative research approach. Two ordinary-level day public secondary schools were randomly sampled, and a sample size of 273 subjects was determined using the Yamane Formula. Self-prepared questionnaires with 5-point Likert-type scales were used to collect data from the 273 subjects. Inferential data were obtained through exploratory factor analysis. The Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy of 0.953 and Bartlett's Test of Sphericity of ( ) were retrieved and deemed suitable for factor analysis. Five key factors that parents use to influence students’ learning at home were identified through exploratory factor analysis. These factors include parental guidance and counselling, parent-teacher communication channels, supportive learning resources, motivation and encouragement, and time management. A strong correlation is found when parents communicate with teachers to foster appropriate learning behaviours among students in ordinary-level secondary schools. The study recommends regular communication between parents and school management through class teachers. The study encourages parents to enhance the use of these five factors to instill desired learning behaviours among day students in ordinary-level secondary schools as they navigate the challenging transition from childhood to adolescence. Further, suggestions are made for future studies to explore the influence of religion and culture on students' learning behaviour as they navigate their adolescence both in and out of school.