In the current society, about sixty-five percent of learners who take part in one particular examination end up getting poor results even after taking enough time to prepare adequately for the exams. In most cases, there are a lot of factors that such as learning process, a student born challenges, society problems, assessment problems as well as management problems. This paper is going to discuss home environment as a factor that affects students’ achievement in examinations.
According to the data gathered at my institutions, the unfavorable academic performance could be because due to vast variations in the family composition and age structure of the current US population, parental concerns in improving their children capabilities. In an environment where parents are more concerned with how children perform in their academic examination and tend to help them, students tend to attain better grades unlike students with less caring parents.
According to the data above, more narrow reinforcement due to the type of caretaker of the learner and broad academic culture in the home corresponds highly with academic achievements. Additionally, quantitative analysis shows what is referred to as the curriculum of the home which Delaval, Michinov, Le Bohec, & Le Hénaff (2017) says that accounts for about four times more learning variation than the socioeconomic status of families. Each home interprets education differently. Each home possesses a different understanding of time and place. The parents and guardians in the home environment have the responsibility to train learners to become more competitive in relation to local ideas and actual and attainable global principles. Both home and school principles go hand in hand as well they influence positively or negatively in students’ academic performance.
Therefore, the following primary process may be of significance to improve the quality of academic performance: motivations cues as well as other ideas and information that given to the child by parents, medium instructors could help a lot in their academic developments. Second is engagement, parents should engage children to stimulate internal processing of the taught information at schools. Parents to provide necessary elements at home that are required to facilitate learning, for instance, peace, amount of domestic chores assigned to children among others. All these steps do not require approval by school authority or outside government, however, it should be general knowledge and acceptance by parents to do best for their kids. Funding to enable such necessities should come from the parents. The proposal can be communicated to stakeholders through letters, parents meetings and BOG meetings amongst other avenues that bring the importance of the home environment.
The best strategy to ensure that the above process is met is by forming a parent’s body in school to oversee that the roles of parent’s involvement in his or her child education are met. Secondly, as suggested by (Laurin et al., 201 is by registering general index of parental occupation to know their capabilities in terms of capital and education so that children can be assisted with their academic work with regards to such information.
Conclusion based on the above observation, it can be said that research was done by Hoglund, Jones, Brown, & Aber (2015) has discovered a devastating prevalence of data based evidence which shows that the learners’ academic performance and home environment correlate. The statistics show that persistent of students at school may be as a result of fairly excellent home environment and the type of parent or care-take a student has that help him or her in the studies. Thus, there is optimism that the improvement in education canceling, meals among other things at home will result in qualitatively changes in academic students who do not do well at school.
References
Delaval, M., Michinov, N., Le Bohec, O., & Le Hénaff, B. (2017). How can students’ academic performance in statistics be improved? Testing the influence of social and temporal-self comparison feedback in a web-based training environment. Interactive Learning Environments, 25(1), 35-47.
Laurin, J. C., Geoffroy, M. C., Boivin, M., Japel, C., Raynault, M. F., Tremblay, R. E., & Côté, S. M. (2015). Child care services, socioeconomic inequalities, and academic performance. Pediatrics, 136(6), 1112-1124.
Hoglund, W. L., Jones, S. M., Brown, J. L., & Aber, J. L. (2015). The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. Journal of Educational Psychology, 107(2), 517.
