The relationship between parental support and self-regulated learning behavior of Grade 12 learners in Lejweleputswa

Abstract

The purpose of the study was to investigate the relationship between parental support and self-regulated learning behaviour of grade 12 learners. The study investigated support given to self-regulated learning of grade 12 learners. It gathered both quantitative and qualitative data. The researcher adopted the QUAN-qual model, which is also known as explanatory design. In this model quantitative data are collected first and are more heavily weighted than qualitative data.

The quantitative method investigated the relationship between parental support and grade 12 learners’ self-regulated learning behaviour. It also investigated how parental support contributed to learner self-regulated learning behaviour. Qualitative research design explained strategies schools used to encourage positive parental support in their children’s self-regulated learning. It also explained why parents did not offer their support to their children’s education despite the fact that the South African School Act of 1996 encouraged them to do so.

The population included grade 12 teachers and learners, as well as learners’ parents from different secondary schools in the Lejweleputswa district. The researcher administered questionnaires to 118 teachers and 218 learners, while 6 parents were interviewed. Teachers and learners were handed relevant questionnaires aimed at their level of participation in the survey. For quantitative data analysis the chi-square test was employed to test whether there were relationships between the variables. The study revealed that there was statistical significant relationship between parental support and learners’ self-regulated learning behaviour. Qualitative data was analysed making use of different analytical concepts used to guide researchers in qualitative data analysis. Although learners may acquire effective self-regulated learning strategies on their own, proper guidance from parents and teachers is very crucial, especially in the early stages of learning. The study established that regular general parent’s meetings, each term, help to facilitate improved learner performance. Amongst others, the researcher recommended that schools should introduce incentive for parental involvement in school matters.