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INTRODUCTION
Rationale of the study
Parental involvement, a widely studied concept, lacks a singular definition, with researchers characterizing it as interactions between parents and schools to boost academic success, a complex interplay between parents and teachers, and parental engagement in learning both at home and beyond Some researchers define parental involvement as a dedication of resources to children's education, a multi-dimensional structure encompassing parental educational desires and decisions, and school involvement.
(2005) define parental involvement as a great deal of varied activities and co- operations among schools, families and communities.‖
Children possess unique qualities and thrive through play and interaction They resist being forced into activities they dislike unless educators and parents engage with them on their level Children enjoy expressing themselves through singing, storytelling, games, and conversation, which facilitates language acquisition Schooling and parenting are crucial factors in maximizing English learning for children.
Schools offer structured language learning through listening, reading, and communication activities, aiming to meet curriculum standards However, instant improvement in students’ capabilities has not been well satisfied due to limited English instruction time, underqualified teachers, and low parental English proficiency or usage at home.
Moreover, children do not get the adequate experience of English practice since this language is not used as a means of daily communication by society.‖
Teachers and parents should actively engage in children's English language learning and development Parental involvement can include assisting with homework, encouraging participation in English contests, or supporting English courses, enabling even parents with limited English proficiency to monitor their children's progress Due to a research gap concerning parental involvement in English learning, this study aims to provide new insights to inform future research and practice, focusing on "The impact of parental involvement on learners’ English learning at a primary school in Hai Phong."
Aim, objectives, and research questions of the study
This study investigates the impact of parental involvement on English language learning outcomes for primary school students in Hai Phong city, aiming to improve student learning and strengthen school-family relationships By exploring parental involvement, the research seeks to inform effective strategies that enhance support for student learning outcomes in English.
This study comprehensively examines the impact of parental involvement on English language learning outcomes for primary school students in Hai Phong city, focusing on specific objectives to provide a thorough analysis.
1) discovering the level of parents’ involvement in their children’s learning English
2) exploring the impact of parental involvement on the students’ learning outcomes
To achieve the research objectives, the research questions are formulated:
(1) How much are the parents involved in their children’s learning English?
(2) To what extent does parental involvement affect the students’ learning outcomes?
This study investigates the extent of parental involvement in children's learning and its subsequent impact on their academic outcomes The research questions are designed to clarify the degree of parents' participation in their children's education and to evaluate how this involvement influences their learning achievements.
The scope of the study
The scope of this study focuses on primary school students in Hai Phong city, Vietnam The survey data were collected between August 15, 2022, and September
This study, conducted in 2022, investigates the impact of parental involvement on primary school students' English language learning outcomes in Hai Phong city Parental involvement is defined as the intercommunication between parents and teachers, facilitating their involvement in children's education The learning outcomes were measured using the students' scores in an English proficiency test at the A1 or A2 levels of the CEFR The study aims to provide insights into the relationship between parental involvement and English language learning outcomes.
Methodology of the study
This study employs an exploratory two-phase mixed-methods design, using qualitative data to expand upon initial quantitative findings The first phase involved a survey, adapted from Mahmoud’s (2018) instrument, to assess parental involvement in children’s education across three categories: relation with teachers, academic help at home, and logistic indirect help The survey included demographic questions to analyze the relationship between parental characteristics and school involvement, modifying the original scale to a 5-point Likert scale and adding one item To ensure accuracy, the survey was translated into Vietnamese using forward and backward translation methods, followed by piloting and linguistic validation.
The second phase of the study involved semi-structured interviews to gather parents' opinions on their involvement in their children's English language education, providing a deeper understanding of their perceptions.
The significance of the study
Understanding parental involvement's impact on English learning is crucial for educators, parents, and policymakers due to English proficiency's importance in academic and professional settings This study aims to develop effective strategies for supporting learners' English language development by examining parental involvement The findings could enhance English learning outcomes and inform language education policies.
Structure of the thesis
This thesis investigates the impact of parental involvement on learners' English learning, beginning with an introduction that outlines the problem statement, research questions, and study objectives A comprehensive review of academic achievement, English learning, and parental involvement literature is presented The research methodology details the design, sampling, data collection, and analysis techniques employed Findings are presented through descriptive and inferential statistics, alongside thematic analysis The study concludes by emphasizing the significance of the findings for both theory and practice, advocating for increased parental involvement in English instruction, and suggesting directions for future research, enhanced by tables, figures, and appendices.
Parental involvement significantly boosts academic achievement, yet its precise effects on English learning outcomes remain understudied This study employs a mixed-methods approach to investigate the correlation between parental involvement, student perspectives, and academic success in English The findings can inform strategies to encourage parental engagement and enhance students' English learning results This research fills a gap in the literature by providing a thorough analysis of parental involvement's impact on learners' English acquisition, paving the way for future research.
LITERATURE REVIEW
Review of related concepts as tools for research
Parental involvement is defined diversely, with Morgan, Fraser, Dunn, and Cairns (1992) describing it as a complex intercommunication between parents and teachers, facilitating their understanding and participation in children's educational tasks.
Parental involvement in a child's learning, whether at home or in school, significantly impacts their academic success (Grolnick & Slowiaczek, 1994; Sheldon & Epstein, 2005; Vural, 2004) This devotion of parental knowledge, combined with collaborations between schools, families, and communities, shapes a child's education (Sheldon & Epstein, 2005) The coordinated interactions and strong bond between school and parents are crucial, making their combined efforts essential for the child's academic performance (Vural, 2004).
Parent involvement in school activities varies in degree and level, influenced by the type of activity and its location Volunteerism, encompassing classroom assistance and school operations, and fundraising are common types of parent involvement Schools often encourage parents to participate in fundraising to acquire resources that directly benefit students.
Parental involvement in education encompasses a range of activities, including assisting with homework, engaging in discussions about the school day, and utilizing external resources However, barriers such as language, finances, and work obligations can hinder effective involvement Parents also provide crucial moral and emotional support, influencing school choice and serving as role models Ultimately, parental involvement is defined by communication between teachers and parents, and the support parents offer their children.
Engaging parents in the teaching-learning process can be achieved through strategies like Parent Teacher Associations (PTAs), which foster collaboration on educational ideas and school improvement Teachers can also creatively involve parents through projects and assignments that require parental assistance, with homework serving as a unifying tool between children, parents, and teachers to enhance student learning Successful homework completion improves students' academic prospects and cultivates essential life skills such as self-discipline and responsibility Effective communication between teachers and parents is crucial for building a strong home-school community.
2.1.1.2 The nature of the help parents gives to their kids
Parental involvement in a child's foreign language learning can manifest in various ways, including direct pressure and teaching-learning strategies, as noted by Sung & Padilla (1998) and Xuesong (2006) Some researchers, like Lawton & Logo (2009), expand this definition to include teaching non-academic aspects of the language, such as cultural traditions.
Parents' attitudes and literacy practices significantly influence their children's beliefs, behaviors, and learning outcomes, especially in second language acquisition Research indicates that parental attitudes toward new languages and cultures directly impact children's behavior and success in learning the target language To effectively support English language learners (ELL), parents should understand the school environment and collaborate with educators to integrate their knowledge into the curriculum.
2.1.1.3 Logistic and indirect help parents give to their kids
Kalaycı's 2018 research, employing a sequential explanatory design with a 29-item survey and semi-structured interviews, revealed that parents generally hold a positive attitude towards parental involvement and are aware of the academic and psychological aspects of their children's education This positive perception fosters a good relationship with teachers, leading to direct and indirect parental involvement in their children's English language education Furthermore, demographic factors such as gender, age, occupation, and education level generally do not significantly impact parents' perceptions of parental involvement.
A child's academic success significantly relies on the combined efforts of home and school This study examines the relationship between parents and teachers, the parental assistance given to children, and logistical support However, the study does not cover all information parents provide to their children.
2.1.2.1 The concept of English learning outcomes
Learning outcomes encompass the knowledge, skills, and attitudes learners acquire throughout their educational journey These outcomes, accumulated across various subjects, are defined by Cabrillo School as the knowledge, skills, and attitudes students develop through study Learning outcomes reflect a student's achievement level relative to their effort, time spent, and defined goals, as well as their performance compared to peers Essentially, learning results represent the knowledge, skills, and attitudes students gain during the learning process.
Student learning outcomes encompass a student's approach to, handling of, and completion of tasks assigned by educators, as noted by Ervina & Othman (2005) These outcomes also involve the ability to research, recall information, and effectively communicate knowledge through both oral and written means.
Work-learning outcomes stem from diverse behaviors, including achieving high test scores, setting goals, collaborating in groups, seeking information, communicating effectively, avoiding negative influences, managing finances, and building communication skills.
Academic performance is often measured using grading systems like GPA and CGPA, reflecting a student's overall achievement GPA, a cumulative average score, is widely used in undergraduate and graduate institutions to assess academic performance In Vietnam, the credit system, originating in the United States in 1872, influences higher education training methods At Foreign Trade University, GPA is evaluated on a 4.0 scale each semester, academic year, and throughout the entire course of study, with classifications such as excellent (GPA >= 3.6) and good (GPA >= 3.2).
According to author Nguyen Duc Chinh (2000), "learning outcome is the level of knowledge, skill or awareness of learners in a certain field (subject)."
Do Cong Tuat (2000) defines learning outcome evaluation as a process of forming judgments and drawing conclusions about learners' qualifications, informing teaching decisions based on systematically collected information.
Learning outcomes reflect a learner's achievement in relation to effort, time, and defined goals, as well as their standing compared to peers, according to Dang Ba Lam (2003) Tran Kieu (2004) emphasizes that learning results indicate the degree to which teaching goals are met, encompassing cognitive, behavioral, and emotional dimensions, which are specified into knowledge, skills, and attitudes for each subject.
Review of previous research
Family factors significantly influence student learning outcomes, as evidenced by research highlighting parental aspects such as the home learning environment, classroom communication, and participation in school activities Epstein (1988) identified six key types of parental involvement, including parenting skills, school contact, volunteering, home learning support, shared decision-making, and school-community partnerships While parental involvement in school is crucial, it is only a portion of the overall impact families have on student achievement.
Christenson et al (1992) also pointed out five types of family factors that can affect students' academic performance, which is:
• Expectations for your child's academic performance and the reasons for that expectation
• Learning organization refers to the structure of the learning environment at home and how it encourages and supports children's learning
• Emotional environment in the home
• Discipline refers to parenting methods used to control a child's behavior
• Parental involvement includes various activities that allow parents to be involved in the educational process at school and home
Christenson et al (1992) expanded the understanding of family impact on student achievement by including expectations, home learning environment, family emotional environment, discipline, and parental involvement at home, thus providing a comprehensive perspective.
Sui-Chu and Willms (1996) expanded on Epstein's (1988) research by examining parental involvement through school staff contact, volunteering, and attendance at school events, also highlighting the importance of home-based involvement, such as discussions about school and monitoring student activities Evans (1999) further identified several family factors influencing student learning outcomes, categorizing them into six groups.
(i) Demographic characteristics: age, cultural and linguistic background, gender, type of school, socioeconomic status, and place of residence
(ii) Psychological characteristics of students: preparation for learning, learning strategies, commitment to goals, learning motivation
(iii) Previous study results: General academic results, subject study results, exam results, university studies
(iv) Social factors: support from family and friends, study regime, finance
(v) Institutional factors: organizational commitment, integrated learning, social integration, expectations, course characteristics, course nature, teaching activities, governance
Family support and expectations significantly influence student learning outcomes, as highlighted by Evans (1999) Dickie (1999) further developed a comprehensive model that integrates family characteristics, school resources, learner attributes, and individual abilities to explain the factors affecting learning outcomes, emphasizing the crucial role of family-specific factors.
Anderson's 2010 study in South Africa highlights the significant influence of family structure on children's education, including school attendance and educational attainment The research indicates that children thrive most when raised by both biological parents, even when controlling for socioeconomic factors These findings suggest that variations in school outcomes are linked to family structure rather than solely to resource disparities, potentially due to differing incentives for investing in children's care based on family relationships.
Checchi, Franzoni et al (2000) developed a model exploring how family finances, specifically parental investment in education, impact children's academic performance This model posits that increased educational investment leads to decreased parental consumption but increased future income for children.
In 1988, a study by Lockheed, Fuller, and Nyirongo revealed that cultural factors have a more significant impact on student achievement than career and parental education Conducted on fourth and seventh-grade students in urban and rural primary schools, the research indicated that urban students performed better in math, while rural students excelled in language However, the study's focus on specific grade levels may limit the generalizability of these findings to all primary or secondary school students.
A 2013 study by the Nigerian Institute of Educational Sciences investigated the influence of family background on secondary school students' academic achievement in Anambra state The research, involving 546 students from 14 schools across Awka, Nnewi, and Onitsha, collected data on family structure, parental occupation, and parental qualifications The study concluded that these factors had minimal impact on student achievement, suggesting that future research should explore other contributing factors or focus on specific student groups, such as those in specialized or basic programs.
Oginni's 2013 research in Ekiti State, Nigeria, revealed a direct correlation between parents' education and family income with students' math achievement, using GPA questionnaires and math tests on a sample of 100 elementary students This finding contradicts a separate 2013 study by the Research Institute of Educational Sciences in Nigeria, highlighting the varied impact of family factors on student performance across different regions.
In 2014, Kareshki and Hajinezhad investigated the impact of school quality versus family background on mathematics achievement in the Middle East, utilizing 2011 TIMSS data from UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain Their research indicated that school factors, such as resources, had a more significant influence on students' math learning outcomes compared to family factors This analysis, however, did not include data from Vietnam, focusing solely on countries in Asia.
In 2018, Zhonglu Li analyzed data from the China Family Council Study 2010 (CFPS2010) to determine the influence of parents' competition for high-quality education and parenting behavior, and educational support from the family on student learning outcomes The study showed that urban students with a higher standard of living are more strongly affected by family competition and have higher expectations than children in rural areas However, the influence of family on students' academic performance in a particular subject was not clearly shown.
In Vietnam, Nguyen Van Hoan (2007) identified five family factors influencing children's self-study: material conditions, learning motivation, self-study methods guidance, maintaining a self-study routine, and parental encouragement Studies show that learning outcomes vary across student groups based on gender, race, income, and residence, highlighting income disparities and gender influences.
A study by Trinh Nguyen Thi Bang (2013) investigated the influence of family factors on the academic performance of high school students, surveying 378 parents and 12th-grade students in Can Tho city Key factors examined included the student's gender, parents' marital status, parental occupation and education level, and the family's average monthly income The research also considered the extent of parental involvement, specifically the frequency of parental care and financial investment in supplementary lessons.
Research indicates a strong focus on the relationship between family factors, parental involvement, and English learning outcomes; however, there is a need for more in-depth studies, particularly in Hai Phong primary schools, to explore the influence of parental involvement on English learning outcomes, highlighting the urgency and novelty of further research in this area.
Conceptual framework
This study, building upon prior research into the impact of parental involvement on learning outcomes, particularly in English language acquisition, adopts Mahmoud's (2018) research model to investigate the effects of parental engagement on primary school students' English learning experiences in Hai Phong.
This framework provides a structure for the research and helps to guide the development of the research questions and methodology.
Summary
Chapter 2 establishes the theoretical framework for understanding English learning outcomes and the role of parental involvement, synthesizing existing research to propose a model for its impact on student success Prior studies reveal both consistent findings and unique aspects that warrant further investigation in the field of parental involvement and student learning outcomes.
RESEARCH METHODOLOGY
Research questions
This study investigates parental involvement in children's education and its subsequent impact on their learning outcomes, addressing key aspects of family engagement in academic success.
(1) How much are the parents involved in their children’s learning English?
(2) To what extent does parental involvement affect the students’ learning outcomes?
Research context
In Hai Phong, Vietnam, an elementary school was chosen as the research setting due to the high priority placed on English language learning by both the school and the parents The school offers ten English classes per week, reflecting the importance of English in the curriculum While most parents actively support their children's English education, some are too preoccupied to be fully involved Overall, this context provides valuable insights into the role of parental involvement in children's English learning outcomes.
Data on parental involvement in English learning was collected from 145 parents across four classes (grades 1-3) via questionnaires and interviews Half of the parents held undergraduate or graduate degrees, highlighting their dedication to education and personal growth These parents actively foster home learning environments and value strong teacher-parent communication.
Many parents (approximately 30%) find it challenging to choose effective strategies for their children's academic success, highlighting the importance of ongoing research and the sharing of efficient tactics within the parent community.
Research design
This study uses an exploratory research approach to understand how parental involvement affects English learning results, generating new ideas and hypotheses that guide data collection and analysis The research aims to determine the degree of family involvement in students' English learning and academic outcomes, employing a mixed-methods design that may be concurrent or sequential.
+ Triangulation: Directly compare and contrast quantitative statistical results with qualitative findings or to validate or expand quantitative results with qualitative data
In research, the embedded approach strategically integrates quantitative data to bolster studies rooted primarily in qualitative data, or conversely, qualitative data to enrich quantitative methodologies, thereby providing supportive evidence in a secondary role.
In a two-phase mixed methods design, qualitative data explains or builds upon initial quantitative results, while the exploratory design uses qualitative results to develop or inform the quantitative method.
This exploratory case study employs a mixed-methods approach across two phases to investigate parental involvement in foreign language learning and its impact on children's English outcomes at a primary school in Hai Phong The study uses qualitative data to expand upon initial quantitative findings, focusing on the status and effects of parents' engagement in their children's foreign language learning journey.
All these data collection tools are presented in the appendices.
Data collection instruments
Questionnaires and interviews are the two major survey forms researchers use to collect data A questionnaire is distributed to participants online, answered, and then returned to the researcher The process includes acquiring the questionnaire, distributing it, ensuring a high response rate, checking for bias, and analyzing the data, which is convenient and economical However, questionnaires can be subject to bias and a lack of serious engagement from respondents To enhance validity and reliability, researchers should combine questionnaires with other methods like observation.
This study utilizes a modified version of Mahmoud's (2018) 29-item survey to assess parental involvement across three categories: relation with teachers, academic help at home, and logistic indirect help The adapted instrument includes an additional item and uses a 5-point Likert scale to measure the frequency of parental involvement, and demographic data is collected to analyze its relation to school involvement To ensure accuracy, the survey was translated into Vietnamese using forward and backward translation methods, reconciled versions, and linguistic validation through piloting.
The questionnaire, designed to address the first research question, is structured in two parts: the first part collects demographic data (gender, age, income, and education) from participating parents, while the second part uses 29 closed-ended questions to examine parental involvement in their children's foreign language learning, specifically focusing on relations with teachers, direct and indirect assistance Data from 145 parents at an elementary school were analyzed using Exploratory Factor Analysis (EFA) and linear regression, adhering to Hair's (2006) guideline that EFA requires a minimum sample size of 50, with a subject-to-variable ratio of 5:1, thus justifying the study's sample size of 145 based on the 29 questions included.
The questionnaire is used to answer the first research question It focuses on how much the parents involved in their children’s learning English
Semi-structured interviews offer adaptability, allowing interviewers to explore participant reactions comprehensively by adjusting questions based on initial responses, thus providing a rich description of perceptions and experiences.
Semi-structured interviews, a qualitative research method, blend planned questions with the flexibility to explore emerging themes, allowing respondents to debate and raise concerns beyond preset responses This approach provides valuable insight while granting researchers independence in gathering information, making it ideal for in-depth exploration of complex research topics The balance between structure and flexibility makes semi-structured interviews a powerful tool for comprehensive data collection and analysis.
The structure of semi-structured interviews includes three open-ended questions and sub-questions
The interview questions focused on gathering data regarding parents' views on the significance of their children learning a foreign language and the extent of their engagement in their children's English language education.
- Question 3: The third semi-structured interview is designed to collect parents' evaluations of their involvement in improving their children's English learning outcomes
The second research question were addressed in the interview It included detailed explanations of how parental involvement influences students' learning results in some way.
Data analysis techniques
Before conducting Exploratory Factor Analysis (EFA), researchers commonly use Cronbach's Alpha to eliminate inappropriate variables that may lead to pseudo factors While Cronbach's Alpha indicates correlations between measurements, it does not specify which variables to remove or retain Subsequently, calculating correlation coefficients between variables helps eliminate those that contribute minimally to the measured concepts.
To assess the reliability of a scale, several criteria are considered, including examining variable correlations and Cronbach's Alpha values Scales are deemed reliable when the Alpha coefficient exceeds 0.6, with higher values indicating greater internal consistency Variables exhibiting low correlations (less than 0.3) are removed, and scales with an Alpha reliability greater than 0.7 are preferred for ensuring robust measurement.
Exploratory Factor Analysis (EFA) is used to evaluate scales or reduce variables, requiring attention to the Kaiser-Meyer-Olkin (KMO) coefficient, where a large value (0.5≤KMO≤1) indicates suitability for factor analysis The Bartlett test assesses the hypothesis that variables are uncorrelated in the population.
Bartlett's Test of Sphericity should be statistically significant (Sig ≤ 0.05), indicating that observed variables are correlated Factors are extracted based on Eigenvalue (≥ 1) and Cumulative index (total variance extracted ≥ 50%) Factor Loading should be ≥ 0.50, and the difference in factor loading coefficients between variables should be ≥ 0.3 to ensure discriminant validity.
After Exploratory Factor Analysis (EFA), regression analysis is essential for testing research models and hypotheses, typically using the Enter method to build a multivariable regression equation for predicting the influence between independent and dependent variables While the coefficient of determination R2 is a common measure, Adjusted R Squared is preferred in multiple linear regression for a more accurate fit assessment, mitigating the bias of R2 with additional variables It's also crucial to verify the absence of autocorrelation using the Durbin-Watson coefficient (1 < Durbin-Watson < 3) and multicollinearity via the Variance Inflation Factor (VIF < 10) The Normalized Beta coefficient is then used to evaluate the relative importance of each independent variable.
To ensure clarity and accuracy, interviews were conducted in the native language of both interviewers and interviewees The recorded data from these interviews were transcribed into Vietnamese and subsequently translated into English for analysis.
Qualitative data analysis employs diverse methods, often linked to study designs and data collection A foundational technique is data classification, requiring the 'coding' of meaningful data units (Berg et al., 2008).
Transcripts of individual interviews are the most appropriate for classification and coding during data collection, as they accurately reflect the spoken content in written form, ensuring data integrity and reliability for analysis.
Classification, a cornerstone of qualitative data analysis, involves grouping observed patterns into meaningful units, thereby creating groups from coded data based on commonalities These groups are then aggregated and named according to their interrelationships, ultimately generating topics In this study, interview data is classified according to target topics derived from semi-structured interview questions, focusing on parents' perceptions of their children's foreign language learning, their involvement in English learning, and their evaluations of their involvement in improving English learning outcomes.
Code and encryption are indispensable in data analysis, providing clear criteria for concepts and characteristics Codes can be constructed before data collection or generated during coding, aiding in organizing and interpreting data Qualitative research often emphasizes the inductive process of finding concepts, ideas, themes, and categories through coding.
Below is a summary of steps to process data collected from semi-structured interviews:
Figure 3.1 Semi-structured interview data analysis process
The data in the study is qualitative, so the researcher uses the content analysis clean data, label interviewees
Review and explore the data Data coding
Group interview data into big problem groups
Analyzing interview data to identify key components of parental involvement in students' foreign language learning, this thesis employs a rigorous coding process based on research objectives and specific research questions, following in-depth parent interviews.
Le el f en ’ in l e en in hei child en’ le ning Engli h
Relation with teachers Include words/ phrases that describe the parent-teacher relationship
The nature of the help parents give to their kids
Include words/ phrases that provide information about the nature of the help parents give their children in learning English
Logistic and indirect help parents give to their kids
Include words/ phrases that describe indirect aids in English learning given to their children by parents
English learning outcomes of students
Weak Include words/ phrases that describe parents' evaluations of their children's English learning outcomes
Summary
Chapter 3 details the research design, methodologies, and data collection instruments employed in this study, laying the groundwork for the subsequent analysis and presentation of research findings in Chapter 4.
DATA ANALYSIS AND FINDINGS
Descriptive statistics of the study sample
A survey of 145 parents at a primary school in Hai Phong revealed that 56% were female and 44% were male, indicating a balanced gender representation within the study sample.
Figure 4.1 Descriptive statistics for the gender of the study sample
Figure 4.2 Descriptive statistics of the study sample's education level
A survey of 145 parents revealed varying education levels: 28% hold a university degree, 25% have an intermediate/college degree, 24% possess a high school education or less, and 23% have a graduate degree.
Below high school Intermediate/College University
Figure 4.3 Descriptive statistics on income from the research sample
Parents' income significantly impacts children's education, with the largest group (37%) earning between 20 to 30 million VND/month, followed by those earning over 30 million VND (31%), then 10 to 20 million VND (22%), and finally, under 10 million VND (10%).
The results of testing the scale in the research model
4.2.1 Checking the reliability of the scale by Cronbach's Alpha coefficient
To ensure the reliability of the measurement scales within the model, Cronbach's Alpha and corrected item-total correlations were employed, confirming that all scales exceeded the reliability threshold of 0.7 Furthermore, all corrected item-total correlation coefficients surpassed the acceptable level of 0.3, and the Cronbach's Alpha if Item Deleted values were consistently lower than the overall Cronbach's Alpha, demonstrating the statistical significance and reliability of the scales without the need for variable elimination.
From 10 to 20 million VND/month
From 20 to 30 million VND/month
Over 30 million VND/month variables Therefore, these component measures were all included in the subsequent EFA analysis
Table 4.1 The results of testing the reliability of Cronbach's Alpha of the variables in the research model
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Relation with teachers Cronbach's Alpha = 961
The nature of the help parents give to their kids Cronbach's Alpha = 895
Logistic and indirect help parents give to their kids Cronbach's Alpha = 967
Cronbach's Alpha reliability test confirmed the inclusion of all 29 observed variables from 3 independent variables in the Exploratory Factor Analysis (EFA) This EFA was conducted to assess the relevance of each variable within the model's factors The analysis results are detailed subsequently.
Table 4.2 Results of KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .853
Bartlett's Test of Sphericity Approx Chi-Square 4,761.045 df 406
Exploratory Factor Analysis (EFA) was conducted, revealing a KMO coefficient of 0.853, indicating the suitability of the data for factor analysis Bartlett's test of sphericity was significant (Sig = 0.000), confirming inter-correlation among observed variables The analysis explained 70.121% of the total variance, demonstrating a good fit for the EFA model, with Eigenvalues exceeding 1 Factor loadings were all above 0.5, signifying strong statistical and practical significance for each observed variable.
29 observed variables EFA analysis results show that 26 observed variables are kept in the model because of satisfactory weighting The official scale after EFA processing includes 26 observed variables as follows:
Table 4.3 EFA analysis results of independent variables
Results of testing the relationship between the involvement of parents in the
Prior to regression analysis, it's crucial to assess the linear relationship between variables A correlation matrix reveals a significant correlation between a student's English learning outcomes (dependent variable) and parental involvement (independent variables).
Analysis reveals a statistically significant positive correlation (sig < 0.05) between students' learning outcomes and both their relationship with teachers and the logistic and indirect support provided by parents While the nature of parental assistance exhibits a negative correlation with student learning outcomes, this relationship lacks statistical significance (sig > 0.05) Consequently, teacher relationships and logistic/indirect parental support are suitable variables for regression analysis to assess their impact on students' English learning outcomes.
Below are the results of multivariate regression analysis of the research model:
Std Error of the Estimate
1 508 a 258 242 1.04106 2.106 a Predictors: (Constant), LOG, NAT, RELA b Dependent Variable: OUTCOMES
Regression analysis reveals an R2 of 0.536 and an adjusted R2 of 0.521, indicating that the linear model explains 54.2% of the variance in student learning outcomes.
Total 206.028 144 a Dependent Variable: OUTCOMES b Predictors: (Constant), LOG, NAT, RELA
Multiple linear regression analysis indicates a strong model fit (F = 16.365, Sig = 0.000), demonstrating that the regression coefficients are not all zero and the model is suitable for the data.
Table 4.7 The results of multivariable linear regression analysis
Parental involvement, particularly through teacher relationships (RELA), significantly enhances student learning outcomes (β = 0.409, sig < 0.05) Involvement and indirect help from parents also positively influence student achievement (β = 0.321) However, direct parental help (NAT) did not show a statistically significant relationship with student learning outcomes (sig > 0.05).
Based on the Durbin-Watson statistic of 2.106, there is no first-order series correlation among residuals Additionally, Variance Inflation Factor (VIF) values are less than 10, indicating no multicollinearity issues in the model.
To test the assumption of constant error variance, a scatter plot of standardized residuals and predicted values is used, with residuals randomly scattered around the O axis indicating consistency.
Model 1 adheres to the assumption of constant residual variance, as evidenced by the scatter plot in Figure 4.5, which shows no discernible increasing or decreasing trend in the estimated residuals relative to the predicted values.
Figure 4.5 Frequency chart of the normalized residuals of the research model
Semi-structured interview results
4.4.1 Parents' perceptions of the importance of their children's foreign language learning & parents' involvement in the English learning of children
Parents overwhelmingly recognize the importance of English learning for their children's future development, with all interview participants affirming its significance.
(PA1, PA2, PA3, PA4, PA5, PA6, PA7, PA7, PA8, PA9, PA10)
Learning English offers numerous benefits for children, including enhanced cognitive function, improved discipline, and increased self-confidence Early English education provides access to diverse cultures and resources, facilitating a deeper understanding of the world Furthermore, proficiency in English significantly expands future career opportunities by enabling effective communication and access to global information.
Parents believe English is the most used language globally, granting access to a wealth of learning materials from top educational institutions A significant portion of online content, including newspapers and global services, is in English, making it a crucial language for accessing information Learning English provides access to an endless source of information, highlighting its importance in today's world.
Parents aim to equip their children with English skills to facilitate their education in prestigious European schools, recognizing the global importance of English in accessing leading educational institutions.
Learning English and other foreign languages immerses children in new cultures, fostering understanding of different customs and perspectives In an increasingly globalized world, English proficiency empowers children to seize opportunities and overcome communication barriers when traveling abroad Equipping themselves with English provides students with a tangible advantage in navigating international interactions and accessing broader experiences.
In a semi-structured interview with one parent, this parent shared that learning
Learning English enhances children's reflexes and brain activity, supported by studies showing that multilingual individuals exhibit superior reflexes and proficiency in language switching Acquiring English provides additional knowledge and complements a child's native language skills.
Parents actively participate in their children's English learning journey, primarily by fostering relationships with teachers and schools, and offering indirect support to enhance their children's learning experiences.
Parents actively engage with teachers via social networking to monitor their children's foreign language learning progress Consulting teachers is their primary approach to understanding their children's learning, especially in English To support their children's learning, they hire tutors and enroll them in English clubs to create immersive foreign language environments.
Parents actively engage in their children's foreign language education, utilizing group chats for learning discussions and consulting teachers for effective improvement methods These parents, often proficient in English due to their work, foster a foreign language environment at home through daily English communication, aiming to enhance their children's language skills.
Parents often involve their children in engaging weekend activities to alleviate academic stress and foster real-world learning opportunities.
Several parents participating in the semi-structured interview revealed that their busy schedules, due to running their own businesses, left them with limited time to tutor their children in English To stay updated on their children's learning progress, they maintained regular communication with the homeroom and subject teachers, seeking their advice on how to enhance their children's academic performance Additionally, these parents enrolled their children in the Apollo English course to supplement their in-class learning and improve their language skills.
Parents in the fourth group, often working away from home, rely on group chats with teachers for updates on their children's learning They appreciate teachers' suggestions, especially for English, often a challenging subject for their children While older siblings often guide English learning at home, parents seek weekend opportunities for their children to interact with foreigners, such as English clubs, to enhance their communication skills.
Parents actively engage with teachers to support their child's English learning, maintaining open communication with both homeroom and subject teachers They proactively share information about their child's needs and weaknesses, particularly in language skills, to facilitate tailored teaching approaches To further support their child's development, they also invest in supplementary English tutoring at home, twice a week.
4.4.2 Parents' evaluations of their involvement in improving their children's English learning outcomes
Active parental involvement in children's language learning significantly improves their English skills and overall academic performance, as evidenced by interviews with parents.
Regular communication with teachers helps parents understand their children's learning situation and address academic decline, contributing to improvements in English scores.
Summary
Data analysis from surveys using SPSS 20.0 reveals a positive impact of parent-teacher relationships, parental involvement, and indirect parental support on children's English learning outcomes, which is strongly supported by the results of 10 semi-structured interviews.
Discussion
4.6.1 The level of parents’ involvement in learners’ learning English
Parental involvement significantly impacts learners' English proficiency, as highlighted in numerous studies Our research specifically investigates the correlation between the level of parental involvement and learners' English learning outcomes, contributing to the existing body of knowledge.
Research consistently demonstrates a positive correlation between parental involvement and academic success, particularly in English language learning While our study confirms this, highlighting the benefits of engaged parents, it also reveals practical barriers such as time constraints and resource limitations that hinder parental involvement Further research is needed to explore specific strategies for effective parental support in English language development, addressing the nuances of different involvement types.
Parental involvement is crucial for learners' English learning and student achievement, but practical barriers must be addressed to maximize its effectiveness in supporting English language development.
4.6.2 The extent of the impact of parental involvement on students’ learning outcomes
Research indicates parental involvement positively impacts English language learning outcomes, aligning with previous findings \$(Durisic and Bunijevac, 2017; Topor, Keane, Shelton and Calkins, 2011; Rahman, 2001)\$ The study reveals that varying levels of parental engagement are needed for different students to achieve noticeable improvements, suggesting a personalized approach to parental involvement is most effective Furthermore, the research highlights the necessity for further investigation into how parental involvement affects learning across diverse academic subjects.
Research indicates parental support significantly impacts student learning outcomes, though the optimal degree and type of involvement may vary by student Further studies are needed to understand how parental involvement affects learning outcomes across diverse academic contexts.