The Relationship between Parental Tutoring and Social Science Learning Outcomes for Fourth-Grade Students of Elementary School

M. Abas, Sarnely Uge, Auliya Rahmasari Alwy
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Abstract

Social science learning outcomes of students in elementary schools are a problem faced by teachers. Parental guidance at home is one of the influencing factors. The purpose of this study is to determine the relationship between parental tutoring and social studies learning outcomes of fourth-grade students of one public elementary school in Kendari, Southeast Sulawesi, Indonesia The research method used was ex-post facto involving total sample of 32 students, with 14 male and 18 female students. Data collection techniques were carried out using a questionnaire sheet for parental tutoring and documentation. The results show that: (1) parental tutoring for fourth-grade students was included in the very good category (59.38%, and in the good category(40.63%); and (2) there was a significant and positive relationship between parental tutoring and social studies learning outcomes. In other words, the better the parental guidance result in better children’s learning outcomes.
父母辅导与小学四年级学生社会科学学习成果的关系
小学学生的社会科学学习成果是教师面临的一个问题。父母的家庭指导是影响因素之一。本研究的目的是确定父母辅导与印尼苏拉威西东南部肯达里一所公立小学四年级学生社会研究学习成果之间的关系。研究方法为事后调查,共涉及32名学生,其中男14名,女18名。数据收集技术采用问卷调查表进行家长辅导和文件。结果表明:(1)四年级学生的家长辅导属于“很好”(59.38%)和“好”(40.63%);(2)父母辅导与社会学习成绩之间存在显著的正相关关系。换句话说,父母的指导越好,孩子的学习效果就越好。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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