Family and Community Inputs as Predictors of Students' Overall, Cognitive, Affective and Psychomotor Learning Outcomes in Secondary Schools

Autor/inn/en	Ekpenyong, John A.; Owan, Valentine J.; Mbon, Usen F.; Undie, Stephen B.
Titel	Family and Community Inputs as Predictors of Students' Overall, Cognitive, Affective and Psychomotor Learning Outcomes in Secondary Schools
Quelle	In: Journal of Pedagogical Research, 7 (2023) 1, S.103-127 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ekpenyong, John A.) ORCID (Owan, Valentine J.) ORCID (Mbon, Usen F.) ORCID (Undie, Stephen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Secondary School Students; Principals; Parent Participation; Social Capital; School Community Relationship; Predictor Variables; Affective Behavior; Psychomotor Objectives; Outcomes of Education; Cognitive Development; Cultural Capital; Validity; Measures (Individuals); Reliability; Psychometrics; Factor Analysis; Family Role; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Principal; Schulleiter; Elternmitwirkung; Sozialkapital; Prädiktor; Affective disturbance; Active behaviour; Affektive Störung; Psychomotorisches Lernziel; Lernleistung; Schulerfolg; Kognitive Entwicklung; Gültigkeit; Messdaten; Reliabilität; Psychometry; Psychometrie; Faktorenanalyse
Abstract	There are contradictory results regarding how students' learning outcomes can be predicted by various family and community inputs among previous studies, creating an evidence gap. Furthermore, previous studies have mostly concentrated on the cognitive aspect of students' learning outcomes, ignoring the affective and psychomotor dimensions, creating key knowledge gaps. Bridging these gaps, this predictive correlational study was conducted to understand how cultural capital, parental involvement (family inputs), support for schools, security network and school reforms (community inputs) jointly and partially predict students' overall, cognitive, affective and psychomotor learning outcomes in the context of Calabar Education Zone, Nigeria. A random sample of principals (n = 78) and students (n = 915) recruited through a multistage approach, participated in the study. Data were collected through the physical administration of three sets of questionnaires designed by the researchers. The psychometric properties of the questionnaires (such as validity, dimensionality, reliability and goodness of fit) were all analysed and found acceptable based on pilot data. Data analysis was performed using SPSS version 27 and AMOS version 26 software. Results from the main study proved, among others, that family inputs (family social capital and parental involvement) jointly and individually had a significant contribution to students' overall, cognitive, affective and psychomotor learning outcomes. Similarly, community inputs (support for school, security network and school reforms) have significant composite and partial contributions to students' overall, cognitive, affective and psychomotor learning outcomes in public secondary schools. This result implies that parents and host community leaders must strengthen their partnerships with secondary schools and contribute their quota to institutions' curricular and co-curricular activities. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01