Effect of Parents' Educational Background on their Children's English Learning Achievement

Abstract

The present study entitled 'Effects of Parents' Educational Background on their Children's English Learning Achievement' was conducted to find out the effect of parents' academic background as one of the influencing factors for better English learning achievement of the students. To meet the specified objectives of the study, mark ledger and questionnaire of the students of final examination 2070 were used which were collected from 48 students of primary level (grade four and five) their parents and six class teachers. Purposive non- random sampling procedure was used to select the sample. The data obtained from the research tools were analyzed statistically and descriptively using graphic presentation. The findings of the study showed that parents' educational background has significant effect on the children's learning achievement. While man allying the mark ledger of English subject of top four students, it has been found out that large number of children of educated parents (90%) of grade four and (83.33%) five achieved distinction. Educated parents were found more aware of and supporting to create learning environment. The present study consists of five chapters. The first chapter i.e. introduction, deals with the background of the study, statement of the problems, rationale of the study, objectives of the study, hypothesis, significance of the study, delimitations and operational definitions of the key terms. Similarly, chapter two is the review of related literature and conceptual framework of the study. Likewise, chapter three is the methodology of the study that deals with the research design, population and sample, sampling procedures, tools for data collection, process of data collection and data analysis and interpretation procedures. Similarly, chapter four is about the result and discussion of the study. Finally, chapter five deals with the summary conclusions and implications in policy, practice and further research level.