Impact of Parents Supervision on the Study Habits of Kindergarten Pupils in Mantagbac Elementary School

Abstract

INTRODUCTION

Parent supervision is one of the factors that affect the behavior of kindergarten pupils. The common issue is that teachers find it hard to control the pupils’ behavior while their parents are nearby school premises. The pupils’ study habits are affected by attention, and their attention is affected by their behavior inside the classroom.

METHODS

The method to be used is a descriptive-qualitative research approach. The purpose of the study is to analyze the long term effects of study habits during the teaching process and supervision of pupils by the teacher and parents. With the combination of these two, the purpose of the study will be realized. Data and information were elicited from teachers, parents, and students by interviewing them.

RESULTS

The researcher’ hypothesis is that controlling the behavior of the pupils inside the classroom and at home has impact on their study habits. Collaboration and supervision of parents and teachers are also helpful in establishing and maintaining these study habits.

DISCUSSIONS

According to the psychological model proposed by Hoover-Dempsey & Sandler [1995], three (dynamic) constructs primarily influence parents' involvement decisions: (1) The parents' understanding of their role in the child's life: what they believe parents are supposed to do in relation to their children's education and educational progress. Parents become involved in schools if they hold the belief that they should be involved. (2) The parents' sense of efficacy for helping their child succeed in school: do parents believe that their involvement can exert a positive influence on children's educational outcomes? (3) The general invitations, demands, and opportunities for parental involvement by both the child and the child's school: do parents perceive that the child and the school want them to be involved?