THE IMPACT OF PARENTAL PRESSURE ON THE ACADEMIC PERFORMANCE OF GRADE 12 HOME ECONOMIC STUDENTS
Keywords:
parental pressure, academic performance, grade 12 students, home economics, student well-being, parent-child communication, educational stress, self-efficacy, family dynamics, student motivation, academic achievement, parental expectations, adolescenAbstract
research aims to investigate the impact of parental pressure on the academic performance of Grade 12 Home Economics students. By employing simple random sampling, each student within the population had an equal opportunity to participate, ensuring the representativeness of the sample. This approach enhances the generalizability of your findings. The quantitative study examining the impact of parental pressure on the academic performance of Grade 12 Home Economics students, several statistical methods were employed to ensure robust and reliable findings:
1. Sample Size Determination Using Slovin's Formula
To ascertain an appropriate sample size, Slovin's Formula was utilized. This formula is effective when the population size is known, but the behavior of the population is not well understood. It calculates the minimum sample size required to achieve a desired margin of error, ensuring that the sample accurately represents the population. The formula is expressed as:
study examining the impact of parental pressure on the academic performance of Grade 12 Home Economics students, you reported a p-value of 0.634 and an r-value (Pearson correlation coefficient) of 0.043. Let's interpret these statistical results:
1. P-Value Interpretation
The p-value indicates the probability of obtaining results at least as extreme as those observed, assuming that the null hypothesis is true. In this context, the null hypothesis posits that there is no significant relationship between parental pressure and academic performance.
P-Value = 0.634: This high p-value suggests that the observed data are consistent with the null hypothesis. In other words, there is a 63.4% chance of observing such data if there is no actual relationship between the variables. Typically, a p-value threshold (alpha level) of 0.05 is used to determine statistical significance. Since 0.634 exceeds 0.05, we fail to reject the null hypothesis, indicating that any observed relationship is not statistically significant.
2. R-Value (Pearson Correlation Coefficient) Interpretation
The r-value measures the strength and direction of the linear relationship between two variables, ranging from -1 to 1.
R-Value = 0.043: This value indicates a very weak positive correlation between parental pressure and academic performance. Such a low r-value suggests that changes in parental pressure are minimally associated with changes in academic performance. The study highlights that Grade 12 Home Economics students experience academic pressure stemming from parental expectations, motivating them to excel in their studies to make their parents proud. While parental encouragement can serve as a positive motivator, excessive pressure may lead to adverse effects such as increased stress and diminished self-esteem. To mitigate these potential negative outcomes, it is essential for parents and students to engage in open and regular communication about academic challenges and expectations.
