An Assessment of Parents Practices in Elementary Science Competition for an Enhanced Science Training Program in Taywanak Elementary School to Improve the Science Education

Abstract

INTRODUCTION

This present study was intended to assess the parents' practices in an elementary science competition for an enhanced science training program. This study was conducted at Taywanak Elementary School.

METHODS

The research focused on forty parents of grades three to six pupils. The instrument used to collect data was a questionnaire consisting of two parts. Part 1 was the parent personal information: age, highest educational attainment, economic status and the competition participated by the children. Part 2 was the provision of parental support to the contestants in the science competition and this was organized under two categories: the attitudes of parents and the provision of materials at home which could enhance the learning of the children in science. The data collected were analyzed using simple percentage and weighted mean.

RESULTS

The results showed that the parents' best practices (attitudes of parents) contribute to the children’s success in school competitions and that they were classified as always practiced (80.00%), mostly practiced (12.5%), moderately practiced (6.43%), rarely practiced (0.71%) and never practiced (.36%). For the provision of learning materials at home which could enhance the learning of the children specifically in science, they were always provided (48.5%), mostly provided (17.5%), moderately provided (17.0%), rarely provided (8.5%) and never provided (8.5%).

DISCUSSIONS

The study concluded that parents' practices in an elementary science competition for an enhanced science training program have a significant effect in improving science education in Taywanak Elementary School.