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Forschungsarbeit aus dem Jahr 2019 im Fachbereich Pädagogik - Schulpädagogik, , Sprache: Deutsch, Abstract: The purpose of this study is to investigate the impact of preschool educational experience and parental support on the students' academic achievement in elementary schools. The research was descriptive survey in nature. The population for this study included all grade 4 students and teachers of primary school of D M town. The study group was consisted of 25 teachers and 200 students from five randomly selected sample government primary schools. And data were collected by using adapted closed-ended questionnaires & open-ended focus group items. Students from these schools were selected by systematic sampling technique. But the grade level was selected purposefully. Grade 4 Scores (GPA) were obtained from students' previous three years annual rosters. In the study independent t-test, correlation and one way ANOVA were used.The independent t-test indicated, there was a significant academic achievement variation between preschool experienced and non-pre-school experienced students, because the mean score of NPSE (78,1098) was less than the mean score of PSE (83,8068). The study on FGD also showed that, preschool educational experience has positive impact on primary students' academic achievement than non preschool educational experienced students in attention, effort, discipline, and class participation. Besides the study revealed, that there was a statistically significant positive correlation between parental support and academic achievement (r=0,255, N=200, p<0,001). But, it had weak positive relationship. So it couldn't be concluded that parental support has strong significant impact. Again in ANOVA and post hoc, in the case of fathers 'education level, the study showed that there was mean differences between all the three groups of fathers' education level.But in the case of mothers' education level, the mean of the groups those who "cannot read and write and those who can read and write": and also the mean of the group those who "cannot read and write and those who had certificate and above were statistically significant. But the mean of the group those who can read & write and the mean of the group who had certificate and above differed each other by -2,62038. This showed that there was not found a significant difference between the two groups.
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