Abstract:
Recently, there have been attempts to examine the effectiveness of home interventions as parent tutoring interventions and school–family collaborative interventions for improving students’ academic performance. Although empirical evaluation and synthesis of such programs is relatively recent and more work is needed, results of these initial examinations may serve to inform practice in schools and are relevant to educators as they endeavour to work with families to support student’s teaching learning (Carlson & Christenson, 2005).Over the years, many papers have been written about the way a child’s classroom performance and cognitive development are significantly influenced by the extent to which their parents become involved in school life, and the interest they take in their child’s education. The present analyses considered the comparison between cognitive development and home intervention for children of primary school in the following factors found to be important for this group of children.1) quality of home intervention, 2) academic performance of school 3) parental education occupation and income, and 4) whether the difference also exists among government and private schools. Differences did exist in what contributed to school performance especially among the two categories of schools. Further, there was a difference between the school performance and the level of education of parents. Students achieving A+, A, A- were accumulated mostly between parents having primary to Master’s degree in comparison to parents who were illiterate.
Description:
This thesis Submitted to the Department of Special Education, Institute of Education and
Research, University of Dhaka in Partial Fulfillment of the Requirements for the
Degree of M.Phil.
