I dedicate this to my dear mother, Karunagari Chetty, who has been a source of inspiration, constant support and encouragement, and without whom I would not have achieved so much. The students' environment or neighborhood is seen as one of the many social contexts that shape children's cognitive, social and emotional development.
Introduction 1
The purpose of the research and rationale 1
A telephone in the home or a mobile phone;. f) Garbage removal at least once a week by a local or district authority;. g) Level of education of the head of household;. k) The proportion of children in the household under the age of five. The divorce proceedings were stormy with both parents wanting custody of Charlene. The court's decision was that the girl will live with her mother, but the father was given liberal visitation rights. They state that, seen from the above perspective, the actions of individual parents, teachers and learners (i.e. the subsystems) are seen as products of the interrelationships between them.
According to the transactional model, the development of the child was seen as a product of the. Bandura began to look at personality as an interaction between three "things": the environment, behavior and the person's psychological processes (Sadock & Sadock, 2000). This theme states that support from parents is the most important way to improve academic performance and the lack of parental involvement is the biggest problem facing schools. The more intensely parents are involved, the more beneficial the performance will be.
Some students stated in focus group interviews that they had to walk far to school.
Objectives 3
Key research questions 3
Nature of the study 3
Thus, in a school situation, the teacher sees that the child is bad, he is not aware of the extent of the child's problems. Although the study is largely qualitative, it will include a quantitative analysis of the impact of psychosocial deprivation on students. This means that the researcher does not rely on subjective perception as an integral part of the evidence.
According to data generated, approximately 3.2 % of the learners from the sample group were affected by unemployment. The first limitation lies in the research design in terms of the sampling technique used. The purpose of this study was to gain a better understanding of the relationship between psychosocial deprivation and academic performance.
It also aims to assess the learners' interpretation and understanding of the impact of psychosocial deprivation and academic performance.
Significence of the study 4
Format of dissertation 4
Literature review
Psychosocial deprivation 5
Early neglect is characterized by reduced sensory input (e.g., relative poverty of words, touch, and social interactions). Psychosocial deprivation can mean physical deprivation (e.g. poverty, poor housing, malnutrition) and emotional and social deprivation (e.g. insufficient linguistic stimulation, parental absenteeism, emotional stress, child neglect), both of which have a negative effect on speech development.
Environmental deprivation 6
Socio-economic status 7
Poverty 8
- Poverty line 9
It indicates a susceptibility to violence and often implies living in marginal and vulnerable environments, without access to clean water and sanitation. The poverty and inequality report 1998 (may 1998) was the first major post-apartheid publication to use historical and.
Economic deprivation 10
Forty-four percent of households had a tap in the apartment, and 50% had a flush or chemical toilet. Financial constraints place a huge psychological burden on parents and families and have consequences in the classroom.
Psychological well-being 11
This in itself does not take into account the myriad social, cultural and political aspects of the phenomenon. Economically disadvantaged children cannot afford school uniforms, they go to school hungry, and they do not have the books needed in schools (Kapp, 1991).
Academic performance 12
Learner 12
Parental involvement 12
Review of related literature 12
- Poverty in SA context 13
- Impact of Poverty on behavior 16
- Impact of poverty on academic performance 17
- Impact of single parenting on academic performance 18
- Impact of abuse on academic performance 18
- Substance abuse 19
- Impact of divorce on academic performance 19
- Impact of social deprivation on academic performance 20
- Impact of parental involvement on academic performance 23
- The authoritarian parent 23
- The permissive parent 23
- Parental support 24
- Parent child interaction 25
- Effects of AIDS on learners 26
- Grandparents as caregivers 27
- Impact of family size on academic performance 28
- Similar studies in other countries 29
- Summary 30
So one can safely say that parental involvement in the management of children's education is very important. In the working-class families, parents transferred the responsibility for education to the teachers.
Theoretical and conceptual frameworks 31
- Introduction 31
- Systems theory 31
- The ecosystemic perspective 32
- The ecological systems theory 33
- The transactional model 36
- The social cognitive theory 37
- Conclusion 37
The next layer of the system includes subsystems that the child does not experience directly, but that affect the child because of the influence they exert on the microsystem. The effect of all these would depend on the level of development of the child's physical, emotional and cognitive capacities. An innovative aspect of the transactional model was the emphasis placed on the effect of.
Research methodology
Site of study 38
Mixed methodology 38
- Qualitative research methodology 39
- Quantitative research methodology 39
According to Silverman (2002), qualitative research cannot provide a mirror image of the social world, but it can provide access to the meanings people attach to their experiences and social worlds. One of the advantages of qualitative research is that it focuses on the understanding and meaning of the respondents (McMillan, 2000). According to Flick, Von Kardorff and Steinke (2004), in quantitative research central value is attributed to the independence of the observer from the object of research.
The Research Process 40
- Permission from principal 40
- Selection of respondents 41
Using qualitative research methodology, the researcher was able to gather information rich in the subjectivity of their actions, interactions, emotions, culture symbols and rituals. The purpose of the pilot was twofold: to adapt the research instrument and to select students who are psychosocially disadvantaged and poor. The data was sorted and all matters relating to the study were kept confidential.
Description of sample 41
Twenty-eight students were selected from the pilot study which consisted of a group of seventy students. A semi-structured questionnaire was used so that respondents could talk about their personal experience and a fixed answer would not give the interviewer an in-depth insight into their experiences. Purposeful sampling is especially important when you are concerned with exploring the universe and understanding the audience.
Sampling procedure 42
Sample characteristics 42
- Respondent’s Gender 42
- Respondent’s Age 43
This corresponds to the demographics of the school with the school enrollment of 1200 learners, of whom 786 are female. As indicated above, 71% of the learners were thirteen years old and 29% twelve years old.
The research instrument 44
- The questionnaire 44
- Focus group discussions 45
- Disadvantages of focus group discussions 46
- Anonymity and confidentiality 47
- Privacy and informed consent 48
The responses of the participants will likely be different than the responses of those who did not participate. The researcher was explicit from the beginning about the nature of the research process, including any personal biases and interests. The name of the school was withheld and confidentiality was maintained throughout the investigation process.
Thematic analysis 48
This theme is concerned with the question of whether or not having a single parent disadvantages children socially and academically. Even if they have the same academic skills, children in single-parent families are three times as likely to drop out of high school than children from two-parent families. families. This theme states that abuse, in any form, is detrimental to students' well-being and their academic performance. This theme states that as AIDS devastates communities, schools lose teachers and children and do not have access to quality education.
Trustworthiness of the study 50
- Credibility 50
- Transferability 51
- Dependability 51
- Confirmability 51
According to Terre Blanche and Durrheim, reliability refers to the "degree to which the reader can be convinced that the findings did occur as the researcher says they did". The questionnaires answered by the participants provide evidence that the findings are a true reflection of the learners' experiences at school and at home. Confirmability refers to the "degree to which the findings are a function solely of the informants and conditions of the research and not of other biases, motivations and perspectives" (Krefting, 1991:216).
Summary 51
Krefting claims that "research meets the criterion of transferability when the findings are adapted to contexts outside the study situation that are determined by the degree of similarity or goodness or fit between the two contexts." To ensure that the findings could be transferred to other contexts of a similar nature, the researcher ensured that the data were carefully selected. This view is further supported by Krefting who claims that “it is essential that researchers provide dense information about the informants and the research context and conditions to allow others to assess how transferable the findings are.
Objectives 52
The aim of this chapter is to discuss the data collected from the 28 respondents who completed the questionnaires.
Key Research Questions 52
Thematic Analysis 52
- Unemployment as psychosocial deprivation 53
- Single Parenthood as psychosocial deprivation 54
- General Poverty as psychosocial deprivation 55
- Loss of Parents as psychosocial deprivation 57
- Substance Abuse as psychosocial deprivation 58
- Lack of Parental Involvement as psychosocial deprivation 59
Some of the students stated that they had to take on the role of parents by helping with their younger siblings. In the analysis of the data, it was found that 12.9% of the students claimed that their parents were always working and could not attend parent meetings. Each of the programs can build on children's strengths while simultaneously providing needed services to families (Schmitz, Wagner & Menke, as cited in Kaiser & Delaney, 1996).
Summary 62
Conclusion and recommendations
Summary of the study 63
The research study at hand shows that some of the parents do not live with their children because of work that is far from home. The parent participation programs that link parents to the socio-cognitive development of their children help to improve the school climate. Parents continue to exert influence on their children's academic progress, especially in their earlier years of schooling.
Findings of the research 68
In the findings from the interviews, one respondent said that her stepfather accused her of losing electricity and therefore she was unable to do her homework. In the findings, one student said: “I don't know what will happen to me and my brothers, but we have to cope somehow. In the findings on the topic of bereaved parents, respondents agreed that bereaved parents created many difficulties in maintaining optimal academic performance.
Limitations of the study 71
A study of the impact of socioeconomic status on student achievement in a rural east Tennessee school system. Retrieved November 11, 2010, from http://family.jrank.org/pages/1613/South-Africa-Family-Life-in-Black-Communities.html. Retrieved December 3, 2009, from http://www.unicef.org/emerg/southern africa/index-hiv-aids-htm/.
Influential Factors of Parental Substance and Alcohol Abuse on Children's Academic Achievement Portland State University. I am an M Ed student at the University of KwaZulu-Natal. As part of my master's thesis, I am conducting research into psychosocial deprivation and its impact on academic performance.
Recommendations for future studies 71
Conclusion 72
Report prepared for the Office of the Executive Vice President and the Interdepartmental Committee on Poverty and Inequality – Summary Report. You have not been forced to participate and are free to withdraw at any point in the conversation. If you agree to be part of the research, please have the consent form below completed by your parent/guardian and returned.
