Students Learning Outcomes Through the Teacher-Parent Partnership Learning System: Parent Background and School Type Impacts

Abstract

The authors develop a teacher-parent partnership-based learning system and apply it to investigate through experimentation. Samples were taken by multistage random sampling and placed in two groups. The experiment group involved 56 elementary schools (899 students and 899 parents), and the control group (without using the system) was fifty-two schools (541 students). Describing student competency data using descriptive statistics and competence in the experimental group was tested through one-way ANOVA, Sig. = .05. The students' competence with the partnership-based learning system was better. Student competence in the group of parents' work type, educational level, and economic level appears to vary. The kind of parents' work interacted with parents' academic rank and parents' financial status levels. In conclusion, various parents' backgrounds play a crucial role in partnership learning through internet-based learning systems, which must be considered in learning system use.