学习设备、学习时间和家长在家指导对学生英语学习成绩的影响

Riryn Fatmawaty, Moh. Hafidz, Zakiya Isnani, Theofanny Maria
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引用次数: 0

摘要

本研究的目的是了解学习设施、学习时间和家长在家指导对学生英语学习成绩的相关关系。本研究采用相关性分析方法,研究对象为118名英语教育专业的学生。所有的关键词都是家长的参与,以支持学生的成功学习。然而,学生不仅需要来自学校老师的激励,也需要来自家里父母的激励。由于学生花大部分时间和父母在家里。采用文献资料法和问卷调查法收集数据。研究者使用SPSS 25来计算和回答每个变量的假设。然后利用F统计量和多元相关来回答所有变量的假设。从研究结果来看,F变化为0.001 < 0.05,表明假设被接受,学习设施、学习时间和家长指导对学生学习成绩存在显著相关。综上所述,可以推断,各单位在学习指标上的提升,如;学习设施、学习时间和家长的支持都伴随着学生英语成绩的单位变化。
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The Correlation Between Learning Facility, Learning Time and Parental Guidance at Home to The Students’ English Learning Achievement
The research purpose is to know the correlation between learning facility, learning time and parents’ guidance at home to the students’ English learning achievement. The research uses a correlation method with the subject of the study is 118 participants of the students of English Education Program. All of the key words are parents’ participation to support the students’ success in learning. However , the students need motivation not only from the school teacher but also from the parents at home. Due to students spend most of the time at home with the parents.  The data are collected by using documentation and questionnaire. The researcher uses SPSS 25 to calculate and answer each variable’s hypothesis. Then the researcher uses F statistic and multi correlation to answer the hypothesis of all variables. Based on the research result, F change 0.001 < 0.05, It means the hypothesis is accepted and there is significance correlation of learning facility learning time and parental guidance towards students’ learning achievement. In conclusion, it can be inferred that every unit increase in learning indicators such as; learning facility, learning time and also parental support are accompanied by a unit change in student achievement in English.
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