%0 Journal Article
%T Would Science Background Be a Factor in Parents Helping Students Establish a Match between School Science and Home Activities?
%J Education
%@ 2162-8467
%D 2012
%I 
%R 10.5923/j.edu.20120201.01
%X This study was designed to investigate parental influence as a factor in helping students establish a match between science concepts learn in schools and the activities they carry out daily at home. Studies have revealed that tension that exists between these two experiences is one of the major factors of poor performance of students in science. One hundred and ten male and female (48 and 62) parents, 67 with science background and 43 without, constituted the sample. A self-constructed, validated questionnaire consisting of four parts, that sought parentsĄ¯ responses on what home activities they engaged their children in, what science concepts they taught through them, readiness and barriers to their involvement, was used to generate data. The results show that both categories of parents saw science as very important for science and technological advancement. They did not see the engagement of their children in household chores, as a hindrance, rather an opportunity to get involved, as such is a vital ingredient to childrenĄ¯s success. However, there are limitations to their involvement. Lack of literacy and proficiency in science and not being able to see the relationship between school science and home activities are some of them. It is recommended that every school child should be exposed to ample science courses, even when such child has other options, since he or she will grow to become a parent in future. Teachers too should try as much as possible to relate science teaching to what the child does daily at home.
%K Parental Background
%K Science Concepts
%K Home Activities
%U http://article.sapub.org/10.5923.j.edu.20120201.01.html