Efficacy of assisted learning schemes as correlates of academic performance and self-concept among intermediate pupils with behavioral / 6
6
Jennifer A. Reyes.
-
-
- viii, 62 pages 28 cm.
-
-
-
-
- .
- .
- 0 .
- .
- 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology major in Clinical Psychology.
5
ABSTRACT: This study aimed to find out the efficacy of the two assisted learning schemes which are parent-assisted learning and professional tutor-assisted learning as correlates of academic performance and self-concept among intermediate pupils with behavioral problems. Out of 100 intermediate pupils, a total of 74 pupils were included in the research, 30 parent-assisted pupils and 44 professional tutor-assisted pupils. They were identified by the guidance coordinator of having behavioral problems such as academic, conduct, peer and family problems. To get the data for the academic performance, the second trimester grades in Math, Science, and Language were obtained from the registrar's office. To get their self-concept profile, Piers-Harris Children's Self-Concept Scale-2nd edition was administered. The gathered data were interpreted and correlated to know if significant relationship exists between the academic performance of the respondents when grouped into the two assisted learning schemes and to determine if significant difference exists between the two assisted learning schemes and the identified behavioral problems. Based on the findings there is no significant relationship between the academic performance of respondents when grouped according to parent-assisted learning and professional tutor-assisted learning. There is also no significant difference between the two assisted learning schemes and the identified behavioral problems except for the academic performance of the pupils with academic problem. The findings also explain that both parents and professional tutors have the same goal which is to assist the child in terms of improvement in the academic performance and enhancement of the self-concept. The parents should not pass on the full responsibility to the professional tutors. Thus, they should still actively participate in the school matters of their child such as checking of homework or completing other requirements assigned by the school. While the professional tutors, being entrusted by the parents to substitute for them in terms of academic guidance, they should give their best to answer the needs of the child such as being systematic, creative and prepared during tutorial sessions. In the efficacy of the two assisted learning schemes, the researcher recommends that a consistent support and assistance from the combined efforts of parents and professional tutors be given to improve academic performance as well as to enhance self-concept especially to children with behavioral problems since they need more guidance and attention. In addition, consistency of study time and place be implemented to provide conducive learning environment. Proper study habits should be taught because the main goal of assisted learning is to guide the pupils towards independent studying.