The Relationship among Parental Support, Study Attitudes, and Academic Achievement of Students in Ratanakiri Province, Cambodia
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Abstract
This research aimed to study the relationship between parental support, their attitudes towards education, and academic achievementsat the secondary level of indigenous and Khmer students in Rattanakiri Province, Cambodia. Multiple questionnaires were used as a data collection tool. A sample of the research was 231 indigenous and Khmer students, aged between 15 and 20 years old. These groups of students were selected with a two-step sampling technique: group sampling and student sampling for data translation. Group sampling was intended to select two high schools located in Cambodia’s Rattanakhiri Province. The researcher employed the independent sample tests using a t-test to determine the differences. The Pearson coefficient analysis was used to measure the relationship between the three factors.
The results showed that the parental support and their attitudes towards academic achievements have no significant differences. There are differences in academic achievement between the two groups of students, however. The Pearson’s coercive value showed that parental support has a significantly negative correlation with student achievement. On the other hand, there is no significant correlation between attitudes towards education and academic achievement.
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