Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies
Keywords:
Attention span, parental engagement, moderating influence, Academic achievement, Secondary Computer Studies
Abstract
This study investigated the impacts of attention span and parental engagement on students’ academic achievement in Computer Studies. It also determined the moderating influence of parental engagement on the impact of attention span on learners’ academic achievement. A descriptive research design was adopted. The study population comprised all the SS 2 students offering Computer Studies in public senior secondary schools in Sagamu Local Government Area of Ogun State. Two hundred students were selected randomly from ten randomly selected schools. Attention Span Rating Scale (r=0.78) and Students’ Perceived Parental Engagement Questionnaire (r=0.82), and Computer Studies Achievement Test (r=0.62), were used for data collection. The data collected were analyzed using simple percentages and multiple regression at a 0.05 level of significance. The findings revealed significant impacts of attention span, F(1, 198)= 101.207, p<0.05, and parental engagement, F(1, 198)= 12.346, p<0.05 on students’ academic achievement in Computer Studies. The study also established the joint impact of attention span and parental engagement impacted students’ academic achievement, F(2, 197)= 59.168 p<0.05, but no significant moderating influence of parental engagement on the impact of attention span on students’ academic achievement t(196) = 0.301, p>0.05. It is recommended that teachers adopt active learning strategies for their students. Parents should dissuade their children from the extensive use of mobile technologies, which could dwindle their attention span.
References
Al’Omairi, T. & AlBalushi, H. (2015). The influence of paying attention in classroom on students’ academic achievement in terms of their comprehension and recall ability. Proceedings of INTCESS15- 2nd International Conference on Education and Social Sciences. 2-4 February 2015- Istanbul, Turkey
Amponsah, M. O., Milledzi, E. Y., Ampofo, E. T., & Gyambrah, M. (2018). Relationship between parental involvement and academic performance of senior high school students: The case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, 6(1), 1–8. https://doi.org/10.12691/education-6-1-1
Babani, V. (2021, March 20). Does the decrease of average human attention span have an impact on education? The Hindu. https://www.thehindu.com/education/does-the-decrease-of-average-human-attention-span-have-an-impact-on-education/article34116513.ece
Black, R. (2022). Parental Involvement and the Academic Achievement of Third and Fourth Grade Students During the 2014-2015 and 2015-2016 School Years. Dissertations. https://digitalcommons.lindenwood.edu/dissertations/700
Bradley, G. L., Ferguson, S., & Zimmer-Gembeck, M. J. (2021). Parental support, peer support and school connectedness as foundations for Student Engagement Peer support Australian youth School connectedness Academic achievement and Academic Achievement in Australian Youth. In R. Dimitrova & N. Wiium (Eds.), Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts (pp. 219–236). Springer International Publishing. https://doi.org/10.1007/978-3-030-70262-5_15
Briggs, S. (2014, June 28). The science of attention: How to capture and hold the attention of easily distracted students. InformED. https://www.opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning (Brief No. 2020/09). United Nations. https://www.un-ilibrary.org/content/papers/26642166/70
de Bruin, E. I., Zijlstra, B. J. H., van de Weijer-Bergsma, E., & Bögels, S. M. (2011). The mindful attention awareness scale for adolescents (maas-a): Psychometric properties in a Dutch sample. Mindfulness, 2(3), 201–211. https://doi.org/10.1007/s12671-011-0061-6
Eisensmith, S. R., & Kainz, K. L. (2019). Unpacking the relationship between elementary school teachers’ ratings of student attention and student reading scores. School Social Work Journal, 43(2), 63–89.
Emerson, L., Fear. J., Fox, S., and Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family-School and Community Partnerships Bureau: Canberra.
Federal Ministry of Education. (2018). National policy on science and technology education. Retrieved from https://education.gov.ng/wp-content/uploads/2020/09/National-Policy-On-Science-and-Technology-Education.pdf
Federal Republic of Nigeria. (2004). National Policy on Education. Nigerian Educational Research & Development Council (NERDC). Abuja, Nigeria.
Federal Republic of Nigeria. (2014). National Policy on Education. Nigerian Educational Research & Development Council (NERDC). Abuja, Nigeria.
Hariharan, M., Padmaja, G., Rana, S. (2018). Neurofeedback as an effective intervention for academic performance in children with problems in attention and concentration. In: Misra, G. (eds) Psychosocial Interventions for Health and Well-Being. Springer, New Delhi. https://doi.org/10.1007/978-81-322-3782-2_10
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. https://doi.org/10.1080/00131880802309424
Hillier, C. (2021). A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement. Canadian Journal of Education / Revue Canadienne de l’éducation, 44(2), 496–529. https://doi.org/10.53967/cje-rce.v44i2.4551
Hlas, A. C., Neyers, K., & Molitor, S. (2019). Measuring student attention in the second language classroom. Language Teaching Research, 23(1), 107–125. https://doi.org/10.1177/1362168817713766
Jacob, U. S., Pillay, J., & Oyefeso, E. O. (2021). Attention span of children with mild intellectual disability: Does music therapy and pictorial illustration play any significant role? Frontiers in Psychology, 12, 677703. https://doi.org/10.3389/fpsyg.2021.677703
Jessica, J., & Santoso, I. (2022). Handling the attention span of Grade 1 students at EqualBright School. PROJECT (Professional Journal of English Education), 5(2), 284–287. https://doi.org/10.22460/project.v5i2.p284-287
Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163. https://doi.org/10.1080/13632434.2018.1434767
King, P. S. (2013). Moderators/Moderating Factors. In: Gellman M.D., Turner J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_971
Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on Children’s Academic Achievement in Chile. Frontiers in Psychology, 10. https://www.frontiersin.org/article/10.3389/fpsyg.2019.01464
Levin, E., & Bernier, J. (2011). Attention Span. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_226
Ma, L., Liu, J., & Li, B. (2022). The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281–296. https://doi.org/10.1002/pits.22608
Milovanovic, R. (2017). Attention as a factor in the school performance of adolescents. Зборник Радова Филозофског Факултета у Приштини, 2017, 275–301. https://doi.org/10.5937/ZRFFP47-14869
Nafisa, A., Mekhrishod, E., Dilrabo, T., & Ali, U. (2020). Attention span and maintaining the attention of students in classes. JournalNX, 173–176.
Naite, I. (2021). Impact of parental involvement on children’s academic performance at Crescent International School, Bangkok, Thailand. IOP Conference Series: Earth and Environmental Science, 690(1), 012064. https://doi.org/10.1088/1755-1315/690/1/012064
Narváez, M., & Elizabeth, I. (2022). The effects of note-taking on college students’ attention in online learning. https://repositorio.upse.edu.ec/handle/46000/6841
Novianti, R., & Garzia, M. (2020). Parental Engagement in Children’s Online Learning During COVID-19 Pandemic. Journal of Teaching And Learning in Elementary Education (JTLEE), 3(2), 117–131. https://doi.org/10.33578/jtlee.v3i2.7845
Philip, A., & Bennett, D. (2021). Using deliberate mistakes to heighten student attention. Journal of University Teaching & Learning Practice, 18(6), 193–212. https://doi.org/10.53761/1.18.6.13
Piliyesi, E., Ogada, E. O., & Ochieng, R. J. (2020). Practical approaches to parental engagement and resource provision in curriculum implementation. African Journal of Emerging Issues, 2(2), 70–95.
Rosenkranz, R. R., Neuendorf, C. M., Rosenkranz, S. K., & Sauer, K. L. (2020). Just Sit Still and Pay Attention?—A Commentary. The Journal of School Health, 90(5), 345–348. https://doi.org/10.1111/josh.12881
Sha, S. M. H., & Saleem, S. (2015). Level of attention of secondary school students and its relationship with their academic achievement. Journal of Arts & Humanities, 4(5), 92-106
Stasch, K. (2014). The Effect of Focused Attention Span on Overall Academic Achievement [Goucher College]. https://mdsoar.org/handle/11603/2227
Statistics Solutions. (2013). Data analysis plan: Moderation Analysis. Retrieved from https://www.statisticssolutions.com/wp-content/uploads/wp-post-to-pdf-enhanced-cache/1/data-analysis-plan-moderation-analysis.pdf
Subramanian, K. R. (2018). Myth and mystery of shrinking attention span. International Journal of Trend in Research and Development, 5(1). 1-6
Tikly, L., Joubert, M., Barrett, A. M., Bainton, D., Cameron, L., & Doyle, H. (2018). Supporting secondary school STEM education for sustainable development in Africa. University of Bristol, Bristol Working Papers in Education Series. Retrieved August, 30, 2020.
West African Examinations Council. (2015). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp324mc.html
West African Examinations Council. (2016). General Comment. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp325mc.html
West African Examinations Council. (2017). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp326mc.html
West African Examinations Council. (2018). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp327mc.html
West African Examinations Council. (2019). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp328ms.html
Amponsah, M. O., Milledzi, E. Y., Ampofo, E. T., & Gyambrah, M. (2018). Relationship between parental involvement and academic performance of senior high school students: The case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, 6(1), 1–8. https://doi.org/10.12691/education-6-1-1
Babani, V. (2021, March 20). Does the decrease of average human attention span have an impact on education? The Hindu. https://www.thehindu.com/education/does-the-decrease-of-average-human-attention-span-have-an-impact-on-education/article34116513.ece
Black, R. (2022). Parental Involvement and the Academic Achievement of Third and Fourth Grade Students During the 2014-2015 and 2015-2016 School Years. Dissertations. https://digitalcommons.lindenwood.edu/dissertations/700
Bradley, G. L., Ferguson, S., & Zimmer-Gembeck, M. J. (2021). Parental support, peer support and school connectedness as foundations for Student Engagement Peer support Australian youth School connectedness Academic achievement and Academic Achievement in Australian Youth. In R. Dimitrova & N. Wiium (Eds.), Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts (pp. 219–236). Springer International Publishing. https://doi.org/10.1007/978-3-030-70262-5_15
Briggs, S. (2014, June 28). The science of attention: How to capture and hold the attention of easily distracted students. InformED. https://www.opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning (Brief No. 2020/09). United Nations. https://www.un-ilibrary.org/content/papers/26642166/70
de Bruin, E. I., Zijlstra, B. J. H., van de Weijer-Bergsma, E., & Bögels, S. M. (2011). The mindful attention awareness scale for adolescents (maas-a): Psychometric properties in a Dutch sample. Mindfulness, 2(3), 201–211. https://doi.org/10.1007/s12671-011-0061-6
Eisensmith, S. R., & Kainz, K. L. (2019). Unpacking the relationship between elementary school teachers’ ratings of student attention and student reading scores. School Social Work Journal, 43(2), 63–89.
Emerson, L., Fear. J., Fox, S., and Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family-School and Community Partnerships Bureau: Canberra.
Federal Ministry of Education. (2018). National policy on science and technology education. Retrieved from https://education.gov.ng/wp-content/uploads/2020/09/National-Policy-On-Science-and-Technology-Education.pdf
Federal Republic of Nigeria. (2004). National Policy on Education. Nigerian Educational Research & Development Council (NERDC). Abuja, Nigeria.
Federal Republic of Nigeria. (2014). National Policy on Education. Nigerian Educational Research & Development Council (NERDC). Abuja, Nigeria.
Hariharan, M., Padmaja, G., Rana, S. (2018). Neurofeedback as an effective intervention for academic performance in children with problems in attention and concentration. In: Misra, G. (eds) Psychosocial Interventions for Health and Well-Being. Springer, New Delhi. https://doi.org/10.1007/978-81-322-3782-2_10
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. https://doi.org/10.1080/00131880802309424
Hillier, C. (2021). A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement. Canadian Journal of Education / Revue Canadienne de l’éducation, 44(2), 496–529. https://doi.org/10.53967/cje-rce.v44i2.4551
Hlas, A. C., Neyers, K., & Molitor, S. (2019). Measuring student attention in the second language classroom. Language Teaching Research, 23(1), 107–125. https://doi.org/10.1177/1362168817713766
Jacob, U. S., Pillay, J., & Oyefeso, E. O. (2021). Attention span of children with mild intellectual disability: Does music therapy and pictorial illustration play any significant role? Frontiers in Psychology, 12, 677703. https://doi.org/10.3389/fpsyg.2021.677703
Jessica, J., & Santoso, I. (2022). Handling the attention span of Grade 1 students at EqualBright School. PROJECT (Professional Journal of English Education), 5(2), 284–287. https://doi.org/10.22460/project.v5i2.p284-287
Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163. https://doi.org/10.1080/13632434.2018.1434767
King, P. S. (2013). Moderators/Moderating Factors. In: Gellman M.D., Turner J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_971
Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on Children’s Academic Achievement in Chile. Frontiers in Psychology, 10. https://www.frontiersin.org/article/10.3389/fpsyg.2019.01464
Levin, E., & Bernier, J. (2011). Attention Span. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_226
Ma, L., Liu, J., & Li, B. (2022). The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281–296. https://doi.org/10.1002/pits.22608
Milovanovic, R. (2017). Attention as a factor in the school performance of adolescents. Зборник Радова Филозофског Факултета у Приштини, 2017, 275–301. https://doi.org/10.5937/ZRFFP47-14869
Nafisa, A., Mekhrishod, E., Dilrabo, T., & Ali, U. (2020). Attention span and maintaining the attention of students in classes. JournalNX, 173–176.
Naite, I. (2021). Impact of parental involvement on children’s academic performance at Crescent International School, Bangkok, Thailand. IOP Conference Series: Earth and Environmental Science, 690(1), 012064. https://doi.org/10.1088/1755-1315/690/1/012064
Narváez, M., & Elizabeth, I. (2022). The effects of note-taking on college students’ attention in online learning. https://repositorio.upse.edu.ec/handle/46000/6841
Novianti, R., & Garzia, M. (2020). Parental Engagement in Children’s Online Learning During COVID-19 Pandemic. Journal of Teaching And Learning in Elementary Education (JTLEE), 3(2), 117–131. https://doi.org/10.33578/jtlee.v3i2.7845
Philip, A., & Bennett, D. (2021). Using deliberate mistakes to heighten student attention. Journal of University Teaching & Learning Practice, 18(6), 193–212. https://doi.org/10.53761/1.18.6.13
Piliyesi, E., Ogada, E. O., & Ochieng, R. J. (2020). Practical approaches to parental engagement and resource provision in curriculum implementation. African Journal of Emerging Issues, 2(2), 70–95.
Rosenkranz, R. R., Neuendorf, C. M., Rosenkranz, S. K., & Sauer, K. L. (2020). Just Sit Still and Pay Attention?—A Commentary. The Journal of School Health, 90(5), 345–348. https://doi.org/10.1111/josh.12881
Sha, S. M. H., & Saleem, S. (2015). Level of attention of secondary school students and its relationship with their academic achievement. Journal of Arts & Humanities, 4(5), 92-106
Stasch, K. (2014). The Effect of Focused Attention Span on Overall Academic Achievement [Goucher College]. https://mdsoar.org/handle/11603/2227
Statistics Solutions. (2013). Data analysis plan: Moderation Analysis. Retrieved from https://www.statisticssolutions.com/wp-content/uploads/wp-post-to-pdf-enhanced-cache/1/data-analysis-plan-moderation-analysis.pdf
Subramanian, K. R. (2018). Myth and mystery of shrinking attention span. International Journal of Trend in Research and Development, 5(1). 1-6
Tikly, L., Joubert, M., Barrett, A. M., Bainton, D., Cameron, L., & Doyle, H. (2018). Supporting secondary school STEM education for sustainable development in Africa. University of Bristol, Bristol Working Papers in Education Series. Retrieved August, 30, 2020.
West African Examinations Council. (2015). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp324mc.html
West African Examinations Council. (2016). General Comment. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp325mc.html
West African Examinations Council. (2017). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp326mc.html
West African Examinations Council. (2018). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp327mc.html
West African Examinations Council. (2019). General comments. Retrieved from https://www.waeconline.org.ng/e-learning/Computer/Comp328ms.html
Published
2022-11-30
How to Cite
Saka, A. (2022). Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies. Pedagogi: Jurnal Ilmu Pendidikan, 22(2), 99-110. https://doi.org/https://doi.org/10.24036/pedagogi.v22i2.1297
Section
Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
