This study mainly aims to explore the relationship between parental involvement and learning adaptation of the first grade students in elementary schools of Taipei City. The methods of questionnaire survey and literature review were adopted in this study. By using stratified purposive sampling,two administrative districts with different backgrounds in Taipei city are chosen firstly. Then, in each district, 2 schools of different size were selected. In these selected 4 schools, parents of all first-year students are the samples of this study. Finally, a total of 487 valid questionnaires, out of 542 being sent, were collected and analyzed in this study, e.g.,. the response rate is 89.9%.
The main purposes of this study include:
1. To understand the parental involvement of first year students in Taipei city.
2. To explore the learning adaptation of students in elementary schools, perceived by parents.
3. To analyze the similarities and differences in parental involvement among students with different backgrounds.
4. To analyze the similarities and differences in the perceived learning adaptation of students among students with different backgrounds.
5.To explore the relations of parental involvement to the learning adaptation of students.
The conclusions of this study can be summarized as follows:
1.“Communication between parents and teachers” is the best and most frequent pattern of parental involvement, followed by the “homework guidance”, and “volunteer service"., in order.
2. Students’ learning adaptations are considerably good, perceived by parents on the whole. The best adaptation is in the dimension of “learning environment”, followed by the dimension of “physical and mental adaptation”, but students’ adaptation to the dimension of “learning methods” is the weakest.
3. There are significant difference in parents' involvement in students' learning in terms of
location and size of schools, as well as family socio-economic status.
4. There are significant differences in students' learning adaptation between gender. It is found that girls' adaptations are better than boys'.
5. There are significant difference in students’ learning adaptation in terms of location and size of schools, as well as family socio-economic status.
6. In the dimensions of “study habits” and “learning attitude”, the adaptations of students with sibling are better than the only child of the family.
7. There is high positive correlation between parents' involvement and students' learning adaptation.