Conversing about school matters with parents, self-study time, and the mother’s highest level of education were identified as consistent positive contributors to academic achievement in both 2019 and 2020. (Image courtesy of Pixabay)
SEOUL, Aug. 25 (Korea Bizwire) — A recent study has revealed a growing influence of the home environment on students’ academic performance in the wake of COVID-19.
Researchers are increasingly focused on the family learning process due to the discovery that children’s scholastic achievements are more intertwined with their home environment and parental conduct than with factors like school settings and educational investments.
Further studies underscore that parental attitudes, rather than the home learning environment itself, play a pivotal role in shaping children’s academic accomplishments.
Notably, students who cultivate social bonds at home, distinct from their school interactions, tend to exhibit higher academic success.
The Korea Institute of Curriculum and Evaluation on Thursday commemorated its 25th anniversary with a seminar titled “Rapidly Changing Society, Opening the Future with New Schools,” held at the Intercontinental Seoul COEX in southern Seoul.
An intriguing presentation during the event delved into the topic “How have factors influencing academic achievement shifted in the post-corona era?”
The presentation, delivered by Kim Mi-lim, an associate researcher at the Korea Curriculum Evaluation Service, analyzed high school students’ math performance in 2019 (pre-COVID-19) and 2020 (post-COVID-19).
The study revealed that in 2019, discussions between parents and children regarding school life and friendships exhibited no significant impact on academic performance.
However, during the pandemic in 2020, these conversations positively affected academic outcomes.
Similarly, factors like the “number of books at home” and “father’s highest level of education,” which showed no influence on academic achievement in 2019, displayed a positive impact in 2020.
Conversing about school matters with parents, self-study time, and the mother’s highest level of education were identified as consistent positive contributors to academic achievement in both 2019 and 2020.
High school seniors wearing masks attend class in this undated file photo. (Yonhap)
The influence of readiness for school and concentration also increased in 2020 compared to the previous year.
In 2019, active class participation, engaging with lesson content, questioning teachers, and effective involvement in discussions, group activities, and exercises were deemed “positive” drivers of academic success.
These factors retained their positive impact in 2020, with the addition of being prepared for class and reviewing class material.
It is important to note that students lacking adequate home support could experience a decline in academic performance during the pandemic, and such setbacks may accumulate.
Kim emphasized the need to establish systems where teachers can intervene and support learning for students with self-directed learning challenges.
Simultaneously, the iInstitute persistently examines factors closely tied to academic achievement.
Previous findings indicate that middle school students who engage in more communication with their parents are up to 30 percent more likely to attain academic success.
This underscores the profound impact of emotional bonding and communication between parents and children on their scholastic accomplishments.
Ashley Song (ashley@koreabizwire.com)
