Writing Different Types of Hypothesis
Writing Different Types of Hypothesis
Parents who assume that the intelligence of children and their achievement ability is mainly because they are lucky enough to obtain higher abilities, they often do not see the point of involving themselves in the education of their children. They assume that children’s innate ability will have particular limitation about their achievement so that things that involve encouraging children or participating in school meetings are but a waste of time. On the other hand, parents who believe that performance of children in school is due to efforts, and their abilities and those child skills usually can be developed have the slightest chance to have positive reactions to parental involvement.
Parents who understand that the way they raise their children will have a significant influence on their growth are much more likely to be positive about parental involvement than parents who believe that they can have little impact on their children’s development. A possible obstacle to the involvement of parents is their insight of the explicit level and contained invitations for participation (Hanafi & Lynch, 2002). When parents believe that teacher or school does not value parental involvement, they are not likely involved as much.
Schools that are friendly to parents, and make it obvious that parent’s participation is necessary, develop practices that are more effective than schools that do not appear inviting to parents.
Direct Hypothesis:
Non-directional Hypothesis:
Parents often consider schools as large routine organizations that are not friendly to parents, which are deemed one of the purposes for their trend for higher levels of parental participation.
Reference
Hanafin, J., & Lynch, A. (2002). Peripheral voices: Parental involvement, social class, and educational disadvantage. British Journal of Sociology of Education, 23(1), 35-49.
