Child-Parents Relationship and its Effect on Child Learning: A Sociological Study in Dera Ghazi Khan City

Abstract

Child-parent relationship is the first interpersonal interaction that can also effect on child learning and can also affect the strength of their social, mental, physical and emotional well-being. So the present study was designed to explore the child-parent relationship and its effect on child learning, with a focus on understanding the broader societal implications of a secure child-parent bond in Dera Ghazi Khan City. The main objectives of the present study are i) to assess the socioeconomic and demographic characteristics of respondents; ii) to explore association between child-parents relationship and its effect on child learning; iii) to analyze the importance of secure child-parents relationship in the society; iv) to draw out probable suggestion and its implications of child-parents relations and its effect on child learning. A sample of 300 female students of two age group, 12-15 and 16-20 years who are the 9th and 10th classes, respectively, were selected through a multistage sampling technique. At the 1st stage, 3 public girls' schools were selected randomly; at the 2nd stage, 100 students from each school (50 9th class + 50 10th class) were selected using a convenient sampling technique. The results showed that most of the respondents were the aged 16-20 were (52.3%); most of the respondents belong to joint families (47%). The most common income bracket is PKR 10,001-15,000 (26.7%). The highest %age of fathers have completed primary education (29%), followed by intermediate education (26.3%). Most mothers have (32.3%) have intermediate education. (32.7%) respondents have environmental factors significantly effect on their learning. (38.7%) respondents are strongly agreed that social factors effect on their learning. (37.3%) respondents are strongly agreed that socioeconomic factors effect on their learning. (34%) strongly agreed that healthy parental relationships positively impact better academic performance. A significant number (34.7%) strongly agreed in societal functioning. (35.7%) strongly agreed they feel secure with their parents; (36.7%) strongly agreed that they have a secure attachment to their parents without any hesitation. (37.7%) strongly agreed that their parents handled conflicts with empathy. Positive relationship among child-parents has better outcomes on academic performance vs active parental involvement in child learning. Research suggested that Parental awareness programs should be arranged for better learning effect of child.