Accompagnement parental et amélioration des performances scolaires : Cas des élevés du Cetic d’Ebolawa 2.

Abstract

This research is based on the observation that parents abandon the responsibility for the education of their children to other actors in the community. They forget that their contributions (emotional, material and cultural) are the important element in improving the performance of their children. To this end, Kelley-Laine (1998) believes that parents are primarily responsible for the early stages of children's socialization. They are not only responsible for building cognitive foundations in their children, but also emotional foundations on which the school and the community can build. This theory emerges from a general hypothesis: there is a significant link between parental support and student performance in school. To confirm this general hypothesis, the questionnaire was submitted to a sample of 60 students randomly selected from CETIC in Ebolowa2. After the count, a score of 1 was given to those who were accompanied and 2 to those who were not. The pearson correlation and regression test shows that everyone who is coached has a 100% probability of success. Thus, for good academic success, we recommend that parents provide material, emotional and cultural assistance to their children.