Impact of Mothers’ Occupation on their Children’s Academic Achievements

Prepared by: Nusrat Jahan Nipa 

Abstract

The study was conducted to examine the impact of mothers’ occupations on their children’s academic achievement. For this study, a survey was conducted in Khulna city. Through systematic random sampling, 200 respondents’ information was collected by using an interview schedule. All the analysis has been carried out on SPSS (Statistical Package for the Social Sciences). For this study, frequency and percentile distribution as well as Pearson’s Chi–square test were done to see the impact of mothers’ occupation on their children’s academic achievement. The findings of this study revealed that 37.0 percent of mothers were with professional workers, whereas 52 percent of respondents’ mothers engaged in private jobs. Furthermore, the study identified that the average income of the mother was more than 13 thousand, whereas 57.0 percent of respondents’ mothers didn’t contact their children’s school. The study also explains that mothers’ occupation, type of mothers’ occupation, mothers’ year of schooling, and mothers’ monthly income had a relation with students’ academic achievement. Where mothers’ contact with school and mothers’ role had no impact on students’ academic performance.

  

Chapter One

Introduction

 

1.1. Background of the Study

The responsibility of children always lies in the hands of the parents, especially the mother. It is not inappropriate to visualize that mothers’ occupation and family income can have possible effects on children’s performance. Mothers from different occupations have different styles of child rearing, different ways of disciplining their children, and different ways of reacting to their children. These differences do not express themselves consistently as expected in the case of every family; rather, they influence the average tendencies of families for different occupational classes (Usaini and Abubakar, 2015). In addition, mothers’ educational background had influenced the academic achievement of students. Thus, the mothers would be in a good position to perform well in education and provide the necessary materials needed by him/her. The mothers’ level of encouragement, expectations, and educational activities in the home are related to socioeconomic groups, creating different learning environments that affect the child’s academic achievement. There is no doubt that mothers’ attitudes help to condition their children’s attitudes. A mother who shows complete disregard for education might have some effect upon his/her children’s educational progress (Adenike, 2013).

Students’ academic achievement and educational attainment have been studied within different frameworks. Many of them have a focus on mothers’  education,  occupation, or home background, i.e., family income, language of the home,  activities of the family, and work methods, which have a relation with students’ performance. Further, teachers’ variables, students’ variables, parents’ support, i.e., motivation of wards, parental attitude towards education, and the aspiration of parents had a great relation with students’ academic performance (Thomas, 1986).

In developing countries, as in industrialized ones, most families hope to see their children succeed in school, but some families have more resources to improve their children’s likelihood of academic success than others. Many of how families influence children’s educational trajectories are well established. Educated mothers who engage in occupation are often make more informed educational decisions for their children and can assist them in other ways that boost their academic progress. Wealthy mothers are usually better able to ensure that their children receive high-quality schooling than poor mothers. It is also increasingly clear that resources beyond family financial and human capital matter for children's educational outcomes (Steinberg and Silverberg, 1986).

1.2. Statement of the Problem

Based on the background, it was found that students whose mothers were engaged in any type of occupation performed better than students whose mothers were not engaged in any occupation. Mothers’ involvement with the profession and its relation to students’ academic performance are well recognized. Research has shown that mothers' involvement in occupation is essential for children’s learning, attitudes about school, and future goals. Griffith (1996) conducted qualitative research of elementary and middle schools to examine the extent of mothers’ occupation and their children’s academic performance. The findings of their study indicated that teachers reported a limited amount of mothers’ involvement within the school environment; however, mothers reported they were, in fact, involved in their child’s education. These different perspectives must be recognized, examined, and understood to develop activities to improve maternal involvement within schools.

Students of different backgrounds and ethnicities bring their culture and experiences into the classroom. Thus, the mothers of these students, based on their backgrounds and educational experiences as well as their occupation, have different ideas, perceptions, and attitudes about their involvement in their child’s education. If we correlate mothers’ occupation and their children’s academic performance, then we see a good correlation. Besides, mothers’ traditional and progressive beliefs are also related to students’ academic success. Professional mothers believed that schools had the primary responsibility to educate their children. At the same time, the study reveals that the participating mothers believe that they should teach their children new skills (Sharma, 2004). Likewise, Amazu (2015) in his study discovered that children with professional mothers were taught various early literacy skills multiple times per week, while children with school-age mothers were only taught these skills once a week by their mothers. The results of his study also illustrated that the mothers’ occupation is considered to be the primary source for facilitating their children’s educational performance.

Pearson and Johnson (1978) and Kim (2009) in their study examined how mothers’ engagement with work was related to the growth of emergent literacy skills, i.e., vocabulary, letter-name knowledge, and phonological awareness, and conventional literacy skills, i.e., word reading and spelling. The results of Kim’s qualitative research demonstrated that the establishment of literacy experiences within the home by mothers was related to children’s achievement in literacy skills at the end of the study, but was not related to the rate of growth of literacy skills. They also highlight the importance of mothers’ involvement in a child’s academic achievement.  Farooq et al. (2011) examined the relationship between students’ reading achievement and family environmental factors in Chinese and non-Chinese communities. Their study measured that mothers’ evaluation of their child’s early literacy skills, early home literacy activities, and mothers’ involvement in reading activities, maternal attitude towards reading and their reading habits, and the number of books owned by the parent and child had a relation with students’ academic performance. The data collected revealed that mothers in the Chinese community view their children’s early literacy skills as imperative.

Moreover, Akhtar (2012), through conducting research, concluded that interactions through mothers’ occupation with child reading, easy accessibility of books at home, and more positive attitudes toward the significance of reading are more profound in China. Several research studies suggest that mothers’ involvement and educational attitudes differ among various ethnic populations. Furthermore, the studies indicate that some cultures view schools as the primary facilitator of their children’s education and view their role in the process as limited for reasons such as teachers being the professionals and trained to teach, possible limited acquisition of education, language barriers, etc. Due to these possible perceptions and barriers, educators must form positive relationships with mothers to establish effective communication and build trust, which in turn may increase mothers’ involvement, aid mothers in understanding the important role they play in their child’s education, and strengthen the maternal school connection (Zhan, 2006).

1.3. Rationale of the Study

Bangladesh, from its history, sees a democratic as well as a military government. Every government made education policy to their own interest. In the present time, the rate of education is increasing in Bangladesh. But, it is a matter of regret that in our country there is little study about the educational sector. However, it was explored in the world that students’ academic performance depends on parental socioeconomic background. In developed countries, a vast number of studies are done in the education sector. These studies found a positive relation between the impact of mothers’ occupation on their children’s academic success. In Bangladesh, in Bangladesh a small number of studies were done about the topic, but no study was done about the impact of mothers’ profession on their children’s academic success in Khulna City. Therefore, this study is essential to explore the aforementioned topic.

1.4. Objectives of the study

1.4.1.  General objective

The general objective of the study is to examine the impact of mothers’ occupations on their children’s academic achievement.

1.4.2.  Specific objectives

Ø  To investigate the educational status of their children;

Ø  To explore the impact of the profession on their children’s education, and

Ø  To examine the academic performance of their children.

1.5. Research Questions

Ø  How do mothers’ occupations influence children’s academic achievements?

Ø  What are the effects of the mothers’ occupation level on the educational attainment of their children?

Ø  How does mothers’ occupation affect the educational performance of the children?

Ø  How does mothers' occupation affect the social learning process of the children?

Ø  How does a professional mother instill the excitement about learning in their children from an early age of their children?

Ø  How do mothers’ economic status influences to get better educational opportunities of their children’s educational opportunities?

1.6. Hypothesis of the Study

Ø  There is a relation between mothers’ occupation and students’ academic achievement.

Ø  There is a relation between mothers’ type of occupation and students’ academic achievement.

Ø  There is a relation between mothers’ year of schooling and students’ academic results.

Ø  There is a relation between mothers’ monthly income and students’ academic performance.

Ø  There is a relation between mothers’ contact with school and students’ academic achievement.

Ø  There is a relation between mothers’ roles and students’ academic performance.

1.7. Conceptual Framework

 

Figure 1. Conceptual Framework

 

Chapter Two

Review of the Literature

2.1. Review of the Literature

2.1.1.      Age

Green and Simmons (1963) studied student age as a contributing factor to students’ school success. Hedges (1978) also studied that students’ academic achievement depended on students’ age. In addition, Stipek and Byler (2001) concluded that older children in school classrooms performed better academically than their younger peers. In contrast to studies which found a positive connection between student age and academic performance, Wood et al. (1984) stated, age of children entering kindergarten within the range of 4 to 6 years is unrelated to eventual success or failure.

2.1.2.      Mothers’ Occupation

Donner (2006) found a positive correlation between mothers’ occupation and students’ knowledge, power, stimulation, as well as academic performance. Similarly, mothers’ lap is the first learning institution for children, so mothers’ profession had a great impact on students’ academic achievement (Gulzar and Qadir, 2010). Besides, Mothers’ employment has a negative impact on children's academic achievement (Pourfeiz and Behjoo, 2013).

2.1.3.      Mothers’ Education

Mothers’ education has a significant effect on the academic performance of the students. Charles Desforges and Abouchaar (2003) identified that the higher the mother’s education, the higher the students’ performance. Marsiglia et al. (2010) found that students whose parents are well educated perform better than those students whose parents are less educated. Taiwo (1993) submits that parents’ educational background influences the academic achievement of students. Saeed et al. (2005) saw that there was a fragile relationship between the achievement of students and mother education

2.1.4.      Contact with the School

Cotton (1989) found that mothers’ contact with school was strongly related to the students’ literacy success. Dauber and Epstein (1989) found that there is a significant association between mothers’ visits to school and students’ academic performance. Similarly, Hammer et al. (2007) said that parents visit school and contact with the teachers were related to the academic performance of the Pakistani students.

2.1.5.      Cheek Studies

Oliver and Crawley (1994) found that parental involvement in children’s learning activities positively influences their levels of achievement and motivation to learn. Ahawo (2009) said mothers’ influence on cheek studies plays a very important role in the academic life of a student.  On the other hand, Otula (2007) found that students’ homework checked by mothers had no relation with their academic outcome.

2.1.6.      Mothers’ Consciousness

Ko and Chan (2009) said that mothers’ consciousness about their children had a great impact on children’s academic performance. Mo and Singh (2008) said that the importance of mothers’ involvement in middle school students’ school engagement and better academic performance. But, Kim (2009) found that mother consciousness was not related to the rate of growth in the emergent and conventional literacy skills of the students.

2.1.7.      Mothers’ Behavior

Okado et al. (2014) Mother demoralization of education relates negatively with child school readiness, while parent support for learning was positively associated with child school readiness. The study concluded that parent expectations had a stronger effect on achievement than other forms of parent involvement (Froiland et al.2013). Summer and Summer (2014) said that mothers’ behavior and attitude did not change students’ academic performance.

2.1.8.      Mothers’ Financial Support

Haverman and Wolfe (1995) said that parental investment in children’s education has a great impact on students’ academic performance.

 

Chapter Three

Methodology

3.1.    Nature of the study

This study is explanatory in nature, which explains the impact of mothers’ occupation on their children’s academic achievements. More specifically it was attempted to present a picture of the specific details of mothers’ occupation on their children’s academic achievements.

3.2.   Method of the study

The study was conducted through a survey design. An interview schedule was used for data collection. In this study, data were collected from the students of classes nine and ten. To achieve research objectives, data were analyzed and interpreted by using descriptive statistics as well as Pearson’s Chi-square (χ2) test.

3.3.   Unit of Analysis

The unit of analysis is the major entity that is analyzed in the study in order to create summary descriptions of them and explain differences among them. For this study, the following criteria were maintained-

        i.            Data were collected from classes nine and ten students.

      ii.            Data were collected only from the students whose mother was engaged in any type of profession.

3.4.   Study Area

The study was carried out at the secondary educational institutions situated in Khulna City. Khulna is the fourth-largest city in Bangladesh. It is the administrative seat of Khulna District and Khulna Division. As of the 2011 census, the city has a population of 663,342 (Wikipedia, 2016). In Khulna Sadar Thana, there are more than 50 educational institutions. Among them, two educational institutions were picked randomly by using a lottery method.

Map 1.  Map of the Study Area

3.5.   Population of the Study

Population is the aggregate of individuals or items from which a sample is drawn (Jary and Jary, 2000). According to the unit of analysis, class nine and class ten students from two schools, Hazi Abdul Malek Girls High School and Shipyard School and College, BN Khulna, were enlisted as the population of the study.

Name of the School	Thana	Established Year	Total Students	Population (Students)
Hazi Abdul Malek Girls High School	Khulna ‎ Sadar	1972	571	240
Shipyard School and College, BN Khulna	Khulna Sadar	1967	1321	354
Total Population				594

3.6.   Sample Size Determination

Sample size depends on the nature of the universe, number of classes, nature of study, standard accuracy, and availability of finance (Kothari, 2004). In this study, from 594 students, through systematic random sampling, 200 students were selected from both Hazi Abdul Malek Girls High School and Shipyard School and College, BN Khulna. Under the following formula,[1] 200 samples were calculated from 594 students, where the confidence interval was 5.65.

3.7.   Sources of Data

For conducting the study, data were collected from two sources –
Primary Source: Primary data is data that has not been previously published. Primary data, in this study, were collected through face-to-face interaction with the interviewee through the interview schedule. The investigator identified the students through the census whose mothers were engaged in an occupation, and selected them for primary data.

Secondary Sources: Secondary data, the data that have already been interpreted and recorded. In this study, data from relevant books, articles, journals, and so on were used to give the study a logical background.

3.8.   Techniques of Data Collection

The interview schedule, combined with relevant variables were used for data collection through a field survey. The researchers collected the data through face-to-face interaction with the respondents. In another context, a face-to-face interview allowed collecting detailed information from the respondents.

3.9.   Processing of Data

Data processing implies editing, coding, classification, and tabulation of collected data so that they are cooperative to analysis. In this study, the primary data were processed in three stages, i.e., editing, coding, and tabulation.

1     Editing of data is a process of examining the collected raw data (especially in surveys) to detect errors and omissions and to correct these when possible (Kothari, 2004). After collecting the primary data, the interview schedule was rechecked to eliminate the inconsistency.

2     Coding refers to the process of assigning numerals or other symbols to answers so that responses can be put into a limited number of categories or classes (Kothari, 2004). According to the total response value of those answers, the information was categorized during data processing. 

3        Tabulation implies a comparative study of different variables by means of statistical techniques, such as the chi-square test, univariate, and bivariate analysis. Tabulated data were processed by computerizing and using computer software, such as SPSS-20, MS Excel, and MS Word.

3.10.        Analysis and Interpretation of Data

After collecting, analysis and interpretation were done through using statistical techniques, including frequency and percentile distribution, measures of central tendency, and Pearson’s chi–square test. Processed data were analyzed and interpreted regarding the objectives of the study. The whole analysis and interpretation helped to develop a written research report with the major findings. A draft report was prepared and given to the proper authority for comments and suggestions. According to the suggestions, the draft report was revised and finalized, and then it was submitted to the authority.

 

Chapter Four

Table Analysis

4.1. Personal Information of the Respondents

4.1.1.      Age of the Respondents

Data in Table 1 showed the age of the respondents, where 14 percent of the respondents were 14 years, and 35 percent of the respondents were 15 years. The table also explained that 39 percent of respondents were 16 years old, and only 12 percent of respondents were 17 years old. Here, the average age of the respondents was 15.49 years old and std. deviation was 0.879.

Table 1.  Age of the Respondents

Age (in Years)	Number of the Respondents	Percent
14	28	14.0
15	70	35.0
16	78	39.0
17	24	12.0
Total	200	100.0
Mean and Std. Deviation = 15.49 & .87964

Sources: Field survey, 2016

4.1.2.      Sex Structure of the Respondents

Data in Table 2 showed that 36.5 percent of respondents were male and 63.5 percent of respondents were female. Most of the respondents, 63.5 percent, were female students.

Table 2. Sex of the Respondents

Sex	Number of the Respondents	Percent
Male	73	36.5
Female	127	63.5
Total	200	100.0

Sources: Field survey, 2016

4.1.3.      Religion of the Respondents

Data in Table 3 explained that 55.0 percent of the total respondents were Muslims and 45.0 percent of the respondents were Sanatan. Data represents that most of the respondents were Muslim.

Table 3. Religion of the Respondents

Religion	Number of the Respondents	Percent
Islam	110	55.0
Sanatan	90	45.0
Total	200	100.0

Sources: Field survey, 2016

4.1.4.      Name of the School

Data in Table 4 elucidated that 56.0 percent of the total respondents were from Hazi Abdul Malek Girls High School, and 44.0 percent of the respondents were from Shipyard School and College BN Khulna.

Table 4. Name of the School

Name of the School	Number of the Respondents	Percent
Hazi Abdul Malek Girls High School	112	56.0
Shipyard School and College, BN Khulna	88	44.0
Total	200	100.0

Sources: Field survey, 2016

4.1.5.      Year of Schooling and Name of the School of the Respondents

Data in Table 5 showed the year of schooling and the name of the school of the respondents. Data in this table explains that in Hazi Abdul Malek Girls High School, 50.9 percent of respondents were studying in class nine, and 49.1 percent of respondents were studying in class ten. Further, the table also showed that in Shipyard School and College, BN Khulna, 54.5 percent of respondents studied in class nine, and 45.5 percent of respondents studied in class ten.

Table 5: Year of schooling and Name of the School

Year of Schooling	Hazi Abdul Malek Girls High School (N=112)		Shipyard School and College BN Khulna (N=88)
	Number of the Respondents	Percent	Number of the Respondents	Percent
Nine	57	50.9	48	54.5
Ten	55	49.1	40	45.5
Total	112	100.0	88	100.0

Sources: Field survey, 2016

4.1.6.      JSC Result

Data in Table 6 clarified the JSC result, where 36.5 percent of the respondents’ JSC CGPA were ‘A+’. 52.5 percent of the respondents JSC CGPA were ‘A’, and 11.5 percent of the respondents JSC CGPA were ‘A-’. Therefore, it becomes apparent that a large number (52.5 %) of respondents’ JSC CGPA were ‘A’.

Table 6. JSC Result

PSC Result	Number of the Respondents	Percent
A+	73	36.5
A	105	52.5
A-	22	11.0
Total	200	100.0

Sources: Field survey, 2016

4.1.7.      Latest CGPA and Name of the School

Data in Table 7 elucidated that in Hazi Abdul Malek Girls High School, 22.3 percent of respondents’ latest CGPA were ‘A+’, whereas 33.0 percent of respondents’ latest CGPA were ‘A’. Similarly, 24.1 percent of the respondents’ latest CGPA were ‘A-,’ and the remaining 20.5 percent of the respondents’ latest CGPA were ‘B’. Further, the table also explains that in Shipyard School and College, BN Khulna, 28.4 percent of respondents got ‘A+’. It was shown in the table that 40.9 percent, 15.9 percent, and 14.8 percent of respondents got ‘A’, ‘A-’, and ‘B’ respectively in their latest examination.

Table 7. Latest CGPA and Name of the School

Latest CGPA	Hazi Abdul Malek Girls High School (N=112)		Shipyard School and College BN Khulna (N=88)
	Number of the Respondents	Percent	Number of the Respondents	Percent
A+	25	22.3	25	28.4
A	37	33.0	36	40.9
A-	27	24.1	14	15.9
B	23	20.5	13	14.8
Total	112	100.0	88	100.0

Sources: Field survey, 2016

4.1.8.      Latest CGPA and Year of Schooling of the Respondents

Data in Table 8 represented the latest CGPA and year of schooling of the respondents. Data in this table showed that in class nine, 15.2 percent of respondents got ‘A+’. Similarly, the highest 35.2 percent of respondents got ‘A’, 20.0 percent of respondents got ‘A-’, and 29.5 percent of respondents got ‘B’ in their last exam. Data in this table also elucidated that in class ten, 35.8 percent of respondents’ latest CGPA were ‘A+’. It was also shown in the table that among the class ten students, 37.9, 21.1, and 5.3 percent of respondents’ latest CGPA were ‘A’, ‘A-’, and ‘B’ respectively.

Table 8. Latest CGPA and Year of Schooling of the Respondents

Latest CGPA	Class Nine (N=105)		Class Ten(N=95)
	Number of the Respondents	Percent	Number of the Respondents	Percent
A+	16	15.2	34	35.8
A	37	35.2	36	37.9
A-	21	20.0	20	21.1
B	31	29.5	5	5.3
Total	105	100.0	95	100.0

Sources: Field survey, 2016

4.1.9.      Living Area of the Respondents

Data in Table 9 explained that 21.0 percent of the respondents lived in rural areas and 79.0 percent lived in urban areas. Therefore, it appears that here many children place of origin were urban area.

Table 9. Place of Origin

Place of Origin	Number of the Respondents	Percent
Rural	42	21.0
Urban	158	79.0
Total	200	100.0

Sources: Field survey, 2016

4.1.10.  Place of Origin District

Data in Table 10 showed that 60.5 percent of the respondents lived in Khulna District, 19.5 percent lived in Bagerhat District, and rests of the respondents lived in Barisal District.

Table 10. Place of origin District

Place of Origin District	Number of the Respondents	Percent
Khulna	121	60.5
Bagerhat	39	19.5
Barisal	40	20.0
Total	200	100.0

Sources: Field survey, 2016

4.1.11.  Take Shadow Education

Data in Table 11 explained that 66.0 percent of respondents had taken shadow education, and the remaining 34.0 percent of respondents had not taken shadow education.

Table 11. Take shadow education

Shadow Education	Number of Respondents	Percent
Yes	132	66.0
No	68	34.0
Total	200	100.0

Sources: Field survey, 2016

4.2.  Information about Household

4.2.1. Head of the Household

Data in Table 12 explained that 42.5 percent of the respondents’ household heads were fathers. 40.5 percent of the respondents’ household heads were mothers, and 11.5 percent of the respondents’ household heads were grandfathers. Only 6.0 percent of the respondents’ household heads were brothers.

Table 12. Head of the Household

Head of the Household	Number of the Respondents	Percent
Father	85	42.5
Mother	80	40.0
Grand father	23	11.5
Brother	12	6.0
Total	200	100.0

Sources: Field survey, 2016

4.2.2.  Sex of Head of the Household

Data in 13 showed that 60.0 percent of the respondents’ heads of household were male. The table also explains that 40.0 percent of the respondents’ heads of household were female.

Table 13. Sex of HHH

Sex	Number of the Respondents	Percent
Male	120	60.0
Female	80	40.0
Total	200	100.0

Sources: Field survey, 2016

4.2.3. Year of Schooling of the HHH

Data in Table 14 elucidated that 5.0 percent of the respondents were illiterate, and 40.5 percent of the respondents had 1- 10 years of schooling.  Similarly, 19.5 percent of respondents had a year of schooling of 11- 12, and 40.5 percent of respondents had a year of schooling of 13 and above. The average year of schooling was 11.6850, and the standard deviation calculated was 3.71548.

Table 14. Year of Schooling of the HHH

Year of schooling (in Years)	Number of the Respondents	Percent
Non-literate	10	5.0
1 to 10	81	40.5
11 to 12	39	19.5
13 ≥	70	35.0
Total	200	100.0
Mean and Std. Deviation = 11.68 & 3.71

Sources: Field survey, 2016

4.2.4.   Occupation of the Head of the Household

Data in Table 15 explained that 12.5 percent of the respondents’ household heads were teachers. 28.0 percent of the respondents’ household heads were day laborers. 37.5 percent of the respondents’ household heads were business owners. Only 22.0 percent of the respondents’ household heads were govt. employee.

Table 15. Occupation of the Head of the Household

Occupation	Number of the Respondents	Percent
Teacher	25	12.5
Day Labor	56	28.0
Business	75	37.5
Govt. Employee	44	22.0
Total	200	100.0

Sources: Field survey, 2016

4.2.5.   Monthly Income of the HHH

Data in Table 16 showed that 40.5 percent of respondents’ monthly income was 10000-16000, whereas 21.3 percent of respondents’ family income was 16001-22000. The table also explained that 38.0 percent of respondents’ household income was 22001≥. The average monthly income was 19125.00 and the std. deviation was 6633.20223.

Table 16. Monthly Income of the HHH

Monthly Income (in BDT)	Number of the Respondents	Percent
10000 to 16000	81	40.5
16001 to 22000	43	21.5
22001≥	76	38.0
Total	200	100.0
Mean and Std. Deviation = 19125.00 & 6633.20

Sources: Field survey, 2016

4.2.6.  Type of Family Nature

Data in Table 17 showed that 74.5 percent of the respondents lived in a nuclear family and 25.5 percent of the respondents lived in an extended family.

 Table 17. Type of Family Nature

Type of family	Number of the Respondents	Percent
Nuclear	149	74.5
Extended	51	25.5
Total	200	100.0

Sources: Field survey, 2016

4.2.7.  Type of Family Income

Data in Table 18 showed that 55.0 percent of the respondents’ family structure by income type was single, and 45.0 percent of the respondents’ family structure by income type was dual.

Table 18: Type of Family Income

Type of family	Number of the Respondents	Percent
Single	110	55.0
Dual	90	45.0
Total	200	100.0

Sources: Field survey, 2016

4.2.8. Family Size Total

Data in Table 19 showed the total family size of the respondents. The table also illustrates that 39.0 percent of respondents’ family size was ≤ 4, and most of the 61 percent of respondents’ family size was 5 ≥. The average family size was 4.77 and std. deviation was 1.12.

Table 19. Family Size Total

Family size		Number of the Respondents	Percent
≤ 4	78		39.0
5 ≥	122		61.0
Total	200		100.0
Mean and Std. Deviation = 4.76 &  1.12

Sources: Field survey, 2016

4.2.9.  Monthly Household Income

Data in Table 20 showed the monthly household income of the respondents. The table also explained that 40.0 percent of respondents’ monthly household income was 10000 to 16000, whereas 40.5 percent of respondents’ monthly household income was 16001 to 22000.  The table also explains that 19.5 percent of respondents’ monthly household income was 22001≥. The average household income was 18175.00, and the std. deviation was 5020.99.

Table 20. Monthly Household Income

Household income (in BDT)	Number of the Respondents	Percent
10000 to 16000	80	40.0
16001 to 22000	81	40.5
22001≥	39	19.5
Total	200	100.0
Mean and Std. Deviation = 18175.00 & 5020.99

Sources: Field survey, 2016

4.2.10.  Monthly Household Expenditure

Data in Table 21 illustrates that 57.0 percent of respondent household expenditure was 10000 to 16000. The table also said that 24.5 percent of respondents’ household expenditure was 16001 to 22000, and finally 18.5 percent of respondents’ monthly household income was 22001≥. The average monthly household income was 17165.00, and the std. devotion was 5384.49.

Table 21. Monthly Household Expenditure

Household Expenditure	Number of the Respondents	Percent
10000 to 16000	114	57.0
16001 to 22000	49	24.5
22001≥	37	18.5
Total	200	100.0
Mean and Std. Deviation = 17165.00 & 5384.49

Sources: Field survey, 2016

4.3.  Information about Mother

4.3.1.      4.3.1. Mothers’ Occupation

Data in Table 22 showed that 34.5 percent of the respondents’ mothers’ occupation was business. 28.5 percent of the respondent’s mother occupation was manual labor, and 37.0 percent of the respondents’ mothers’ occupations were professional. 

Table 22. Mothers’ Occupation

Mother Occupation	Number of the Respondents	Percent
Business	69	34.5
Manual labor	57	28.5
Professional	74	37.0
Total	200	100.0

Sources: Field survey, 2016

4.3.2. Type of Mothers’ Occupation

Data in Table 23 explained that 13.5 percent of the respondents’ mothers’ occupation type were govt. 34.0 percent of the respondents’ mothers’ occupation type were non-govt. and 52.5 percent of the respondents’ mothers’ occupation type was private. 

Table 23. Type of Mothers’ Occupation

Type of occupation	Number of the Respondents	Percent
Govt. Job	27	13.5
Non- Govt. Job	68	34.0
Private Job	105	52.5
Total	200	100.0

Sources: Field survey, 2016

4.3.3. Mothers’ Year of Schooling

Data in Table 24 showed the participants’ mothers’ years of schooling. The table illustrates that 8.5 percent respondent mother were non-literate, whereas 18.5 percent of respondents’ mothers had a primary level. The table also explains that 40.5 percent of respondents’ mothers’ year of schooling was secondary level, and 7.0 percent of respondents’ mothers’ year of schooling was higher secondary level. In addition, 25.5 percent of respondents’ mothers’ year of schooling was tertiary and above. The average mother’s year of schooling was 9.07 and std. deviation was 4.94.

Table 24. Mothers’ Year of Schooling

Mothers Year of schooling	Number of respondents	Percent
Non literate	17	8.5
Primary  Level (1-5)	37	18.5
Secondary Level (6-10)	81	40.5
Higher Secondary Level (11-12)	14	7.0
Tertiary Level (13≥)	51	25.5
Total	200	100.0
Mean and Std. Deviation = 9.07 & 4.94

Sources: Field survey, 2016

4.3.4. Mothers’ Monthly Income

Data in Table No. 25 showed the mothers' monthly income. The table also explains that 42.0 percent of respondents’ mothers’ monthly income was ≤10000, whereas 41.0 percent of respondents’ mothers’ monthly income was 10001 to 20000. In addition, 17.0 percent of respondents’ mothers’ monthly income was 20001≥. Besides, the respondent’s mother’s monthly income was 13105.00 and std. deviation 6155.76.

Table 25. Mothers’ Monthly Income

Monthly Income (in BDT)	Number of the Respondents	Percent
≤10000	84	42.0
10001 to 20000	82	41.0
20001≥	34	17.0
Total	200	100.0
Mean and Std. Deviation = 13105.00 & 6155.76

Sources: Field survey, 2016

4.3.5.  Mothers’ Contact with School

Data in Table 26 shows that 43.0 percent of the respondents’ mothers contacted the school, and 57.0 percent of the respondents’ mothers did not contact the school.

Table 26. Mother Contact with school

Contact with the School	Number of the Respondents	Percent
Yes	86	43.0
No	114	57.0
Total	200	100.0

Sources: Field survey, 2016

4.3.6.  Mothers Spend Sufficient Time with Their Children

Data in Table 27 showed that the mothers spend sufficient time with you. The table illustrates that 20.0 percent of respondents strongly agree with it, whereas 22.5 percent of respondents agree that their mother spends sufficient time with them. Further, the table explains that 8.0 percent of respondents were undecided, whereas 19.5 percent of respondents disagreed about the topic. The table showed that 30.0 percent of respondents strongly disagreed that their mother spends sufficient time with them.

Table 27. Mothers spend sufficient time with their Children

The mother spends sufficient time	Number of the Respondents	Percent
Strongly agree	40	20.0
agree	45	22.5
Undecided	16	8.0
Disagree	39	19.5
strongly disagree	60	30.0
Total	200	100.0

Sources: Field survey, 2016

4.3.7.  Mothers’ Cheek Studies and Homework

Data in Table 28 showed the mother’s cheek studies and homework. The table also illustrates that 16.0 percent of respondents strongly agree with it, whereas 23.0 percent of respondents agree that their mother cheek studies and homework. Further, the table explains that 9.0 percent of respondents were undecided, whereas 14.0 percent of respondents disagreed about the topic. The table showed that 38.0 percent of respondents strongly disagreed that their mother cheek studies and homework.

Table 28. Mothers’ Cheek Studies and Homework

Mother Cheek studies and homework	Number of the Respondents	Percent
Strongly agree	32	16.0
agree	46	23.0
Undecided	18	9.0
Disagree	28	14.0
strongly disagree	76	38.0
Total	200	100.0

Sources: Field survey, 2016

4.3.8.  Mothers’ Consciousness about the Result

Data in Table 29 showed the mother was conscious of the result. The table also illustrates that 43.0 percent of respondents strongly agree with it, whereas 38.0 percent of respondents agree that their mother is conscious of the result. Further, the table explains that 17.0 percent of respondents were undecided, whereas only 2.0 percent of respondents disagreed about the mother being conscious of the result.

Table 29. Mothers’ Consciousness about the Result

Mother Conscious about Result	Number of the Respondents	Percent
Strongly agree	86	43.0
agree	76	38.0
Undecided	34	17.0
Disagree	4	2.0
Total	200	100.0

Sources: Field survey, 2016

4.3.9.  Mothers Behave Friendly with Their Children

Data in Table 30 showed that the mothers behaved in a friendly manner with the participants. The table showed that the highest 46.5 percent of respondents strongly agree, whereas 42.0 percent of respondents agree that their mother behaves friendly with them. The table also illustrates that 9.5 percent of respondents were undecided, and only .5 percent of respondents disagreed. It was also found from the table that 1.5 percent of respondents strongly disagreed that their mother behaves friendly with them.

Table 30. Mothers Behave Friendly with Their Children

Mother behaves in a friendly way	Number of the Respondents	Percent
Strongly agree	93	46.5
agree	84	42.0
Undecided	19	9.5
Disagree	1	.5
strongly disagree	3	1.5
Total	200	100.0

Sources: Field survey, 2016

4.3.10.  Mothers have a positive attitude toward their Children’s Education

Data in Table 31 showed the mothers’ positive attitude toward their children’s education. In the table, it was found that 65.5 percent of respondents strongly agreed that their mother has a positive attitude toward their children’s education. Further, 29.0 percent of respondents agreed, and 4.5 percent of respondents were undecided, whereas only 1.0 percent of respondents disagreed that their mothers have a positive attitude toward their education.

Table 31. Mothers have a positive attitude toward their children’s education

Mother have positive attitude toward your education	Number of the Respondents	Percent
Strongly agree	131	65.5
agree	58	29.0
Undecided	9	4.5
Disagree	2	1.0
Total	200	100.0

Sources: Field survey, 2016

4.3.11.  Mother Provides Financial Support

Data in Table 32 found that 44.0 percent of respondents strongly agreed that their mother provided financial support for their education. It was also found that 36.0 percent of respondents agreed, and 9.0 percent responded were undecided whether their mothers provide financial support for their education. In addition, 2.5 percent of respondents disagreed, and 8.5 percent of respondents strongly disagreed that their mother provides financial support for their education.

Table 32. Mother Provides Financial Support

Mother provides financial support	Number of Respondents	Percent
Strongly agree	88	44.0
agree	72	36.0
Undecided	18	9.0
Disagree	5	2.5
strongly disagree	17	8.5
Total	200	100.0

Sources: Field survey, 2016

4.3.12.  Visit Entertain Place

Data in table 33 showed that 37.0 percent of respondents strongly agreed that they visit entertain place, whereas the highest 57.0 percent of respondents agreed. It was also found that 1.5 percent of respondents were undecided and 3.0 percent of respondents disagreed that they would visit entertain place. The table also found that 1.5 percent of respondents strongly disagreed that they visit entertain place.

Table 33. Visit Entertain Place

Visit Entertain Place	Number of the Respondents	Percent
Strongly agree	74	37.0
agree	114	57.0
Undecided	3	1.5
Disagree	6	3.0
strongly disagree	3	1.5
Total	200	100.0

Sources: Field survey, 2016

4.3.13.  Role of Mother Total

Data in Table 34 showed the role of the mother in total. Data in this table showed that 14.5 percent of respondents’ mothers play the highest role, whereas 45.0 percent of respondents’ mothers play a moderate role, and finally 31.5 percent of respondents' mothers play the lowest role.

Table 34. Role of Mother Total

Role of Mother	Number of the Respondents	Percent
Highest	29	14.5
Moderate	108	54.0
Lowest	63	31.5
Total	200	100.0

Sources: Field survey, 2016

4.4. Hypothesis Test

4.4.1.         4.4.1. Association between Mothers’ Occupation and Respondents’ Latest CGPA

Data in Table 35 showed the association between the mother’s occupation and the latest CGPA. Data in this table illustrates that the highest 55.1 percent of respondents got ‘A’ whose mothers’ occupation was business. The table also shows that 7.2 percent of respondents got ‘A+’, as well as 30.4 percent of respondents got ‘A-’, and only 7.2 percent of respondents got ‘B’; those mothers’ occupation was business. Furthermore, the highest 52.6 percent of respondents got ‘B’, whose mothers were manual laborers. The table also shows that 14.0 percent of respondents got ‘A-’, 29.8 percent of respondents got ‘A’, and 3.5 percent of respondents got ‘A+’, whose mothers were manual laborers. In addition, the study found that 1.4 percent of respondents got ‘B’, 16.2 percent of respondents got ‘A-’, 24.3 percent of respondents got ‘A’, and finally, the highest 58.1 percent of respondents got ‘A+’, whose mothers were professionals. The findings represent that mothers occupation had a statistically significant relation with the respondent’s latest CGPA (c2=120.85; p <.000). 

Table 35. Association between Mothers’ Occupation and Respondents’ Latest CGPA

Mothers’ Occupation		Latest CGPA				Row Total
		A+	A	A-	B
Business	Number	5	38	21	5	69
	Row (%)	7.2%	55.1%	30.4%	7.2%	100.0%
Manual labor	Number	2	17	8	30	57
	Row (%)	3.5%	29.8%	14.0%	52.6%	100.0%
Professional	Number	43	18	12	1	74
	Row (%)	58.1%	24.3%	16.2%	1.4%	100.0%
Colum Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 120.85(6); p <  .000 (.01)

Sources: Field survey, 2016

4.4.2.  Association between the Type of Mothers’ Occupation and Respondents’ Latest CGPA 

Data in Table 36 showed the type of mothers’ occupation and respondents’ latest CGPA. Data in this table shows that 29.6 percent of respondents got ‘A+’ whose mother engaged in government job. In addition, 18.5 percent of respondents got ‘A’, 29.6 percent of respondents got ‘A-’, and 22.2 percent of respondents got ‘B’ whose mothers engaged in a government job. Furthermore, 50.0 percent of respondents got ‘A+’ whose mother engaged in a non-government job. The table also illustrates that 32.4 percent of respondents got ‘A’, 14.7 percent got ‘A-’, and only 2.9 percent of respondents got ‘B’ whose mother engaged in a non-government job. The table also reveals that 7.6 percent of respondents got ‘A+’, 43.8 percent of respondents got ‘A’, 21.9 percent of respondents got ‘A-’, and 26.7 percent of respondents got ‘B’ whose mother engaged in a private job. The findings represent that the type of mother's occupation had a statistically significant relation with respondents’ latest CGPA (c2=49.697; p <.000). 

Table 36. Association between the type of Mothers Occupation and the respondents’ latest CGPA

Type of Mothers’ occupation		Latest CGPA numeric				Row Total
		A+	A	A-	B
Govt. Job	Number	8	5	8	6	27
	Row (%)	29.6%	18.5%	29.6%	22.2%	100.0%
Non- Govt. Job	Number	34	22	10	2	68
	Row (%)	50.0%	32.4%	14.7%	2.9%	100.0%
Private Job	Number	8	46	23	28	105
	Row (%)	7.6%	43.8%	21.9%	26.7%	100.0%
Colum Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 49.697(6); p < .000 (.01)

Sources: Field survey, 2016

4.4.3. The association between mothers’ contact with school and respondents’ latest CGPA

Data in Table 37 shows the association between mothers’ contact with school and respondents’ latest CGPA. Data in this table shows that 20.9 percent of respondents got ‘A+’ whose mother had contact with their school. The table also shows that 36.0 percent of respondents got ‘A’, 24.4 percent of respondents got ‘A-’, and 18.6 percent of respondents got ‘B’, whose mother often contacts their children’s school. In addition, the study showed that 28.1 percent of respondents got ‘A+’ whose mothers were not in contact with their children’s school. The table also found that 36.8 percent of respondents got ‘A’, 17.5 percent of respondents got ‘A-’, whereas 17.5 percent of respondents got ‘B’ whose mothers were not in contact with their children’s school. The findings represent that mothers’ contact with school had a statistically in significant with respondents’ latest CGPA (c2=2.16; p >.538).

Table 37. The association between mothers’ contact with school and respondents’ latest CGPA

Mothers’ Contact with School		Latest CGPA				Total
		A+	A	A-	B
Yes	Number	18	31	21	16	86
	Row (%)	20.9%	36.0%	24.4%	18.6%	100.0%
No	Number	32	42	20	20	114
	Row (%)	28.1%	36.8%	17.5%	17.5%	100.0%
Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 2.16(3); p>.538

Sources: Field survey, 2016

4.4.4.  The Association between Mothers’ Year of Schooling and Respondents’ latest CGPA

Data in Table 38 showed that the association between mothers year of schooling and the respondent’s latest CGPA. The table illustrates that the highest 41.2 percent of respondents got ‘A’ whose mothers were not literate. It was also found that 23.5 percent of respondents got ‘A-’, as well as 35.3 percent of respondents got ‘B’, whose mothers were non-literate. Furthermore, the table also illustrates that 5.4 percent of respondents got ‘A+’, 13.5 percent of respondents got ‘A’, and 16.2 percent of respondents got ‘A-’ whose mothers' year of schooling was 1-5. Besides, 64.9 percent of respondents got ‘B’ whose mothers’ year of schooling was 1-5. In addition, 25.9 percent of respondents got ‘A+’, 43.2 percent of respondents got ‘A’, 23.5 percent of respondents got ‘A-’, and 7.4 percent of respondents got ‘B’ whose mothers’ year of schooling was 6-10. Similarly, the study also found that 7.1 percent of respondents got ‘A+’, 71.4 percent of respondents got ‘A’, and 21.4 percent of respondents got ‘A-’ whose mothers’ year of schooling was 11-12. Finally, it was found from the table that the highest 51.0 percent of respondents got ‘A+’, whereas 31.4 percent of respondents got ‘A’ whose mothers’ year of schooling was more than 13. The table also found that 17.6 percent of respondents’ mothers’ year of schooling was more than 13. Finally, the findings illustrate that mothers’ year of schooling had a significant relation with respondents’ latest CGPA (c2=102.70; p<.000).

Table 38. The association between Mothers’ Year of Schooling and Respondents’ latest CGPA

Mothers’ Year of Schooling		Latest CGPA				Row Total
		A+	A	A-	B
Non literate	Number	0	7	4	6	17
	Row (%)	0.0%	41.2%	23.5%	35.3%	100.0%
Primary Level	Number	2	5	6	24	37
	Row (%)	5.4%	13.5%	16.2%	64.9%	100.0%
Secondary Level	Number	21	35	19	6	81
	Row (%)	25.9%	43.2%	23.5%	7.4%	100.0%
Higher Secondary Level	Number	1	10	3	0	14
	Row (%)	7.1%	71.4%	21.4%	0.0%	100.0%
Tertiary Level	Number	26	16	9	0	51
	Row (%)	51.0%	31.4%	17.6%	0.0%	100.0%
Colum Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 102.70 (12); p<.000 (.01)

Sources: Field survey, 2016

4.4.5.  The association between mothers' monthly income and respondents' latest CGPA

Data in Table 39 showed the mothers' monthly income and the respondents’ latest CGPA. The table showed that the highest 38.1 percent of respondents got B whose mothers’ income is less than 10000. The table also explains that 19.0 percent got A-, 29.8 percent got A, and 13.1 percent got A+ whose mothers’ income belongs to the same category. Further, the table showed that 3.7 percent of respondents got B, 25.6 percent of respondents got A-, 48.8 percent got A, and finally 22.0 percent of respondents got A+ whose mothers’ income belongs to 10001-20000. In addition, 2.9 percent of respondents got B whose mothers’ income belongs to 20001 ≥. It was also found that 11.8 percent of respondents got A-, 23.5 percent of respondents got A, whereas the highest 61.8 percent of respondents got A+ whose mothers’ income belongs to 20001 ≥. Finally, the table showed that there was a significant relation between mothers’ monthly income and respondents’ latest CGPA (c2=64.34; p<.000).

Table 39. The association between mothers’ monthly income and respondents’ latest CGPA

Mothers Income		Latest CGPA				Total
		A+	A	A-	B
≤10000	Number	11	25	16	32	84
	Row (%)	13.1%	29.8%	19.0%	38.1%	100.0%
10001-20000	Number	18	40	21	3	82
	Row (%)	22.0%	48.8%	25.6%	3.7%	100.0%
20001≥	Number	21	8	4	1	34
	Row (%)	61.8%	23.5%	11.8%	2.9%	100.0%
Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 64.34 (6); p<.000 (.01)

Sources: Field survey, 2016

4.4.6. The association between Mothers Roles and respondents’ latest CGPA

Data in Table 40 showed the association between the mother’s roles and respondents’ latest CGPA. The table showed that the highest 34.5 percent of respondents got A, whose mother played the highest role for their children. It was also found that 27.6 percent of respondents got A+, 24.1 percent of respondents got A-, and 13.8 percent of respondents got B, whose mothers play the highest role in their children’s education. Further, 24.1 percent of respondents got A+, 37.0 percent of respondents got A, 17.6 percent of respondents got A-, and 21.3 percent of respondents got B, whose mothers play a moderate role in their students’ education. In addition, 25.4 percent of respondents got A+, 36.5 percent of respondents got A, 23.8 percent of respondents got A-, and only 14.3 percent of respondents got B, whose mothers play the lowest role in their students’ education. The table finally showed that mothers role was not statistically significant with the respondents’ latest CGPA (c2=2.54; p>.863).

Table 40. The association between mothers’ roles and respondents’ latest CGP

Mothers Role		Latest CGPA				Total
		A+	A	A-	B
Highest	Number	8	10	7	4	29
	Row (%)	27.6%	34.5%	24.1%	13.8%	100.0%
Moderate	Number	26	40	19	23	108
	Row (%)	24.1%	37.0%	17.6%	21.3%	100.0%
Lowest	Number	16	23	15	9	63
	Row (%)	25.4%	36.5%	23.8%	14.3%	100.0%
Total	Number	50	73	41	36	200
	Row (%)	25.0%	36.5%	20.5%	18.0%	100.0%
Pearson c2= 2.54 (6); p >.863

Sources: Field survey, 2016

Chapter Five

Key Finding & Conclusion

 

 5.1. Key Findings

In this study, the title under personal information of the Respondents, the data showed that the highest 39.0 percent of respondents’ age was 16, where their average age of 15.49. Among the 200 respondents, 63.5 percent were female, and the rest of the respondents were male. Furthermore, almost half (55%) of the respondents were Muslim, whereas the study found that 56.0 percent of the respondents studied in Hazi Abdul Malek Girls High School. In addition, the study result was that in Hazi Abdul Malek Girls High School, 50.9 percent of the respondents were studying in class nine, and 49.1 percent of the respondents were studying in class ten. Further, in Shipyard School and College, BN Khulna, 54.5 percent of respondents studied in class nine, and 45.5 percent of respondents studied in class ten. However, the study found that the highest 52.5 percent of respondents obtained an A in the PSC result, whereas only 11 percent of respondents got A- in the PSC result. Moreover, in Hazi Abdul Malek Girls High School, 22.3 percent of respondents’ latest CGPA were ‘A+’, whereas 33.0 percent of respondents’ latest CGPA were ‘A’. Similarly, 24.1 percent of the respondents' latest CGPA were ‘A-,’ and the remaining 20.5 percent of the respondents’ latest CGPA were ‘B’. On the other hand, in Shipyard School and College, BN Khulna, 28.4 percent of respondents got ‘A+’, as well as 40.9 percent, 15.9 percent, and 14.8 percent of respondents got ‘A’, ‘A-’, ‘B’ respectively in their latest examination. Additionally, 79 percent of respondents were born in urban areas, and the highest, 60.5 percent of respondents, were born in Khulna district, whereas only 19.5 percent of respondents were born in the Bagerhat district. The study found that among the respondents, 66.0 percent had a private tutor or coaching (shadow education).

In the case of household information, the study found that 42.5 percent of respondents’ families had their father as the head of the household, whereas only 6.0 percent respondent’s families head was their brother as well as most of the heads of the household were male. Similarly, the study also found that the highest 40.5 percent of respondents’ family heads had a year of schooling of 1-10, and only 5.0 percent of respondents’ heads of households were non-literate; besides there average year of schooling was 11.68 years. In addition, the study found that 37.5 percent of respondents’ occupation was business, whereas the head of the household’s average monthly income was 19125.00. However, in this study, it was found that 74.5 percent respondent’s family type by nature was nuclear, and almost half (55.0%) of respondents’ family type was single. Besides, 39.0 percent of respondents had fewer than or equal to 4 persons in their family, whereas the average family size was 4.76. Further, the study found that 40.5 percent of respondents’ monthly household income was 16001 to 22000 TK. whereas their average monthly income was 18175.00 TK. In addition, almost half (57.0%) of the respondents’ monthly household expenditure was 10000 to 16000 TK., and their average expenditure was 17165 TK.

However, in the case of information about mothers, the study found that among the 200 respondents, the highest 37.0 percent of respondents were mothers who were professionals, i.e., bankers, teachers, NGO workers, government employees, whereas almost half (52%) of the respondents’ mothers engaged in private sector jobs. In addition, the study also found that the highest 40.5 percent of respondents’ mothers’ years of schooling was 6-10, and their average year of schooling was 9.07. Besides, 42.0 percent of mothers’ income was less than or equal to 10000 tk., where their average monthly income was 13105 tk. The study found that 57 percent respondent’s mother contact their children’s school.

In terms of mothers role, the study found that the highest 30.0 percent of respondents strongly disagree that their mother spends sufficient time with them, whereas only 8 percent of respondents were undecided. In addition, 38.0 percent of respondents strongly disagreed that their mother cheeks studies and their homework. Further, the study found that 43 percent of respondents strongly agreed that their mothers were conscious about result. It was explained that 46.5 percent of respondents strongly agreed that their mother behaves in a friendly way with them, and the study also found that 65.5 percent of respondents strongly agreed that their mother had a positive attitude toward their education.  However, the study found that 44.0 percent of respondents strongly agreed that their mother provided financial support for them, 57.0 percent of respondents agreed that they visited entertained place with their mother. Finally, 54 percent of respondents’ mothers play a moderate role in their education.

In the case of hypothesis testing the study found that mothers occupation had a statistically significant relation with respondents latest CGPA (p <.000), whereas type of mothers occupation had also a significant relation with respondents latest CGPA (p <.000). Besides, the study also found that mothers’ year of schooling had a significant relation with respondents latest CGPA (p< .000) and it was also found that there was a significant relation between mothers’ monthly income and respondents latest CGPA (p< .000). Conversely, mothers contact with school and mothers’ role had not significantly related with respondents latest CGPA. Therefore, the study suggests further investigation into mothers’ contact with school and mothers’ role in the respondent’s academic performance.

5.2. Conclusion

The purpose of the study was to identify the impact of mothers’ occupation on their children’s achievement. It can be determined from this study that mothers’ occupation had a huge impact on children’s academic performance. The study found that mothers’ education had an impact on students’ academic achievement. Further, mothers’ income is related to students’ academic achievement. Therefore, this study strongly recommends that the government or the proper authority should take necessary steps to enhance the mothers’ income. Besides the aforementioned issues, the government and policymakers should emphasize increasing mothers’ job facilities, increasing mothers’ education, and increasing children’s higher education. Further, to ensure the Sustainable Development Goals (SDGs), in education, ‘equitable and quality education for all’, a proper policy should be enhanced, ensuring working mothers’ rights. 

Reference

Adenike, A. O. 2013. Effects of Family Type (monogamy or polygamy) on student’s academic achievement in Nigeria. International Journal of Psychology and Counseling, 5(7): 153-156

Ahawo, H. 2009. Factors Enhancing Student Academic Performance in Public Mixed Day Secondary Schools in Kisumu East District Kenya. Journal of Human Resources,5(2): 123-128

Akhtar, Z. 2012. Socioeconomic Status Factors Effecting the Student’s Achievement: A Predictive Study. International Journal of Social Sciences and Education, 2(1): 2223-4934

Amazu, N. A. and Okoro, C. C. 2015. Social Status of Parents and Students’ Academic Performance in Aba Educational Zone, Abia State. Advances in Research, 3(2): 189-197

Conley, D. and Glauber, R. 2006. Parental Educational Investment and Children’s Academic Risk: Estimates of the Impact of Sibship Size and Birth Order from Exogenous Variation in Fertility. Journal of Human Resources, 41(4): 722–737

Cotton, K. 1989. Parent Involvement in Education. Office of Educational Research and Improvement, 4(1): 1-17

Dauber, S. L. and Epstein, J. L.1989.Parent attitudes and practices of parent involvement in   inner-city elementary and middle schools. Center for Research on Elementary and Middle Schools, 5(2):111-129

Desforges, P.C. and Abouchaar, A. 2003. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. Research of Education and Skill, 8(2):1-98

Donner, H. 2006.  Committed Mothers and Well-Adjusted Children:  Privatization, Early-Years Education and Motherhood in Calcutta.  Modern Asian Studies, 40(2): 371–395

Farooq, M. S., Chaudry, A. H., Shafiq, M. and Berhanu, G. 2011. Factors Affecting Students’ Quality of Academic Performance: A Case of Secondary School Level. Journal of Quality and Technology Management, 7(2): 1-14

Froiland, J., Peterson, A. and Davison, M. 2013. The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1): 33-50

Green, D.R. and Simmons, S.V. 1963. Chronological Age and School Entrance. Elementary School Journal, 6(3): 41-47

Griffith, J. 1996. Test of a Model of the Organizational Antecedents of Parent Involvement and Satisfaction with Public Education. Journal of Human Relations, 49(12): 1549-1571

Gulzar, A. M. and Qadir, A. S. 2010. Issues of Language(s) Choice and Use: A Pakistani Perspective. Pakistan Journal of Social Sciences, 30(2): 413-424

Hammer, C., Rodriguez, B.L., Lawrence, F. R., and Miccio, A. W. 2007. Puerto rican mothers’ beliefs and home literacy practices. Language, Speech and Hearing Services in Schools, 38(3): 216-224

Haveman, R., and Wolfe, B.  1995.  The  Determinants  of Children's  Attainments:  A  Review  of  Methods  and Findings,  Journal  of  Economic  Literature, 33 (4): 1829-1878

Hedges, W. 1978. At what age Should Children Enter First Grade? A comprehensive Review. ERIC database, 1(5): 1-12

Jary, D. and Jary, J. 200. Collins Dictionary of Sociology. HrperCollins Publisher, Glasgow

Kim, K. (2007. Shadow Education: Analysis of Its Effects. Paper presented at the 4th conference of the Korean Youth Panel Survey, Seoul

Kim, Y. 2009. The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1): 57-84

Ko, H. and Chan, Y. 2009. Family factors and primary students’ reading attainment: A Chinese community perspective. Chinese Education and Society, 42(3): 33-48

Kothari, C. R. 2004. Research Methodology Methods and Techniques. New Age International (P) Limited, New Delhi

Marsiglia, C. S., Walczyk, J. J., Buboltz, W. C., and Griffith-Ross, D. A. 2007. Impact of Parenting Styles and Locus of Control on  Emerging  Adults'  Psychosocial  Success, Journal  of Human  and  Education  Development, 1(1): 19-34

Mo, Y. and Singh, K. 2008. Parents’ relationships and involvement: Effects on students’ school engagement and performance. Research in Middle Level Education Online, 31(10): 1–11

Obasa, E. Y. 2000. Teaching Resources as correlates of schools performance in English and Mathematics in Kwara State. Everyday Living, 2(2):155-169

Okado, Y., Bierman, K., and Welsh, J. 2014. Promoting School Readiness in the Context of Socioeconomic Adversity: Associations with Parental Demoralization and Support for Learning. Child and Youth Care Forum, 43(3): 353-371

Otula P. A. 2007. Mastery of Modern School Administration. Utafiti New Series, 2(1): 22- 39

Pearson, P. and Johnson, D. 1978. Teaching Reading Comprehension. Holt, Rinehart and Winston, New York

Sharma, K. R. 2004. Effect of Early Home Environment on the Mental Development of Down Syndrome Infants. A. J. Mental Deficiency, 85 (1): 39-44

Steinberg, L. and Silverberg, S. V. 1986. The Vicissitude of Autonomy in Early Adolescence. Journal of Child Development, 57(3): 841-851

Stipek, D. and Byler, P. 2001. Academic achievement and social behaviors associated with age of entry into kindergarten. Journal of Applied Developmental Psychology, 2(2):175-189

Summers, M. and Summers, G. 2014. Creating family learning communities. Young Children, 69(4): 8-14

Thomas, G. E. 1986. Cultivating the Interest of Women and Minorities in High School Mathematics and Science. Journal of Science of Education, 70(2): 31-43

Usaini, M. I. and Abubakar, N. B. 2015. The Impact of Parents’ Occupation on Academic Performance of Secondary School Students in Kuala Terengganu. Multilingual Academic Journal of Education and Social Science, 3(1): 1-9

Wikipedia, 2016. Khulna. A free encyclopedia, accessed on December 2, 2016. Retrieved from [https://en.wikipedia.org/wiki/Khulna]

Wood, C., Powell, S., & Knight, R. (1984).Predicting school readiness: The validity of developmental age. Journal of Learning Disabilities, 17(1): 8-11

Zhan, M. 2006. Assets, Parental Expectations and Involvement, and Children’s Educational Performance. Children and Youth Services Review, 2(8): 961-975

 

Appendix

 

An Interview Schedule

On

Impact of Mothers’ profession on Occupation of Children

Section A: Personal Information

_V.1.1 Age __________

_V.1.2 Sex ____________

_V.1.3 Religion ________________

_V.1.4 Name of the School______________________

_V.1.5 Class of Reading________________

_V.1.6 JSC Result (Grade)________________

_V.1.7 Last term Result_______________

_V.1.8 Place of Origin (a) Rural (b) Urban

_V.1.9 Place of Origin (District) ________________

^{V. 1.10} Do you take Shadow education   (a) Yes    (b) No

Section B: Household Information                                  

_V.2.1 Head of the Household____________

_V.2.2 Sex of the HHH________________

_V.2.3 Year of Schooling of the HHH_______________

_V.2.4 Occupation of the HHH___________________

_V.2.5 Monthly Income of the HHH___________

_V.2.6 Type of Family (Nature) (a) Nuclear (b) Extended (c) Broken   (d) Deserted 

_V.2.7 Type of Family (Income) (a) Dual (b) Single

_V.2.8 Size of the Family; Total Number_____: Below 5:______ 6 to (Adolescence) 19_______ Adult (20-64)_______Aged (65+)_________  

_V.2.9 Monthly Household Income_____________

_V.2.10 Monthly Household Expenditure__________________                                 

Section C: Information about Mother

^V.3.1 Occupation of the Mother _______________

^V.3.2 Type of Mother Occupation (a) Govt. Job (b) Semi- Govt. Job (c) Private Job

^V.3.3 Year of Schooling of the Mother __________________

^V.3.4 Monthly income of the Mother __________________

^V.3.5 Do your Mother Contact with school   (a) Yes   (b) No

V.3.6 Role of Mother
V.3.6.1Mothers’ Spends Sufficient Time with You		(1) Strongly Agree; (2) Agree;             (3) Undecided;       (4) Disagree; (5) Strongly Disagree
V.3.6.2 Mothers’ Cheek Studies and Homework
V.3.6.3Mothers’ Conscious about Your Result
V.3.6.4 Mothers’ Behaves Friendly with You
V.3.6.5Mother has a Positive Attitude on Your Education
V.3.6.6 Mothers’ Provide Financial Support
V.3.6.7Visit  Entertain Place with Your Mother