A Quantitative Analysis of “Academic Achievement Enhancement through Newspaper Reading Habit”: Multivariate analysis focusing on the relationship between changes in parent-child communication mediated by newspapers and academic achievement

KIMURA Takuya, JINNOUCHI Mirai, 坂巻 文彩, TOKUNAGA Masanao, NISHIGORI Dai, NAKASEKO Takahiko

doi:10.15017/6796122

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Other Title

「新聞を読む習慣による学力向上」を巡る計量分析 : 新聞を媒介にした親子コミュニケーションの変化と学力との関係性に注目した多変量解析
「シンブンオヨムシュウカンニヨルガクリョクコウジョウ」オメグルケイリョウブンセキ : シンブンオバイカイニシタオヤココミュニケーションノヘンカトガクリョクトノカンケイセイニチュウモクシタタヘンリョウカイセキ

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Description

Considering the multidimensionality and multiple characteristics of academic ability, the purpose of this study is to measure academic ability from various perspectives, such as thinking, judgment, and expression, and to attempt empirical research on the “improvement of academic ability through the habit of reading newspapers” from the perspective of how changes in parent-child communication affect academic ability. In doing so, it is necessary to clarify the structure of the relationship between newspapers and academic achievement, not by using test scores alone as the dependent variable, but by taking academic achievement from a more diverse perspective and setting multiple measurable variables as the variables for measuring academic achievement. / Fifth and sixth grade elementary school students in Fukuoka Prefecture were recruited for the survey, and 367 applications were received. A total of 233 children (families) cooperated in the entire survey up to the post writing assignment and post survey form, and these responses were included in the analysis (valid response rate: 63.5%). In measuring the effect of academic achievement improvement through the habit of reading newspapers, the Nishinippon Shimbun’s 10-minute training was used as an intervention. The 10 Minute Training program uses newspaper articles as the learning task, and these tasks are sent through e-mail so that parents and children can have a conversation, which is then received by the parents, who then have a conversation with their children. The intention was to clarify the effects of such an intervention by intentionally implementing it and obtaining pre- and post-intervention data. / T-tests, one-factor analysis of variance, hierarchical multiple regression analysis, and multinomial logistic regression analysis were conducted. The results showed that, first, the intervention (10-minute training) led to changes in the parent-child relationship, starting from the point where parents and children found it enjoyable and wanted to do it again, with parents gaining confidence in giving praise, increasing its frequency, and talking with their children about social matters. In addition, the parents and their children also change their communication within the home, such as having more people to praise and to talk about society with. This study suggests that this is the key to children’s acquisition of the higher-order academic skill of the ability to communicate thoughts.

Journal

大学院教育学研究紀要

大学院教育学研究紀要 25 27-70, 2023-03-24

Faculty of Human-Environment Studies, Kyushu University