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All Journal Journal of Sustainable Tourism and Entrepreneurship Annals of Management and Organization Research Journal of Social, Humanity, and Education Journal of Pedagogy and Education Science
Sarker, Bipul Kumar
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal of Pedagogy and Education Science

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Impact of Parental Involvement, Classroom Climate, and Behavior Problems on Academic Achievement of Children Between Rural and Urban Areas of Bangladesh Mondal, Nilima Bala; Gain, Nityananda; Sarker, Bipul Kumar; Saifuddin, Kazi
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.00911

Abstract

The purpose of this study was to examine the relationship between parental involvement, classroom climate, and behavioral problems and their collective impact on children’s academic achievement. The research explores how parental involvement, classroom climate, and behavioral issues impact academic achievement in rural and urban Bangladeshi school-going children. 200 Bangladeshi secondary school students in grades VI–VII (100 in rural and 100 in urban areas; 50:50 gender ratio) participated in this study. Data was gathered by researchers using standardized instruments, such as child behavior checklists, classroom climate scales, parental involvement scales, and Personal Information Form (PIF). With a model that was a robust fit (Adjusted R2 = 0.754, F = 203.79, p < 0.05), the study deployed multiple regression to examine factors associated with academic success and found significant impacts on Parental Involvement (positive), Behavior Problems (negative), and Classroom Climate (positive). It is noted that academic achievement is strongly impacted by socio-economic status, place of residence, and their interaction (p < 0.05). This emphasizes how crucial these factors of context are. The study's limitations include the potential influence of unmeasured variables like teacher quality and regional disparities, which could affect academic outcomes. Additionally, reliance on self-reported parental involvement and classroom climate data might introduce biases, and the urban-rural comparison may oversimplify diverse contextual differences within these areas. The findings will guide educational psychologists, policymakers, and institutions in developing targeted strategies for improving student outcomes across different regions.
Student Engagement and Challenges in Web 2.0-Based Learning: Evidence from Higher Education in Dhaka Sarker, Bipul Kumar; Sarker, Debobrota Kumar
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.00950

Abstract

The COVID-19 epidemic transformed education, prompting a rise in the adoption of Web 2.0 tools in Dhaka's colleges to improve digital literacy, teacher-student connection, and student engagement. A quantitative approach was used, with 200 students from five institutions in Dhaka city receiving structured questionnaires. The learning engagement is the outcome variable in this study, and the predictor factors are academic year, gender (1=male, 2=female), web 2.0 usage (1=yes, 0=no), and web 2.0 tools literacy. The influence of learning engagement was assessed using SPSS and Microsoft Excel, which included regression analysis, t-tests, ANOVA, and descriptive statistics. Findings showed that 78% of students said they were more involved, and 85% said that Google Docs and Padlet had helped them collaborate better. However, issues including inadequate teacher preparation (50%) and restricted access to technology (48%), as well as distractions (56%), were noted. According to regression analysis, digital literacy and Web 2.0 usage were significant predictors of learner engagement (R2 = 0.74). By concentrating on a developing nation, this study offers insights into the acceptance and obstacles of Web 2.0 tools in environments with limited resources, which makes it novel. The study concludes that although Web 2.0 technologies improve educational opportunities, their full potential requires filling infrastructural deficiencies, educating teachers, and encouraging digital literacy.  These findings provide valuable suggestions for educators and policymakers and add to the conversation on technology-integrated education.
Co-Authors Borddin, Ali Gain, Nityananda Ifte, Iftekhar Mondal, Nilima Bala Pervin, Most. Tahura Saha, Deepongkar Saha, Deepongkor Saha, Mrinal Kanti Saha, S. Mridul Kanti Saha, Sanjoy Kumar Saifuddin, Kazi Sarker, Debobrota Kumar Sarker, Sajib Sarker, Saurav Shaha, Shompa Rani Uchinlayen, Uchinlayen