The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

Abstract

This study aims to examine the influence of family background factors in terms of family wealth and parent education levels on students reading performance in Indonesia. The study utilises secondary data from the OECDs Programme for International Student Assessment (PISA) 2015 for Indonesia, in which 6513 students participated. This also specifically highlights the analysis of family wealth and parent education levels in possibly predicting the students reading literacy in Indonesia. In analysing the data, a quantitative approach was used which utilised statistically different analysis such as t-test, one-way ANOVA, two-way ANOVA, correlation and multiple linear regression analysis using WesVar version 5.1 software.The result found there were significant different reading scores between students from different family wealth and parent education levels. The students from high family wealth performed better than they with middle and low wealthy. Likewise, the children with highly educated mother and father had high scores than students whose parents had low and did not complete primary school. Moreover, the result of correlation and regression analysis revealed that all predictor variables, WEALTH, MISCED and FISCED, significantly associate and predict better reading literacy performance of 15-year-old students in Indonesia for PISA 2015 survey. Therefore, the implications of the study highlight opportunities to reform educational policies through data and evidence.

Meta-analysis of Reading Abilities Factors

“…The issue of reading literacy is also not an issue that occurs in Malaysia alone, but is a global issue that requires serious attention from all parties (Nawas, 2019;Wijayanti, 2020). The existence of the Progress in International Reading Literacy Study (PIRLS) and the Program for International Student Assessment (PISA), an international assessment to identify the level of reading literacy of countries in the world prove that this problem also occurring in other countries.…”

“…Past studies have tried to identify the association between reading and student motivation (Baki, 2018) teacher quality (Rosser, 2018), and gender as an indicator that influences reading abilities (Molla et al, 2020). There are also studies that try to associate students' reading abilities with family factors such as family socioeconomic levels (Nawas, 2019) the level of parents' education (Aditomo & Hasugian, 2018) and early literacy activities such as reading storybook to children before they go to bed (Wijayanti, 2020). This study was conducted to identify the factors that influence students' reading abilities in greater depth.…”

“…The results of the analysis found that family is an important element that required in development of children especially in education related to reading literacy directly or indirectly (Dong & Hu, 2019;Molla et al, 2020;Nawas, 2019). Nurulhusna Abdul Malek (2017) founded that there is a significant relationship between parental involvement in the aspect of language in reading skills with language development, communication, and early literacy.…”

“…This study shown that parents with a high socio-economic level and well educated always support and engage in their children's learning so that their children are able to achieve excellent success. Nawas (2019) shown that students from poor and moderate families incapable to perform better in reading literacy. His study shown that children from a highly educated parent had a higher score compared to students from parents who are poorly educated and do not finish primary school.…”

“…(Dong & Hu, 2019;Melissa Edora Sanu & Rathakrishnan, 2018;Molla et al, 2020; Muhammad Wafi Ramli et al, 2019;Nawas, 2019;Nugrahanto & Zuchdi, 2018;Resilla, 2018; Wan Nurzuliana Wan Ahmad, 2019) 2Parents' Level of Education(Kikas et al, 2018;Molla et al, 2020; Muhammad Wafi Ramli et al, 2019;Nawas, 2019;Nugrahanto & Zuchdi, 2018;Nurulhusna Abdul Malek, …”