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Caregiver support
Another crucial factor that the PILNA student assessment captured was caregiver support for students. Caregiver support, in its many forms, is widely recognised as an enabler of success in children’s education.
Students from PILNA 2021 were provided with a list of activities and asked to indicate how frequently someone they lived with provided help or support with the activities. They could respond with ‘Always’, ‘Most of the time’, ‘Sometimes’, or ‘Never’.
Caregiver support by proportion of students
Table STT1.6 shows the proportion of students in both year four and year six who answered with either ‘Always’ or ‘Most of the time’.
The results show that more than one out of three students reported that their caregivers ‘Always’ or ‘Most of the time’ checked their homework was complete (year four, 35%; year six, 33%), helped with their homework (year four, 40%; year six, 32%), or asked about their schoolwork (year four, 34%; year six, 36%).
A little more than half the students reported that their caregivers supported or encouraged them (year four, 49%; year six, 54%), as well as gave them advice and guidance (year four, 57%; year six, 64%).
Across both year levels, only about one out of four students reported that their caregivers ‘Always’ or ‘Most of the time’ understood their problems and worries (year four, 25%; year six, 26%) or comforted them when they were feeling upset (year four, 29%; year six, 29%). This may be an area to monitor, as these questions may be linked with student well-being.
Caregiver support and student performance
From the responses to the questions about caregiver support (Table 7.5), a regional scale was developed. This scale was designed to measure the level of caregiver support being offered to students. High scores on this scale represent a greater level of caregiver support than low scores.
Scores for caregiver support were compared for two groups at both the year group levels and in numeracy and reading: for students who were at or above the expected proficiency level and students who were below the expected proficiency level in the cognitive domain. The results of these comparisons are set out in Figure STF1.2.
Numeracy
Year 4
- 187 2.8
- 197 1
Year 6
- 188 3.3
- 197 1.1
Reading
Year 4
- 191 1.4
- 200 1.1
Year 6
- 188 1.8
- 200 1
- Scale score for students below expected proficiency level
- Scale score for students at or above expected proficiency level
- Statistically significant correlation (p <0.05)
- Standard errors appear in parentheses
The results show that, for both year levels and in both numeracy and reading, students who performed at or above the expected proficiency level scored higher on the caregiver support scale.
What does this mean?
A high proportion of students in Solomon Islands are receiving regular support from their parents or caregivers, but most are not. More students are receiving regular support, encouragement, and guidance than those who feel their caregivers understand their problems or comfort them when they are feeling upset. This may suggest a disconnection between students and their caregivers.
There is evidence that support from caregivers is associated with students’ performance in numeracy and reading at both year levels. Students who met performance expectations in these areas had higher levels of caregiver suppor
