Parent-Child Interaction, School Environment, and Child Readiness with Academic Achievement in Language and Math’s: With Reference To Pinyudo Town, Gog Wodera (District), Gambella, Ethiopia.

Abstract

This research is designed to examine several of the links between the parent–child interaction, school environment, and child readiness. Mixed method design and purpose sample technique and multiple regressions, correlation was used to measure the positive and negative resulted. The study involved 300 mothers with their children and 50 teachers sample from 1245 populations within five primary school by using parent-child relationship scale, bracken school readiness assessment, and level of school environment as a measures of relationships. The result indicated that parent child interaction and school environment has positive change on child readiness in language and math skills development. There is no significant difference on gender academic achievement in language and math of grade one students. As the result showed increasing the interaction between parent and child, school environment also encouraging the increasing of child readiness with language development and math’s skills achievement before starting formal school