Available via license: CC BY-NC-SA 4.0
Content may be subject to copyright.
Journal of ICSAR
ISSN (print): 2548-8619; ISSN (online): 2548-8600
Volume 6 Number 1; DOI: http://dx.doi.org/10.17977/um005v6i12022p020
20
Parental Involvement in the Implementation of Personal Hygiene
Practices for Students with Special Needs
Munirah Md Sofi*, Mohd Hanafi Mohd Yassin
Universiti Kebangsaan Malaysia, Bangi, Malaysia
*E-mail: munirahmdsofi92@gmail.com
Abstract: This study aims to identify the level of parental involvement in the
implementation of personal hygiene practices for children with special needs in Klang
district. This study used a quantitative design, a survey study that utilized questionnaire
method in data collection. The questionnaire instrument used in this study was taken from
the previous study and modified according to the research objectives. The reliability value
for the instrument was 0.87 and this instrument had been validated by two experts in the
field of special education and language. The questionnaires were distributed using Google
Form to the target parents. A total of 100 parents were selected by simple random sampling
as respondents. Data obtained through the questionnaires were analyzed using ‘Statistical
Package for the Social Science’ (SPSS) version 23.0 in the form of descriptive analysis.
The findings showed that the total mean score for the knowledge level of parents was 4.70
which was very high. Meanwhile, the mean score level for the parental involvement in the
personal hygiene care of students with special needs was 4.47, which was also very high.
The findings also showed that there was a significant relationship between the knowledge
and practice of parents in the hygiene care of special needs students. In conclusion, the
level of parental involvement was very high in the hygiene practice of students with special
needs in Klang district. It is hoped that this study can increase the awareness of personal
hygiene among students with special needs through the role played by the parents.
Keywords: knowledge of personal hygiene, parental involvement, students with special
needs.
INTRODUCTION
Personal hygiene practices are important in maintaining and developing the physical and
health of an individual (Çelik & Yüce, 2019). According to Nur Anieqah and Suziyani (2019),
personal hygiene is a set of practices associated with the preservation of health and a healthy
living. Preservation of health is important to prevent any dangerous diseases such as hand, foot
and mouth disease (HDFM), measles, dental caries, diphtheria and so on. Hygiene also
ensures that students have a strong immunity to fight infectious diseases such as the pandemic
influenza, which is an emerging flu virus that has never circulated before. These influenza
viruses have the ability to mutate or exchange genetic material between various influenza
viruses. Subtype a Influenza virus is easily spreadable among humans. Therefore, good
hygiene practices can reduce the risk of students to be infected with dangerous life-threatening
diseases.
This study is important to be conducted because it has a great impact especially on children
with special needs, teachers, parents, families, schools, and the local community. Studies on
parental involvement are very important to help the relevant parties to determine the best
policies for the students in school. According to Nor Maisarah and Shahlan (2018), parental
involvement can help them understand the curriculum and activities that children learn.
Parents' knowledge in their child's education at school will help them make decisions about
their child's education at home. In the special education curriculum of students with learning
Sofi & Yassin, Parental Involvement in the Implementation of Personal Hygiene … 21
difficulties, they are exposed to self–management subject. In this subject, they will be taught
to practice personal hygiene by bathing, brushing teeth, washing hands and so on. The activity
will be more effective if the parents also enforce this practice at home as a mandatory routine.
Recently, the world was shocked by the latest discovery of the corona virus or better known
as COVID-19. The virus has caused thousands of people to lose their lives around the world.
Unattended hygiene aspects are said cause the pandemic virus. According to WHO (2020),
Covid-19 is an infectious disease caused by the recent discovery of a strain of corona virus, a
type of virus that will cause lung infections in humans. The virus is very contagious through
respiratory droplets or contact. According to the MySejahtera website (2020), those at risk for
COVID-19 infection are children, the elderly aged 65 and above, patients with chronic
diseases as well as patients with low immunity and pregnant women. So, children need to be
cared for as best as possible to prevent them from becoming the victims of COVID-19
infection.
Poor health among school students is due to the lack of awareness about personal hygiene
(Sarkar 2013). Children with special needs suffer many things especially because of their lack
of ability to take care of themselves including personal hygiene (Ola et al, 2019). Children
should be taught about personal hygiene as it affects their health (Damayanthi & Ranganatha
2017). In some cases, children with special needs had a higher risk for infection and
developing more dangerous diseases as a result of Covid-19 (UNICEF 2020). Personal
hygiene practices provide a framework that can be used to maintain lifelong personal health.
Clearly, personal hygiene practices should be nurtured in children with special needs to ensure
a healthier and better life quality.
Schools are the best place in shaping children’s personal hygiene practices at an early stage
(Ebru & Zeyneb 2019). Nevertheless, parental involvement in early childhood intervention is a
manifestation of cooperation that has a positive impact on the social development of children’s
academic success (Faradilla & Rosadah, 2017). Child hygiene interventions should be
performed at an early age. This is because children early education about personal hygiene at
an appropriate age helps to reinforce this practice in their minds. Parents and teachers should
work together to inculcate personal hygiene practices in children.
Children with special needs have problems managing themselves. However, parents should
be responsible for applying routine personal hygiene to the children with special needs by
ensuring that the children clean themselves at home before going out to school. The
application of routine personal hygiene for students with special needs will give them more
comfort and health. Parents should not leave it entirely to the school to manage their child’s
personal hygiene. Parental involvement in pupils’ education begins at home with parents
providing a safe and healthy environment, appropriate learning experiences, support and a
positive attitude towards school (Masa & Mila 2017).
This study was conducted with the aim of finding out the level of parental involvement in
the implementation of personal hygiene practices for students with special needs. The specific
objectives of this study are as follows: a) to identify the knowledge level of parents in the
implementation of personal hygiene practices for students with special needs according to
family income; b) to identify the level of parental practice in the implementation of personal
hygiene practices for students with special needs according to gender; and c) to study the
relationship between the knowledge and practice of parents in personal hygiene of students
with special needs.
Hoover-Dempsey & Sandler et al. (2005, Feng Lui et al. 2010) have proposed four types of
parental involvement namely parental encouragement, parental modeling, parental
reinforcement and parental instruction. Parental affective support to engage students in school
or learning-related activities is the focus of parental encouragement (Hoover-Dempsey &
22 Journal of ICSAR; Volume 6 , Number 1, January 2022, 20 - 29
Sandler 2005, Feng Lui et al. 2010). Parental modeling is related to the learning that students
can gain from parental pro-social behaviors. Parental reinforcement focuses on “parental
reinforcement behaviors that act to develop and maintain student attributes associated with
positive learning outcomes” (Hoover-Dempsey & Sandler 2005, Feng Lui et al. 2010).
Parental instruction occurs in social interactions between parents and child during engagement
activities when the parties engage in shared thinking related to learning strategies, processes,
outcomes, and engage in the educational strategies (Hoover-Dempsey & Sandler 2005, Feng
Lui et al. 2010).
METHOD
This study used a survey quantitative design. The study population used is parents of
children with special needs who participate in special education integration programs for
learning difficulties in national (SK) or national type (SJKC) primary schools in Klang,
Selangor. This study uses a sample consisting of 100 parents of students with special needs in
Klang district who were selected by simple random sampling method. Researchers have used
the studies of Rajendran (2001), Habib (2005), Zahara and Nik Azleena (2007), Sukiman,
Noor and Uzi (2013) as well as Nur Anieqah and Suziyani Mohamed (2019) in the
construction of the questionnaire instrument. The instrument of this questionnaire was also
linked to the Hoover-Dampsey parental involvement mechanism model which was modified
according to the objectives of the study as well as the views of expert supervisors in the field.
This questionnaire instrument had three parts, namely parts A, B and C. Part A had 6 items
about the demographic information of the respondents. Part B contains 15 items that aimed to
identify the level of parental involvement in the aspects of knowledge on children's personal
hygiene. Section C also had 15 items regarding parents' practices on children's personal
hygiene. Sections B and C used a 5-point Likert scale.
Data were analyzed using Statistical Package for the Social Sciences software. Based on
the mean score value, an analysis of the respondents’ answer scale was formed. The level of
each dimension obtained based on the mean score value will determine the mean range
according to Table I. The researcher analyzed the standard deviation and score to see the level
of knowledge and practice of parents. Spearman test data were analyzed inferentially between
the levels of parental knowledge and the level of parental practice in the personal hygiene care
of children with special needs. The following is a table of analysis of the study data.
Table 1. The Levels by the Mean Score Value
Mean Score
Level
1.00 – 1.89
Very low
1.90 – 2.69
Low
2.70 – 3.49
Moderate
3.50 – 4.29
High
4.30 – 5.00
Very high
RESULT AND DISCUSSION
Result(S)
Respondent background
Table 2 shows a study of 100 respondents who answered the questionnaire that was
distributed online using Google Forms. The majority of respondents were male which was 68
(68.0%) compared to 32 females (32%). The children age group showed that children between
9 to 12 was the most which was 69.0%, followed by the age 7 to 9 which was 25% and only
6% comes from the age group of 13 to 15. Most of the respondents (59%) were self-employed,
Sofi & Yassin, Parental Involvement in the Implementation of Personal Hygiene … 23
28% worked at the private sector and 13% worked for the government. Household income
items showed that only 2 people had an income less than RM1000, 18 people had an income
between RM1000 to RM2000, 30 people had an income between RM2000 to RM3000 and 50
people had an income above RM3000. The last item which was parental education showed
that most parent which were 38 had an STPM and below, followed by diploma (35 people),
degree (24) and the least was the master’s degree which was only two people (2%).
Table 2. Profile of Study Respondents
Items
Respondent
Frequency
Percentage (%)
Relationship
Father
15
15.0
Mother
85
85.0
Child Gender
Male
68
68.0
Female
32
32.0
Age Group
7 – 9 Years Old
26
26.0
10 – 12 Years Old
68
68.0
13 – 14 Years Old
6
6.0
Occupation
Government
15
15.0
Private
28
28.0
Self-employed
57
57.0
Income
Less than RM1000
2
2.0
RM1000 – RM2000
18
18.0
RM2000 – RM3000
31
31.0
More than RM3000
49
49.0
Education level
STPM
39
39.0
Diploma
35
35.0
Degree
23
23.0
Masters
3
3.0
Parental knowledge level in personal hygiene practice
Table 3 showed the result of a descriptive analysis of the knowledge level of the parents
about personal hygiene care of students with special needs. The table shows that the level of
knowledge of parents on personal hygiene care of students was 'very high' for each item,
which was more than 4.30 except for item B10 which was 'high' (3.5 - 4.29) based on the level
of mean score value (Table 1). Items B2 showed the highest mean of 4.97, in which most
parents strongly agreed that personal hygiene is able to maintain human health. Meanwhile,
the lowest mean was B10 (4.17), for the statement ‘Infectious diseases spread rapidly in a
closed environment such as in schools.’
Items that also had a high mean of 4.93 were B5; 'Washing hands with soap can kill
bacteria and germs', B11 'Children need to take a bath after doing any outdoor activities' and
B12 'The basics of personal hygiene starts at home.' Three items recorded the mean of 4.90
namely B1 'Personal hygiene includes taking care of the body, clothing and environment', B3
'Educating children on the basic knowledge of personal hygiene is important in order to
reduce the risk of infection' and B6 'Personal hygiene can prevent the spread of infectious
diseases'.
Meanwhile, B4 'Personal hygiene is important in increasing self-confidence in a child'
recorded a mean of 4.87 followed by 4.7 for item B9; 'Hand, foot and mouth disease (HFMD)
is one of the infectious diseases among children aged six years old and below'. Statement B14
which was ‘Children should use toothbrushes that are small in size and appropriate to the size
of the teeth’ recorded a mean of 4.6. Items B7 and B8 also had the same total mean value of
4.57. Items B15; ‘nail cutting should be done at least once a week’ and B13, ‘dental
examination should be done every 6 months’ recorded a mean value of 4.53 and 4.50
respectively.
24 Journal of ICSAR; Volume 6 , Number 1, January 2022, 20 - 29
The overall mean score for the level of knowledge of parents in the personal hygiene care
of students with special needs was 4.70 with a standard deviation of 0.32, which indicated a
very high level because it exceeds 4.30. Based on these findings, the majority of respondents
had a high level of knowledge in the aspects of personal hygiene of their children. The
findings of this study are in line with the study of Nur Anieqah & Suziyani (2019) and Meher
& Nimonkar (2018) who argued that the level of knowledge of parents is high in personal
hygiene. The findings of this study contradict the study of Ali et al. (2013) that oral and nail
hygiene care is the weakest among children. The main sources of information on the basics of
personal hygiene are through family, friends and school teachers (AlBashtawy 2015). Thus,
this statement emphasizes on the importance of the role of parents in the personal hygiene of
children.
Table 3. Descriptive analysis of knowledge level
No
Knowledge Items
Mean
Sd
Interpretation
1
Personal hygiene includes taking care of the body,
clothing and the environment.
4.93
0.29
Very High
2
Personal hygiene is able to maintain human health.
4.88
0.43
Very High
3
Educating children about the basic knowledge of
personal hygiene is important in order to reduce the
risk of infection.
4.95
0.22
Very High
4
Personal hygiene is important in increasing self-
confidence in a child.
4.87
0.34
Very High
5
Washing hands with soap can kill bacteria and germs.
4.85
0.36
Very High
6
Personal hygiene can prevent the spread of infectious
diseases.
4.91
0.29
Very High
7
Most childhood infectious diseases are related to
personal hygiene.
4.54
0.67
Very High
8
Diarrhea, skin diseases and dental diseases are
diseases that are often closely linked to poor personal
hygiene.
4.58
0.62
Very High
9
Hand, foot and mouth disease (HFMD) is one of the
most common infectious diseases among children
aged six years and below.
4.50
0.72
Very High
10
Infectious diseases spread rapidly in enclosed
environments such as in schools.
4.20
0.87
High
11
Children need to take a shower after doing any
outdoor activities
4.78
0.46
Very High
12
The basics of personal hygiene starts at home
4.86
0.40
Very High
13
Dental check-ups should be done every 6 months
4.49
0.63
Very High
14
Children should use a toothbrush that is small in size
and suitable for the size of the teeth
4.61
0.53
Very High
15
Nail trimming should be done at least once a week
4.61
0.63
Very High
Average Mean
4.70
0.32
Very High
These findings were further analysed using Kruskall Wallis test to answer Question 1.
Question 1: What is the knowledge level of parents in the implementation of hygiene practices
for students with special needs according to family income? H0: There is no difference in the
knowledge level of parents in the implementation of hygiene practices of students with special
needs according to family incomes. Ha: There is a difference in the knowledge level of parents
in the implementation of hygiene practices of students with special needs according to family
incomes.
The Chi-Square analysis shows the value is 3.27 with Asymp. Sig is 0.35> 0.05. Therefore,
there is no difference in the level of knowledge of parents in the implementation of hygiene
Sofi & Yassin, Parental Involvement in the Implementation of Personal Hygiene … 25
practices of students with special needs according to family income. So H0 is accepted and Ha
is rejected.
The Level of Parental Practice in Personal Hygiene Care of Students with Special Needs
Table 4 shows a descriptive analysis of parental personal hygiene practices of students with
special needs. The table showed the level of parental practice in personal hygiene of students
was 'very high' for each item, which was more than 4.30 except items C1, C3 and C4 which
were at a level of 'high' (3.5 - 4.29) based on the level of mean score value (Table 1). Items C8
showed the highest mean of 4.83; most parents strongly agreed that they applied the practice
for children to wash their hands after playing on the ground and touching animals. Meanwhile,
the lowest mean was C3 (3.84), for the statement ‘Undergoing a dental check-up every 6
months.
Table 5. Descriptive analysis of parental practice levels
No
Practice Items
Mean
Sd
Interpretation
1
I change new toothbrushes for my kids every 3 to 4
months
4.21
0.96
High
2
I encourage my children to brush their teeth at least
twice a day
4.55
0.69
Very High
3
I have a dental checkup every 6 months
3.84
0.86
High
4
It take at least a minute each time they brush their
teeth.
4.00
0.84
High
5
I prepare fluoridated toothpaste while brushing the
teeth
4.34
0.74
Very High
6
I instruct the child to bathe at least once using soap
after doing outdoor activities
4.51
0.81
Very High
7
Hand washing has five steps
4.46
0.66
Very High
8
I make sure my children wash their hands after playing
on the ground and touching animals
4.83
0.43
Very High
9
I make sure my children wash their hands with soap
before eating
4.65
0.56
Very High
10
I make sure my children washes their hands with soap
after eating
4.65
0.53
Very High
11
I provide private towels for the child
4.76
0.49
Very High
12
I encourage children to change their dirty clothes after
sweating
4.63
0.58
Very High
13
I encourage my children to wash their hair at least
twice a week using hair shampoo
4.49
0.81
Very High
14
Children are taught not to share personal equipment
such as hairbrushes, hats
4.49
0.69
Very High
15
I teach my children to use handkerchiefs or tissues
while sneezing.
4.66
0.56
Very High
Average Mean
4.47
0.42
Very High
The items that also had the second highest mean of 4.76 were C11 ‘Using private towels
and not sharing it’, followed by C15 for items ‘Using handkerchiefs or tissues while
sneezing’. Two items that recorded a mean of 4.65 were C9 ‘Washing hands with soap before
eating’ C10 for items ‘Washing hands with soap after eating’. Items C12 ‘Encouraging
children to change dirty clothes after sweating’ recorded 4.63, followed by items C2
‘Brushing children’s teeth at least twice a day’ which was 4.55. Items C6 recorded a mean of
4.51 for the statement ‘Take a bath at least once with soap after doing outdoor activities’.
26 Journal of ICSAR; Volume 6 , Number 1, January 2022, 20 - 29
Meanwhile items C13 and C14 recorded the same mean of 4.49 for items ‘Washing hair at
least twice a week using hair shampoo’ and ‘Children are taught not to share personal
equipment such as hair brushes, hats’. Items that scored 4.46 were C7 for the statement ‘hand
washing has five steps’. The last item that exceeded 4.30 was item C5 for the statement
‘prepare fluoridated toothpaste while brushing teeth’ with a mean of 4.34. The next items
were less than 4.30 such as C1 which recorded a mean of 4.21 for the statement ‘change
children’s toothbrush every 3 to 4 months’ and C4 for the statement ‘brush the teeth for at
least a minute’.
The overall mean for the level of parental practice in personal hygiene care of students with
special needs was 4.47 with a standard deviation of 0.42 which indicated a very high level
because it exceeds 4.30. The findings of this study are also supported by the study of Nur
Anieqah & Suziyani (2019) and Aburaghif (2015) which showed that the level of parental
practice in child hygiene is high.
Question 2: What is the Level of Parental Practice in the implementation of hygiene
practices for students with special needs according to the gender of the child? To answer the
research questions, Kruskal Wallis test was used to see the significant level of parental
practice according to the gender of the child. H0: There is no difference in the level of parental
implementation of hygiene practices of students with special needs between the child’s
genders. Ha: There is a difference in the level of parental implementation of hygiene practices
of students with special needs between the child’s genders.
The Chi-Square analysis shows the value is 0.57 with Asymp. Sig was 0.45> 0.05, so there
is no difference in the level of parental implementation of hygiene practices for students with
special needs between genders. So H0 was accepted and Ha was rejected. The findings of this
study are in contrast to the study of Dominika Guzek et al. (2020), who found that women
have high personal hygiene practices.
Question 3: Is there a relationship between the level of knowledge and the practice level of
parents in the implementation of hygiene practices for students with special needs? To answer
the research questions, the Spearman test was used to see the significant level of parental
practice relationship. H0: There is no relationship between the knowledge level and the level
of parents' practice in the implementation of hygiene practices for students with special needs.
Ha: There is a difference between the knowledge level and the level of parental practice in the
application of hygiene practices of students with special needs. The analysis by Spearman rho
Correlation Test known that the coefficient of .693 means that this study has a strong
relationship between the level of knowledge and the level of practice of parents in personal
hygiene care of students with special needs.
Discussion(s)
This study was conducted to examine the level of parental involvement in implementing
personal hygiene practices for students with special needs in Klang district. This study is
important to be conducted to see the achievement of the role that parents have played to
provide a better life for their children. This achievement is seen from the involvement of
parents through the aspects of attitudes shown in the practice of personal hygiene of students.
Harris and Goodall (2005) state that parental involvement represents many different parental
behaviours as well as parenting practices such as parental aspirations for their child’s
academic achievement, parental communication with their children about school, parental
participation in school activities, communication of parents and teachers about the child, and
parental rules at home that are considered educationally relevant.
This study measures the level of involvement through the knowledge and practice level of
parents in implementing personal hygiene practices on their children. According to Ralph
Sofi & Yassin, Parental Involvement in the Implementation of Personal Hygiene … 27
(1999), parental involvement is generally an important factor in explaining the outcomes of
practice but not knowledge. However, many studies showed that there is a significant
relationship between knowledge and practice that is consistent with the findings of this study
in which there is a significant relationship between knowledge and practice of parents.
According to Istvan Danka (2009) each type of knowledge is basically a practice; knowledge
theory is an example of a boundary line that is always given attention in practice. Practice is
formed through the knowledge possessed. Thus, knowledge is closely related to parental
practice.
This study found that the knowledge attitude of parents is high in the aspect of child hygiene
and it is not influenced by family income. This study is in contrast to the study of Nida
Mubeen and Nighat Nisar (2015), who found that family income influences parental
knowledge in children’s personal hygiene care in Pakistan. These findings showed that low
family income does not prevent parents from gaining knowledge about their children's
personal hygiene. Knowledge about hygiene can be leaned through the mass media whether
printed or not such as television, radio and newspapers. The literacy rate of Malaysians is
high, reaching 95 percent (Bernama 2017). This makes it easier for parents to gain knowledge
through reading the relevant material.
The findings of the study showed that parental involvement is high in their children's
personal hygiene practices. According to Epstein there are two forms of parental involvement
namely home and school based involvement (1992, 2001, Hoover Dempsey & Sandler 1997,
2005, Feng Lui et al. 2010). This study only looked from the point of view of parental
involvement at home through the role played by the parents at home related to personal
hygiene practices on their children such as changing their child's toothbrush every 3 or 4
months, providing personal equipment that should not be shared such as combs, tooth brushes
and towels as well as various other practices that should be carried out at home to ensure the
personal hygiene of their child.
A model of parental involvement mechanisms showed it involved encouragement,
modelling, reinforcement and instruction from parents. Items that show parental
encouragement are items C2, C12 and C13. Aspects of parental modelling can be seen in
items C1, C3, C4 and C7. Whereas, the aspect of parental reinforcement can be seen in items
C5, C8, C9, C10, and C11. The aspects of parental instruction can be seen in the items C6,
C14 and C15. The mean values for each aspect of encouragement, reinforcement and
instruction were very high. But for modelling, it is only high. Children’s attitudes are always
shaped by parents and people around them (Kaelan 2019). Lack of modelling by parents
regarding hygiene will make it difficult for the children to apply hygiene practices. Therefore,
parents should show a good example and model to their children in terms of personal hygiene
so that they have a stronger hygiene practices.
In encouraging the parents’ involvement in implementing personal hygiene for students with
special needs, teachers play an important role in informing and sharing the knowledge about
personal hygiene practices that have been taught in school. This is so that students can practice
hygiene practices at home with parental guidance. This collaboration will also be stronger if
teachers can involve other communities such as nearby health clinics to give talks to parents
and students. Thus, this study helps to increase the awareness among the parents so that they
can be more active in the application of hygiene practices of students, especially those with
special needs.
CONCLUSSION
This study shows that the level of parental involvement is high based on two aspects,
namely the knowledge and practice of parents in the hygiene of students with special needs.
28 Journal of ICSAR; Volume 6 , Number 1, January 2022, 20 - 29
This study also showed that the level of knowledge of parents is not affected by family
income. Additionally, gender does not affect parents’ practice in implementing personal
hygiene practices on their children. The results of this study also showed that the involvement
of parents on children's personal hygiene in Klang district, Selangor is high compared to other
countries such as studies conducted in African countries (Sarkar, 2013), India (Vivas et al,
2014; Shaghaghian et al, 2017) and Arab Saudi (Hamasha et al. 2019). This study can be
further enhanced with the use of a wider range of data and more respondents so that the data
obtained is more diverse.
REFERENCES
Aburaghif. L. F. (2015). Personal Hygiene Perception among School-Age Children in Baghdad City/ Resafa
Side. Journal of Nursing and Health Science, 4(5), 64-69. Retrieved from http://iosrjournals.org/iosr-
jnhs/papers/vol4-issue5/Version-4/I04546469.pdf.
AlBashtawy M., & Hasna F. (2012). Pediculosis Capitis among Primary School Children in Mafraq Governorate,
Jordan. East Mediterr Health Journal, 18(1), 43-8. Retrieved from
https://www.researchgate.net/publication/221856412_Pediculosis_capitis_among_primary-
school_children_in_Mafraq_Governorate_Jordan
Ali, M. Y., Rahman, M. M., & Siddiqui, M. H. (2013). Exploring degree of awareness about healthcare and
hygienic practices in Secondary School Students residing in semi- urban areas of Bangladesh.
Commmunity Based Medical Journal, 2(1), 55-62. Retrieved from
https://www.banglajol.info/index.php/CBMJ/article/view/14186
Bernama. (2017). Kadar Literasi Rakyat Malaysia Hampir 95 peratus – Perpustakaan Negara. Retrieved on 2nd
February 2021 at https://www.astroawani.com/berita-malaysia/kadar-literasi-rakyat-malaysia-hampir-95-
peratus-perpustakaan-negara-142072
Çelik, E. Y., & Yüce Z. (2019). Investigation of the Awareness and Habits of Secondary School Students about
Cleanliness and Hygiene from Various Variables. International Education Studies, 12(4), 173-184.
Retrieved from https://www.ccsenet.org/journal/index.php/ies/article/view/0/38918
Damayanthi, M., & Ranganatha, S. (2017). Effectiveness of Health Education on Knowledge Regarding Personal
Hygiene among School Children in Rural Field Practice Area of Medical College. Annals of Community
Health, 4(4), 8-12. Retrieved from
http://www.annalsofcommunityhealth.in/ojs/index.php/AoCH/article/view/170.
Danka, Istvan. (2009). Practical Knowledge versus Knowledge as Practise. Human Affairs, 19(4), 397-407. Retrieved
from https://doi.org/10.2478/v10023-009-0052-6
Durisic, M., & Bunijevac, M. (2017). Parental Involvement as an Important Factor for Successful Education.
CEPS Journal, 7(3): 137-153. Retrieved from
https://www.pedocs.de/volltexte/2017/14918/pdf/cepsj_2017_3_Durisic_Bunijevac_Parental_involvement
.pdf
Faradilla Hafiz & Rosadah Abdul Majid. (2017). Tahap Penglibatan Ibu Bapa Dalam Konteks Intervensi Awal
Kanak-Kanak Berkeperluan Khas. Prosiding Persidangan Kebangsaan Pendidikan Khas dan Pemulihan
2017. Institut Pendidikan Guru Kampus Darulaman. Kedah, 3 Oktober 2017. (pp 38-44).
Habib Mat Som. (2005). Memahami Tumpuan Guru Dalam Pelaksanaan Perubahan Kurikulum: Satu
Perbincangan. Masalah Pendidikan, 28(1), 95-104. Retrieved from
http://www.myjurnal.my/public/article-view.php?id=12071
Hamasha A. A., Rasheed S. J., Aldosari M. M., & Rajion Z. (2019). Parents Knowledge and Awareness Of Their
Children's Oral Health In Riyadh, Saudi Arabia. The Open Dentistry Journal, 13, 236-241. Retrieved from
http://doi.org/10.2174/1874210601913010236
Harris, A. and Goodall, J. (2007). Engaging Parents in Raising Achievement: Do Parents Know They Matter?
Research Report DCSF-RW004. University of Warwick, Coventry, CV4 7AL, United Kingdom.
Hoover-Dempsey, K.V., & Sandler, H. M. (2005). The Social Context of Parental Involvement: A Path To Enhanced
Achievement. Final Performance Report for OERI Grant # R305T010673: Paper presented to Project Monitor,
Institute of Education Sciences, and U.S.
Kaelan Jones. (2019). “Child See, Child Do”. Behavioural Modelling and Observational Learning. Retrieved on
February 6th, 2021, from https://www.childdevelopmentclinic.com.au/behavioural-modelling.html
Liu, F., Black, Erik., Algina, J., Cavanaught, C., & Dawson K. (2010). The Validation of One Parental
Involvement Measurement in Virtual Schooling. Journal of Interactive Online Learning, 9(2), 105 – 128.
Retrieved from https://eric.ed.gov/?id=EJ938840
Sofi & Yassin, Parental Involvement in the Implementation of Personal Hygiene … 29
McNeal, R. (1999). Parental Involvement as Social Capital: Differential Effectiveness on Science Achievement,
Truancy, and Dropping Out. Social Forces, 78(1), 117-144. Retrieved from https://www.jstor.org/stable/3005792
Meher, S., Nimonkar, R. (2018). Study of Hygiene Practices among School Going Children in a Government
School in Kolkata. International Journal of Community Medicine and Public Health, 5(7), 3102-3105.
Retrieved from http://dx.doi.org/10.18203/2394-6040.ijcmph20182655
Mubeen, N., & Nisar, N. (2015). Factors’ affecting mother’s brushing technique of less than five years age
children in Pakistan. Journal of Dentistry and Oral Hygiene, 7(6), 86-90. Retrieved from
https://academicjournals.org/journal/JDOH/article-full-text-pdf/87F91B153127
Nor Maisarah Mohd Nasir & Shahlan Surat. (2018). Penglibatan Ibu Bapa Dalam Pendidikan Awal Kanak-
Kanak. In S. Nozira, M. S. Muhammad Khairul, R. A. Muhammad Akmal, Y. Muhammad Fathi Yakan,
A. Nik Zeenat Shabana, A. Siti Jalilah, M. R. Siti Aisyah & E. Nur Enanee (Eds), Prosiding Kolokium
Antarabangsa Penyelidikan Pasca Siswazah 1.0. The National University of Malaysia. Selangor, 19
December 2018. (pp 204-214). Pusat Akidah dan Keamanan Global.
Nur Anieqah & Suziyani. (2019). Kesedaran Ibu Bapa tentang Amalan Penjagaan Kebersihan diri Kanak-kanak
di Daerah Kudat, Sabah. Proceedings of the International Conference of Future Education and Advances
2019. Sarawak, 4 – 5 December 2019. (pp 478-486). Pertubuhan Penyelidikan dan Pendidikan Pendidik
Malaysia.
Ola Nabil Abou Zeid Hassan, Effat Mohammed Abdel Hady El Karmalawy, Awatef Abdel-Razek Mohammed.
(2019). Effect of Personal Hygiene Program on Knowledges and Practices of Mentally Retarded Students
at El-Fikrya schools in Minia Governorate, Egypt. Minia Scientific Nursing Journal, 4(1), 33-43.
Retrieved from https://www.iosrjournals.org/iosr-jnhs/papers/vol8-issue3/Series-5/E0803053343.pdf
Rajendran, N. (2001). Pengajaran Kemahiran Berfikir Aras Tinggi: Kesediaan Guru Mengendalikan Proses
Pengajaran Pembelajaran. Kertas Kerja Ini Telah Dibentangkan Dalam Seminar/: 1-13. Retrieved from
http://scholar.google.com/scholar?hl=en&btnG=Search
Saad, N. S., Saad, S., & Dollah, M. U. (2013). Pengajaran Kemahiran Berfikir: Persepsi dan Amalan Guru
Matematik Semasa Pengajaran dan Pembelajaran di Bilik Darjah. Jurnal Pendidikan Sains & Matematik
Malaysia, 2(1), 18-36. Retrieved from
https://www.academia.edu/6447889/PENGAJARAN_KEMAHIRAN_BERFIKIR_PERSEPSI_DAN_AM
ALAN_GURU_MATEMATIK_SEMASA_PENGAJARAN_DAN_PEMBELAJARAN_DI_BILIK_DAR
JAH_1
Sarkar, M. (2013). Personal Hygiene among Primary School Children Living In a Slum of Kolkata, India.
Journal of Preventive Medicine and Hygiene, 54(3), 153-158. Retrieved from
https://pubmed.ncbi.nlm.nih.gov/24783893/
Shaghaghian, S., Savadi, N., & Amin, M. (2017). Evaluation of Parental Awareness Regarding Their Child's Oral
Hygiene. International Journal of Dental Hygiene, 15(4), 149-155. Retrieved from
https://doi.org/10.1111/idh.12221
Skolmowska, D., Głąbska, D., & Guzek, D. (2020). Hand Hygiene Behaviors in a Representative Sample of
Polish Adolescents in Regions Stratified by COVID-19 Morbidity and by Confounding Variables
(PLACE-19 Study): Is There Any Association? Pathogens (Basel, Switzerland), 9(12), 1011. Retrieved
from https://doi.org/10.3390/pathogens9121011
Soleymani, M. R., Hemmati, S., Ashrafi-Rizi, H., & Shahrzadi, L. (2017). Comparison of the Effects of
Storytelling and Creative Drama Methods on Children's Awareness about Personal Hygiene. Journal of
education and health promotion. 6(1), 82-82. Retrieved from https://doi.org/10.4103/jehp.jehp_56_16
UNICEF. (2013). (rep.). The State of The World’s Children 2013 Children with Disabilities. Retrieved from
https://www.unicef.org/reports/state-worlds-children-2013
Vivas, A.P., Gelaye B., Aboset N., Kumie A., Berhane Y., Williams M.A. (2010). Knowledge, attitudes and
practices (KAP) of hygiene among school children in Angolela, Ethiopia. Journal of Preventive Medicine
and Hygiene, 51(2), 73-79. Retrieved from https://pubmed.ncbi.nlm.nih.gov/21155409/
World Health Organization. (2021, February). COVID-19 response in Malaysia | WHO Malaysia. World Health
Organization. https://www.who.int/malaysia/emergencies/coronavirus-disease-(covid-19)-in-malaysia.
Zahara Aziz, N. A. (2007). Kajian Tinjauan Kesediaan Guru-guru Sejarah Menerapkan Kemahiran Pemikiran
Sejarah kepada Para Pelajar. Jurnal Pendidikan, 32, 119-137. Retrieved from
http://journalarticle.ukm.my/196/1/1.pdf
