parental involvement and academic achievement of students
231775501
Parental Involvement and Academic Achievement of Students in Selected Junior Secondary Schools in Imo State
This study investigated parental involvement and academic achievement of students in selected junior secondary schools in Imo State. The correlational research design was adopted for the study. The population of the study was 1,120 students in Imo State. The Tsaro Yamen formular was used to obtain the sample size of 295 respondents, while the stratified sampling technique was adopted for the study. Content and face validation of the research instrument was carried out by the supervisor and two other experts in the field of measurement and evaluation, while the Pearson's Product Moment Correlation was used to obtain a reliability coefficient of 0.97 from the pilot study. The data collected were analyzed using descriptive statistic of mean and standard deviation and inferential statistic of Pearson's Product Moment Correlation to answer the research questions and to test the formulated hypotheses at 0.05 alpha level respectively. The following findings were made: there is a significant relationship between provision of textual materials and academic achievement of junior secondary school students, there is a significant relationship between provision of guidance counseling and academic achievement of junior secondary school students, finally there is a significant relationship between home teaching and academic achievement of junior secondary school students. The study concluded that provision of textual materials significantly enhance academic achievement of junior secondary school students, guidance counseling impacts positively on academic achievement of junior secondary school students, finally, it was concluded that a great significant relationship exist between home teaching and academic achievement of junior secondary school students. It was therefore, recommended among other things that parents' involvement in schools' activities should be encouraged and the government should consider developing and implementing policies that will support it.
Maxwell D Eremie Ogechinyere Adaugo
55982475
Parental Involvement and Students' Academic Achievement: A Meta Analysis
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g. GPA) than by a subject specific indicator (e.g. math grade) Limitations of the study are noted, and suggestions are made for future studies.
Xitao Fan Michael J Chen
203090854
Parental involvement and academic achievement among elementary and middle school students
This study investigates the associations between parental involvement and academic achievement across three criteria: school level (elementary and middle school) gender (male and female) and subject (mathematics and science) Additionally, it examines whether students' attitudes towards a subject and their academic aspirations mediate this relationship. A nationally representative sample of elementary and middle school children in Japan (1884 female fourth grade students from 140 schools, 1849 male fourth grade students from 139 schools, 1812 female eighth grade students from 133 schools and 1789 male eighth grade students from 131 schools) from the Trends in International Mathematics and Science Study 2011 was used for the analysis. The results show that parental involvement is associated with students' educational outcomes. Students' attitudes and aspirations mediate the associations between parental involvement and academic achievement. In particular, different associations between parental monitoring involvement and achievement are found for elementary and middle school.
Asia Pacific Education Review
Midori Otani
216230717
Parental Involvement in Mexican Elementary Students' Homework: Its Relation with Academic Self Efficacy, Self Regulated Learning, and Academic Achievement
espanolThis study analyzed the relationship between the types of parental involvement in homework, psychological resources, and academic achievement in Mexican elementary students. In total, 823 children participated, 51% were female, and 49% males. The age of participants ranged from 9 to 12 years old (M 11.12, SD 0.63) Structural equations were calculated. The first model indicated parental autonomy support had a direct positive relation with academic self efficacy and self regulated learning; it also had an indirect positive effect on academic achievement. On the other hand, parental control was directly and indirectly negatively related to academic self efficacy, self regulated learning, and academic achievement. The second model showed that children psychological resources and academic achievement influenced types of parental involvement in homework. A multi group analysis indicated that gender did not moderate the proposed relations in the model. Overall findings suggest a reciprocal relationship between parental involvement in homework and children academic functioning. EnglishEl estudio analizo la relacion entre los tipos de involucramiento parental en las tareas, los recursos psicologicos y el desempeno academico en ninos mexicanos. En total participaron 823 estudiantes, 51% ninas, and 49% ninos. La edad de los participantes variaba desde los 9 a los 12 anos (M 11.12, DE 0.63) Se calcularon dos modelos estructurales. El primero indico que el apoyo parental a la autonomia posee una relacion directa positiva con la autoeficacia academica y el aprendizaje autorregulado, ademas de mostrar que afecta indirectamente de forma positiva el desempeno academico. Por otra parte el control parental afecta directa e indirectamente de forma negativa la autoeficacia academica, el aprendizaje autorregulado y el desempeno academico. En el segundo modelo se encontro que los recursos psicologicos y el desempeno academico del nino influyen en el tipo de involucramiento parental en las tareas. Un analisis multigrupo indico que el genero no modera las relaciones propuestas en el modelo. De forma global los hallazgos sugieren una relacion reciproca entre el involucramiento parental en las tareas y el funcionamiento academico del nino.
Christian Samir Grijalva-Quinonez Angel Alberto Valdes-Cuervo Lizeth Guadalupe Parra-Perez Garcia Vazquez
222356228
Relationship between Parental Involvement, Students' Performance Goal Orientation and Academic Achievement at Elementary Level
The study aims to explore association between parental involvement and its contribution in students' performance goal orientation and academic achievement during their elementary schooling. The study adopted correlational design. Nine (04 boys and 05 girls) Middle/Elementary schools were randomly selected from 233 (140 girls and, 93 boys) Middle/ Elementary schools of Lahore. 324 participants (180 girls and 144 boys) from grade 6 were conveniently selected from these randomly selected 09 public Middle/elementary schools. 324 parents (mother/father) of above mentioned students were also included in this Study. Two instruments, Student Performance Goal Orientation (SPGO) and Parental Involvement Scale (PIS) were used as research instruments. It was quantitative study based on descriptive research. Survey method was used for data collection. The study found positive association between parental involvement and students' learning outcomes achievement. Positive association between students' performance goal orientation and students' learning achievement was also found. It was observed that parents can increase the students' motivation level and help them for their achievements. More than half of the students were of the views that parental involvement enhances the student's learning achievement.
232044846
A Meta Analysis of the Effect of Parental Involvement on Students' Academic Achievement
This study aims to examine the effect of parental involvement on students' academic achievement at pre school, elementary and secondary levels by using the meta analysis method with respect to home based and school based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students' academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta analysis studies in the literature.
Cahit Erdem Metin Kaya
225942476
The Relationship among Parental Involvement, Educational Expectation and Secondary School Students' Academic Achievement
The success of one's future career is closely related to his/her academic performance at secondary school. Parental involvement and educational expectation (both parents' and children's expectation) are significant indicators to predict students' academic achievement. The paper undertakes a systematic literature review to gain insight into the relationship among parental involvement, educational expectation, and students' academic achievement. It is found that there appears to be a multi mediating model between parental educational expectations and students' academic achievement, which parental involvement and children's educational expectation play mediating roles. In addition, some contextual variables, such as socioeconomic status and ethnic group, should be also considered when the relationship above are explored.
Yang Xiuying Renee Chew Shiun Yee Hansheng Chen
231940124
Parental support and involvement as a correlate of students' academic achievement in secondary school chemistry in Rivers state
Parental support and involvement for a child at schooling age is very important and aid cognitive and social advancement of the child. This study investigates parental support and involvement as correlates of students' academic achievement in senior secondary school Chemistry. The study adopted survey research type and samples were randomly selected from ten senior secondary schools in Obio/Akpor Local Government Area of Rivers State. A total of one hundred and fifty students comprises of males and females were involved in the study. Two research instrument namely; Parental Support and Involvement Questionnaire (PSIQ) and Chemistry Achievement Test (CAT) with r 0.87 and 0.82 respectively. Four research hypotheses were tested and data were analysed using t test and multiple regression analysis at 0.05 level of significance. The result shows that students from homes with parental support displayed more positive achievement towards their academic than children from home lacking parental support.
Tamunosisi Furo Pepple
229540523
Effects of Self regulated Learning, Parental Involvement and Homework on Academic Achievement of School Students
Azizi Yahaya Ismail Maakip Peter Voo Malai Yunus Malai Yusuf Nor Khairunnisa Binti Awang Ramli
197703235
Relationship between Parental Involvement and Students' Academic Achievement in Model Primary and Secondary School of Haramaya University, East Hararghe Zone, Oromia Regional State, Ethiopia
The purpose of this study was to examine the relationship between parental involvement and students' academic achievement in Model Primary and Secondary School of Haramaya University, Oromia Regional State, Ethiopia. Correlational research design was employed to carry out the current study. Questionnaire interview and document analysis were employed to was employed to collect the data from selected respondents. The sample consists of 52 parents and 60 students purposively selected. The students were selected by their academic rank which means 50% were high achievers whereas below50% were lower achievers from the 8th, 10th and 12th grades. Parents of 30 top scoring and 30 low scoring students were selected purposively. Parental involvement was measured by using self developed questionnaire with 10 items and eight interview guide questions were used, and students' academic achievement was measured by their recorded scores by their respective grades in the past three years four interview guide questions were employed. The first finding was that there was statistically significant positive relationship between parental involvement and students' academic achievement, (r=0.64, p<0.01) The second finding was that the portrayed students who ranked from 1st to 10th from grades 8, 10 and 12 were highly involved, supported and followed by their parents on their education. The third finding was that students who were scored below 50% and ranked last 10's from perspective grades were children whose families were less encouraged and involved. In general, parents' involvement in supporting their students to boost their academic achievement is moderate. It is recommended that more detailed studies can be conducted in the future in different areas as well as country wide.
International Journal of Education and Literacy Studies
Abate Assefa Birhanu Sintayehu