Parental Education Involvement on Students Performance

I. Introduction

Parental involvement cut across nationality, socio-economic level and cultural background,
which facilitates ongoing interaction and communication between home and school (Torecilla and
Castilla, 2018). The involvement of facilities in the education of their children can contribute to
improving their educational outcomes ( Castro, et.al, 2015). The school-based parent involvement will
raise student achievement levels (Lv, et.al, 2019). Greater parental involvement in students’ education
encouraged within students more positive attitudes towards school, improve homework habits, reduced
absenteeism, and enhanced achievement. ( Li, et.al, 2019). When the parents get involved, the children
make more efforts to learn, they are more concentrated and attentive, more attracted towards the
learning process they think of themselves as being more competent ( Pavalache and Tirdia, 2015).

Parental assets were also positively associated with their expectations partially mediated the
relationship between assets and children’s educational performance ( Min han, 2015). Effective family-
school communication helps to increase parental involvement at home and school (). Home monitoring,
parent-child activity and parent-child communication to potentially be associated with the likelihood of
children belonging to the optimal profile (). Learning outcomes have been determined by such variables
as; family, school, society and motivation factors ( Khajehpour, et.al, 2011). Parental involvement not
only helps students to learn and understand class material but also increase chidren’s motivation ().

Some of the researches reviewed reflected the following problems: Parents need a better little
direction as to how they can effectively do this (Milad, ). Numerous scholars underlined that some family
characteristics, such as limited parental educational attainment, may act as barriers to effective family-
school communication and parental involvement at home and in school (Elke Wild, ). There is sometimes
contradictory evidence about the type of partnership and collaboration that needs to happen between
home and school in order to improve learning and performance (). Poor handnling of parental concerns
and complaints by school authorities, a lack of trust, and inadequate communication with parents are
also considered to be major contributors to a disconnection between the home and school (Ian Hay, ).
Other than being the focus of a small number of qualitative studies, the potential school-wide benefits
of school-based parental involvement have seldom been empirically investigated (Sira Park, ). The
relationship of some types of parental involvement and student’s learning is mixed ( Bo Lv, 2019). Meta-
analysis found out that although homework checking was positively associated with students learning,
the effect was the weakest among all types of parental involvement (Bo Lv, 2019).

To begin addressing this gap, the study explores the relationship between students’
performance and the different methods of parent involvement. The students whose parents get
involved feel responsible for their own education. When the parents show vivid interest for the
education of their children, the students are oriented towards excellence, they constantly look for
challenges, they persevere in spite of difficulties and they show satisfaction towards the school tasks
(Mariela Pavalache, 2015). It is expected that home monitoring, parent-child activity and parent-child
communication to potentially be associated with the likelihood of children belonging to the other
optimal profile (Bo Lv, 2019). This fact largely contributes to the limited body of knowledge regarding
which aspects of parental involvement help student education and just what components are most
important (Khajehpour, et.al, 2011).
II. Objectives