Abstract
Taking a human development stance, this investigation explores the correlation between involved parents and student achievement. The evidence supports the assumption that parental involvement positively affects children’s academic success but acknowledges that this relationship occurs on two levels and is very context-dependent. A randomized control trial aimed at increasing parental involvement will recruit 300 parent-child pairs from primary schools around the country.
Improvements in parental involvement and student achievement may be monitored before and after an intervention is implemented via the use of questionnaires, classroom observations, and standardized test results, it should be noted. By illuminating the numerous mechanisms at play when parents get active in their children’s education, the project seeks to enlighten policymakers and scholars within the scope of the connected areas.
Introduction
The Human and family scientists put a premium on discovering what helps kids succeed in school. The value of sound parenting has increased over the last several decades. The study’s overarching goal is to provide empirical evidence linking parental involvement in their children’s education to that achievement. Based on what we learn from the literature, we will formulate our working hypothesis and plan our experiment.
Human and family science scholars have spent decades attempting to nail down just why parental engagement in their children’s schooling is so important. The basic research on the topic demonstrates that a child’s academic achievement is the consequence of a complex interaction of multiple components. Multiple studies over the last year (Howard et al., 2019; Tan et al., 2019) find that parental involvement is favorably connected with academic achievement. This might occur in a number of ways, both in and out of the classroom. Many parents take an interest in their children’s schooling by doing things like helping their kids with homework, going to parent-teacher conferences, and joining their kids in extracurricular activities. Your influence may extend beyond the classroom if you demonstrate the importance of education and encourage others to place a high value on learning.
Parents’ involvement in their children’s education is essential. Parents who actively engage in their children’s scholastic objectives by assisting with homework, keeping strong study habits, and having open lines of communication with instructors contribute substantially to academic accomplishment. This kind of motivation does more than simply inspire pupils to pay attention and finish their work; it fosters in them a growth attitude and an insatiable need for knowledge.
Maintaining open lines of communication between the school and the home is crucial for gaining parental involvement. Children’s academic performance improved when there was communication between home and school, according to research by Kiuru et al. (2019). When instructors and parents can talk openly about a child, everyone learns more about the kid and where they can improve.
By working together, we can ensure that our children get the best education available. Numerous studies have examined the link between a parent’s drive and goals for their kid and the latter’s success in school. Children of parents who value education highly and set high expectations for their offspring are more likely to do the same (Howard et al., 2019). This demonstrates the pervasive influence that parents have on their children’s views of school and their sense of who they are as an individual.
Although there is a large body of data demonstrating a positive correlation between parental involvement and student success, it is essential to understand the complexities of this connection. According to the bidirectional model proposed by Fronda (2023), parental participation and student accomplishment are positively correlated with one another. In this case, the academic success of the child may influence the level of involvement of the parents. If a youngster enjoys school, their parents will take a greater interest in it.
There is a complex web of cultural and social factors that ties parental involvement and academic achievement together. Tan et al. (2019) examined how different cultural norms and practices influenced parents’ engagement in their children’s education. In addition, disparities in parental income may affect how much effort and resources are put into their children’s education. It is essential to have a clear knowledge of these wider settings in order to develop therapies and techniques that account for the range of family circumstances.
Building on the present evidence, the hypothesis predicts that higher parental involvement leads to improved academic success in children. We assume that children whose parents are engaged in their education will perform better in school than those whose parents are not. Parents should be involved in their children’s education by providing assistance with homework, monitoring their academic achievement, and maintaining an open line of communication with teachers. Given this, the research question is – how does parental involvement affect elementary school children’s academic success, and what role do bidirectional impacts and socioeconomic circumstances have in creating this relationship?
Method
Participants
There will be 300 children and parents/guardians included in the study, ranging in age from 8 to 12. To ensure generalizability of the findings, demand characteristics will include a diverse spectrum of cultural and economic backgrounds.
Design
According to a randomized between-group design, parents will be randomly assigned to either the experimental group (receiving an intervention to boost engagement) or the control group (receiving no intervention). The arrangement allows us to isolate the impact of the explanatory variable from the results of the dependent one to define causation appropriately. A double-blind approach will be followed to reduce the impact of subjective aspects; however, no active or passive deception will be used, and the participants will be informed regarding general aspects of the experiment.
Procedures
Schools, community centers, and the internet will all play a role in locating interested volunteers. Both parents and children will grant their informed consent. Data on parental involvement and academic performance will be collected before the intervention begins so that the two groups may be compared right away. Parents will be encouraged to join the intervention group via a series of workshops and other activities. Conversations with teachers, helping with homework, and creating a study space at home are all things that will be discussed.
The control group will not get any special treatment but will still be examined alongside the experimental group. Evaluations conducted after an intervention will allow us to debrief whether or not parental involvement and academic outcomes improved. To further assess the sustainability of the benefits, a second assessment will be conducted six months following the first assessment so that internal validity can be ensured and temporal precedence defined.
Measures
Independent Variable – Parental Involvement
Parental involvement will be measured via surveys and direct observation. Surveys will be used to gauge aspects such as parent-child relationship, student involvement in extracurricular activities, and teacher-parent dialogue. As part of the monitoring procedures, the amount of time spent by parents on homework and school events will be documented to record subject reactivity.
Dependent Variable – Academic Achievement
Academic achievement will be evaluated based on both objective and subjective standards. Standardized exam scores in subjects like mathematics and English will be used as a fair indicator of performance. Subjective metrics will be compiled from teacher evaluations of student growth in the classroom and student self-evaluations.
References
Fronda, M. R. (2023). Parental involvement strategies and the academic performance of students. Professional Community Journal, 3(3), 86–93. Web.
Howard, J. M., Nicholson, B. C., & Chesnut, S. R. (2019). Relationships between positive parenting, overparenting, grit, and academic success. Journal of College Student Development, 60(2), 189–202. Web.
Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2019). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49(5), 1057–1072. Web.
Tan, C. Y., Lyu, M., & Peng, B. (2019). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241–287. Web.