Impact of Parental Involvement and Educational Status on Primary School Children's Academic Achievement
Main Article Content
Abstract
This work focused on the effects of parental involvement and education of the child on the academic performance of the primary school students in Otuocha education zone, Anambra state. The research adopted a descriptive survey research design to assess and provide the current profile of the sampled primary schools in the Otuocha education zone, Anambra State. A cross-sectional study was conducted among the students and teachers 13 253 respondents a sample of 200 participants was selected randomly from five schools. A structured questionnaire which has been developed based on the literature review, reviewed by experts, and reliability tested yielded index 0. 82 was employed to collect data. Measures of perceived influence of home environment on academic achievement were made using a 4-point Likert scale. The scores attained were analyzed with use of mean values with 2. It was hypothesized that there is positive influence when the Beta value is equal to or greater than 5. To make sure the questionnaires were completed fully, the researchers administered them and personally collected them. The study shows that the aspects of parental involvement that includes hiring home tutors, helping with homework exercises, and the provision of tutorial materials all are strong boosts to academic performance. On the other hand, parental neglect leads to poor performance in children's academic achievements. Furthermore, a study shows that higher parental education status has a positive effect on child academic performance as it enhances positive self images, self efficacy and cognitive skills of the learner. The above findings confirm that parental involvement and educational background are instrumental determinants of the academic achievement of primary school children.
Article Details
How to Cite
Okeke Tobechukwu Ebele. (2024). Impact of Parental Involvement and Educational Status on Primary School Children’s Academic Achievement. Matondang Journal, 3(2), 108-120. https://doi.org/10.33258/matondang.v3i2.1118
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Articles
References
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Al-Murshidi, G., Daoud, S., Al Derei, R., Alhamidi, H., Jabir, W., & Sayed, N. (2023). Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. International Journal of Educational Research Open, 5, 100297.
Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Mills-Koonce, W. R., & Family Life Project Key Investigators. (2016). Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?. Early childhood research quarterly, 34, 115-127.
Bozzato, P. (2024). The future orientation of Italian adolescents in post-pandemic times: associations with self-efficacy and perceived academic achievement. Education Sciences, 14(2), 170.
Brown, K. N. (2023). Strategies for Strengthening and Encouraging Parent Involvement to Support Academic Achievement (Doctoral dissertation, Walden University).
Butler, Y. G. (2014). Parental factors and early English education as a foreign language: A case study in Mainland China. Research papers in education, 29(4), 410-437.
Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774-785.
Chen, Y. (2024). The Effect of Home-School Cooperation on Adolescents’ Academic Achievement. Journal of Education, Humanities and Social Sciences, 29, 85-92.
Curran, T., & Hill, A. P. (2022). Young people’s perceptions of their parents’ expectations and criticism are increasing over time: Implications for perfectionism. Psychological Bulletin, 148(1-2), 107.
Davis-Kean, P. E., Tighe, L. A., & Waters, N. E. (2021). The role of parent educational attainment in parenting and children’s development. Current Directions in Psychological Science, 30(2), 186-192.
Hameed, R. (2023). The Role of Parents in Education. How to Support Your Child's Learning At Home. Harf-o-Sukhan, 7(2), 227-241.
Hiroshi, E. (2024). The Relationship between Physical Activity and Academic Achievement among Elementary School Children in Japan. International Journal of Physical Education, Recreation and Sports, 2(1), 13-24.
Jensen, J., Köller, O., & Zimmermann, F. (2024). Does rude or kind behavior predict later academic achievement? Evidence from two samples of adolescents. The Journal of Early Adolescence, 44(3), 334-364.
Karabacak-Çelik, A., & Aşantuğrul, N. (2024). The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students. Child Indicators Research, 17(2), 683-704.
Khamidi, A., Trihantoyo, S., Sholeh, M., & Hazin, M. (2024). Management of Education Quality Assurance at Roudlotun Nasyiin High School in Mojokerto. Tamilis Synex: Multidimensional Collaboration, 2(01), 206-221.
Khilji, G., Jogezai, N. A., Bibi, N., & Baloch, F. A. (2022). Understanding the effects of educational decentralization through the perspectives of education managers and teachers. International Journal of Educational Management, 36(7), 1206-1220.
Kulkarni, T., & Sullivan, A. L. (2022). Academic achievement and relations to externalizing behavior: Much ado about nothing?. Journal of school psychology, 94, 1-14.
LaMonica, H.M., Song, Y.J., Loblay, V., Ekambareshwar, M., Naderbagi, A., Zahed, I.U.M., Troy, J. and Hickie, I.B., 2024. Promoting social, emotional, and cognitive development in early childhood: A protocol for early valuation of a culturally adapted digital tool for supporting optimal childrearing practices. Digital Health, 10, p.20552076241242559.
Liu, A., Heath, M., & Grzywacz, J. G. (2024). Cultural meaning of education and parents' involvement in education: Perspectives of immigrant Latinos. Family Relations, 73(1), 262-281.
Long, Z., Wang, K., Wang, H., Yao, W., & Liu, C. (2023). Effect of a mental health education intervention on children’s life satisfaction and self-confidence in rural China. Frontiers in Psychology, 14, 1277139.
Lu, B., Dai, B., See, B. H., Shao, X., & Hu, X. (2024). Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?. Educational Review, 1-21.
Ma, L., Liu, J., & Li, B. (2022). The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281-296.
Melkman, E. P. (2024). Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning. British Educational Research Journal, 50(2), 563-579.
Owens, J. (2022). Double jeopardy: Teacher biases, racialized organizations, and the production of racial/ethnic disparities in school discipline. American Sociological Review, 87(6), 1007-1048.
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023). Parental intrusive homework support and math achievement: Does the child’s mindset matter?. Developmental psychology, 59(7), 1249.
Parmar, P., & Nathans, L. (2022). Parental warmth and parent involvement: Their relationships to academic achievement and behavior problems in school and related gender effects. Societies, 12(6), 161.
Quijano, H. U., Uy, A. C., & Franca, G. C. (2023). Parental involvement and academic performance of grade 12 students. Asian Journal of Education and Social Studies, 47(4), 11-17.
Rebulanan, M. L. F., & Samala, H. D. (2021). Learning Science: Factors and its Relation to Academic Performance. European Online Journal of Natural and Social Sciences, 10(4), pp-629.
Schmid, E., & Garrels, V. (2021). Parental involvement and educational success among vulnerable students in vocational education and training. Educational Research, 63(4), 456-473.
Şengönül, T. (2022). A review of the relationship between parental involvement and children's academic achievement and the role of family socioeconomic status in this relationship. Pegem Journal of Education and Instruction, 12(2), 32-57.
Shao, M., He, W., Zhao, L., & Su, Y. S. (2022). The influence of parental involvement on parent satisfaction: The moderating effect of parental educational level and the number of children. Frontiers in Psychology, 12, 752802.
Sok, S., & Schwartz, A. (2021). ‘We are Korean people and we must speak Korean well:’parental involvement in five Korean American families with successful heritage language maintenance. Journal of Multilingual and Multicultural Development, 1-14.
Tadesse, E., Khalid, S., Gao, C., & Legese, M. A. (2022). Do Chinese children need parental supervision to manage their out-of-school visual art activities and academic work time?. Frontiers in Psychology, 13, 987644.
Taniguchi, K. (2024). The impact of pre-primary education on primary student achievement: evidence from SACMEQ III. International Journal of Early Years Education, 32(2), 484-502.
Tarricone, P., Mestan, K., & Teo, I. (2023). A policy monitoring framework to prepare for, respond to, and recover from education in emergencies. Education Inquiry, 1-28.
Vadivel, B., Alam, S., Nikpoo, I., & Ajanil, B. (2023). The impact of low socioeconomic background on a child’s Educational achievements. Education Research International, 2023(1), 6565088.
Vadivel, B., Alam, S., Nikpoo, I., & Ajanil, B. (2023). The impact of low socioeconomic background on a child’s Educational achievements. Education Research International, 2023(1), 6565088.
Wang, Y., Deng, C., & Yang, X. (2016). Family economic status and parental involvement: Influences of parental expectation and perceived barriers. School Psychology International, 37(5), 536-553.
Wesarg-Menzel, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M.S., Staaks, J.P., Van den Akker, A.L., Visser, I., Hoeve, M., Brummelman, E. and Dekkers, T.J., 2023. Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, p.101090.
Wiborg, Ø. N., & Grätz, M. (2022). Parents’ income and wealth matter more for children with low than high academic performance: Evidence from comparisons between and within families in egalitarian Norway. Research in social stratification and mobility, 79, 100692.
Xing, H., Yao, M., & Liu, H. (2024). Transition of academic motivation profiles and its relationship with academic outcomes, perceived parenting, and self-regulated emotion strategies. Learning and Individual Differences, 112, 102460.
Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school?. British Journal of Educational Psychology, 92(4), 1621-1637.
Zajda, J. (2024). Increasing Engagement in the Classroom. In Engagement, Motivation, and Students’ Achievement (pp. 29-40). Cham: Springer Nature Switzerland.
Zamfir, A. M., & Mocanu, C. (2020). Perceived academic self-efficacy among Romanian upper secondary education students. International journal of environmental research and public health, 17(13), 4689.
Zulfiqar, N., Shafi, M. T., & Ajmal, R. (2023). Academic Achievement of First-Generation University Students in Spotlight: Role of Parental Involvement, Autonomy Support, and Academic Motivation. Journal of College Student Retention: Research, Theory & Practice, 15210251231160774.
Akpuokwe, C. U., Bakare, S. S., Eneh, N. E., & Adeniyi, A. O. (2024). Parental involvement laws in child education: a USA and African review. International Journal of Applied Research in Social Sciences, 6(3), 185-197.
Al-Murshidi, G., Daoud, S., Al Derei, R., Alhamidi, H., Jabir, W., & Sayed, N. (2023). Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. International Journal of Educational Research Open, 5, 100297.
Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Mills-Koonce, W. R., & Family Life Project Key Investigators. (2016). Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?. Early childhood research quarterly, 34, 115-127.
Bozzato, P. (2024). The future orientation of Italian adolescents in post-pandemic times: associations with self-efficacy and perceived academic achievement. Education Sciences, 14(2), 170.
Brown, K. N. (2023). Strategies for Strengthening and Encouraging Parent Involvement to Support Academic Achievement (Doctoral dissertation, Walden University).
Butler, Y. G. (2014). Parental factors and early English education as a foreign language: A case study in Mainland China. Research papers in education, 29(4), 410-437.
Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774-785.
Chen, Y. (2024). The Effect of Home-School Cooperation on Adolescents’ Academic Achievement. Journal of Education, Humanities and Social Sciences, 29, 85-92.
Curran, T., & Hill, A. P. (2022). Young people’s perceptions of their parents’ expectations and criticism are increasing over time: Implications for perfectionism. Psychological Bulletin, 148(1-2), 107.
Davis-Kean, P. E., Tighe, L. A., & Waters, N. E. (2021). The role of parent educational attainment in parenting and children’s development. Current Directions in Psychological Science, 30(2), 186-192.
Hameed, R. (2023). The Role of Parents in Education. How to Support Your Child's Learning At Home. Harf-o-Sukhan, 7(2), 227-241.
Hiroshi, E. (2024). The Relationship between Physical Activity and Academic Achievement among Elementary School Children in Japan. International Journal of Physical Education, Recreation and Sports, 2(1), 13-24.
Jensen, J., Köller, O., & Zimmermann, F. (2024). Does rude or kind behavior predict later academic achievement? Evidence from two samples of adolescents. The Journal of Early Adolescence, 44(3), 334-364.
Karabacak-Çelik, A., & Aşantuğrul, N. (2024). The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students. Child Indicators Research, 17(2), 683-704.
Khamidi, A., Trihantoyo, S., Sholeh, M., & Hazin, M. (2024). Management of Education Quality Assurance at Roudlotun Nasyiin High School in Mojokerto. Tamilis Synex: Multidimensional Collaboration, 2(01), 206-221.
Khilji, G., Jogezai, N. A., Bibi, N., & Baloch, F. A. (2022). Understanding the effects of educational decentralization through the perspectives of education managers and teachers. International Journal of Educational Management, 36(7), 1206-1220.
Kulkarni, T., & Sullivan, A. L. (2022). Academic achievement and relations to externalizing behavior: Much ado about nothing?. Journal of school psychology, 94, 1-14.
LaMonica, H.M., Song, Y.J., Loblay, V., Ekambareshwar, M., Naderbagi, A., Zahed, I.U.M., Troy, J. and Hickie, I.B., 2024. Promoting social, emotional, and cognitive development in early childhood: A protocol for early valuation of a culturally adapted digital tool for supporting optimal childrearing practices. Digital Health, 10, p.20552076241242559.
Liu, A., Heath, M., & Grzywacz, J. G. (2024). Cultural meaning of education and parents' involvement in education: Perspectives of immigrant Latinos. Family Relations, 73(1), 262-281.
Long, Z., Wang, K., Wang, H., Yao, W., & Liu, C. (2023). Effect of a mental health education intervention on children’s life satisfaction and self-confidence in rural China. Frontiers in Psychology, 14, 1277139.
Lu, B., Dai, B., See, B. H., Shao, X., & Hu, X. (2024). Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?. Educational Review, 1-21.
Ma, L., Liu, J., & Li, B. (2022). The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281-296.
Melkman, E. P. (2024). Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning. British Educational Research Journal, 50(2), 563-579.
Owens, J. (2022). Double jeopardy: Teacher biases, racialized organizations, and the production of racial/ethnic disparities in school discipline. American Sociological Review, 87(6), 1007-1048.
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023). Parental intrusive homework support and math achievement: Does the child’s mindset matter?. Developmental psychology, 59(7), 1249.
Parmar, P., & Nathans, L. (2022). Parental warmth and parent involvement: Their relationships to academic achievement and behavior problems in school and related gender effects. Societies, 12(6), 161.
Quijano, H. U., Uy, A. C., & Franca, G. C. (2023). Parental involvement and academic performance of grade 12 students. Asian Journal of Education and Social Studies, 47(4), 11-17.
Rebulanan, M. L. F., & Samala, H. D. (2021). Learning Science: Factors and its Relation to Academic Performance. European Online Journal of Natural and Social Sciences, 10(4), pp-629.
Schmid, E., & Garrels, V. (2021). Parental involvement and educational success among vulnerable students in vocational education and training. Educational Research, 63(4), 456-473.
Şengönül, T. (2022). A review of the relationship between parental involvement and children's academic achievement and the role of family socioeconomic status in this relationship. Pegem Journal of Education and Instruction, 12(2), 32-57.
Shao, M., He, W., Zhao, L., & Su, Y. S. (2022). The influence of parental involvement on parent satisfaction: The moderating effect of parental educational level and the number of children. Frontiers in Psychology, 12, 752802.
Sok, S., & Schwartz, A. (2021). ‘We are Korean people and we must speak Korean well:’parental involvement in five Korean American families with successful heritage language maintenance. Journal of Multilingual and Multicultural Development, 1-14.
Tadesse, E., Khalid, S., Gao, C., & Legese, M. A. (2022). Do Chinese children need parental supervision to manage their out-of-school visual art activities and academic work time?. Frontiers in Psychology, 13, 987644.
Taniguchi, K. (2024). The impact of pre-primary education on primary student achievement: evidence from SACMEQ III. International Journal of Early Years Education, 32(2), 484-502.
Tarricone, P., Mestan, K., & Teo, I. (2023). A policy monitoring framework to prepare for, respond to, and recover from education in emergencies. Education Inquiry, 1-28.
Vadivel, B., Alam, S., Nikpoo, I., & Ajanil, B. (2023). The impact of low socioeconomic background on a child’s Educational achievements. Education Research International, 2023(1), 6565088.
Vadivel, B., Alam, S., Nikpoo, I., & Ajanil, B. (2023). The impact of low socioeconomic background on a child’s Educational achievements. Education Research International, 2023(1), 6565088.
Wang, Y., Deng, C., & Yang, X. (2016). Family economic status and parental involvement: Influences of parental expectation and perceived barriers. School Psychology International, 37(5), 536-553.
Wesarg-Menzel, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M.S., Staaks, J.P., Van den Akker, A.L., Visser, I., Hoeve, M., Brummelman, E. and Dekkers, T.J., 2023. Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, p.101090.
Wiborg, Ø. N., & Grätz, M. (2022). Parents’ income and wealth matter more for children with low than high academic performance: Evidence from comparisons between and within families in egalitarian Norway. Research in social stratification and mobility, 79, 100692.
Xing, H., Yao, M., & Liu, H. (2024). Transition of academic motivation profiles and its relationship with academic outcomes, perceived parenting, and self-regulated emotion strategies. Learning and Individual Differences, 112, 102460.
Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school?. British Journal of Educational Psychology, 92(4), 1621-1637.
Zajda, J. (2024). Increasing Engagement in the Classroom. In Engagement, Motivation, and Students’ Achievement (pp. 29-40). Cham: Springer Nature Switzerland.
Zamfir, A. M., & Mocanu, C. (2020). Perceived academic self-efficacy among Romanian upper secondary education students. International journal of environmental research and public health, 17(13), 4689.
Zulfiqar, N., Shafi, M. T., & Ajmal, R. (2023). Academic Achievement of First-Generation University Students in Spotlight: Role of Parental Involvement, Autonomy Support, and Academic Motivation. Journal of College Student Retention: Research, Theory & Practice, 15210251231160774.