i
PARENTAL INVOLVEMENT IN THE ACADEMICS OF
STUDENTS AT PRIMARY LEVEL IN DISTRICT KOTLIAZAD
KASHMIR
Nabila Rasheed
Sobia Yaseen
Roll No: 38
(Supervisor)
Department of Education
FACULTY OF SOCIAL SCIENCES AND HUMANITIES
UNIVERSITY OF KOTLI AZAD JAMMU AND KASHMIR
2018-20
ii
ABSTRACT
The importance of parental involvement as an enabling factor in children’s education is
well evidenced. Teachers have a critical role in facilitating or hindering parents’
involvement in their children’s learning. Teachers locate at-home support for children
within the sphere of mothers’ role and consider support for children’s learning at other
settings such as school and community as part of fathers’ role. Early adolescence is
often marked by changes in school context, family relationships, and developmental
processes. In the context of these changes, academic performance often declines, while
at the same time the long-term implications of academic performance increase. In
promoting achievement across elementary and secondary school levels, the significant
role of families, family-school relations, and parental involvement in education has
been highlighted. For this purpose, the study will be aimed to examine the parental
involvement in academics of students at primary level. The objectives of the study will
be to explore the perception of parental involvement in academics of students at primary
level in District Kotli AJK, find out the practice of parental involvement in the
academics of students at primary level in District Kotli AJK. The study will be
descriptive in nature. The targeted population of the study will be all female teachers
of primary level of tehsil Kotli. The sample of the study (N=200) will be selected
through simple random sampling techniques. The data will be collected through
questionnaire by personal visit of researcher and data will be analyzed by percentage
and mean scores.
Key words: Parental involvement, primary level
iii
Table of Contents
1. INTRODUCTION ...................................................................................................1
1.1 Statement of the Problem .....................................................................................3
1.2 Objectives of the Study ........................................................................................4
1.3 Research Questions ..............................................................................................4
1.4 Significance of the Study .....................................................................................4
1.5 Delimitations of the Study ...................................................................................5
2. LITERATURE REVIEW .......................................................................................6
Epstein’s Six Types of Parental Involvement ............................................................7
History of Parental Involvement ................................................................................8
3. RESEARCH METHODOLOGY .........................................................................13
3.1 Population of the Study ......................................................................................13
3.2 Sample and sampling technique .........................................................................13
3.3 Research Instrument ...........................................................................................13
3.3.1 Validity of Instrument .................................................................................13
3.3.2 Pilot Testing.................................................................................................13
3.4 Data Collection ..................................................................................................13
3.5 Data Analysis .....................................................................................................14
4. REFERENCES ......................................................................................................15
1
1. INTRODUCTION
Traditional forms of parent involvement include participating in school
activities, back-to-school nights, open houses, parent-teacher conferences, or
volunteering at the school. Parental involvement through activities such as providing
nurturance to their children, instilling cultural values, and talking with their children,
do not align with traditional forms of parental involvement as defined by school.
Research indicates that parental involvement is an effective strategy to ensure student
success. Parental involvement has many positive effects on students other than
academics, including increased motivation, self-esteem, and self-reliance, which may
lead to academic success regardless of economic background. Conversely, research
affirms that inadequate or no parental involvement contributes to low student
achievement and engagement (Bower & Griffin, 2011). In essence, parents, siblings,
and other significant relatives can create rich learning environments to enhance
children’s academic development.
When parents are involved in their children’s education, their children’s attitude
towards their school and education becomes more positive. As a result, students get
promotion from elementary level and experience a new stage of learning and change,
even at that stage parent play a vital role in their success. The parents, who remain in
close contact with the teacher, seek them in every matter through which they can
enhance their child learning. These parents show a great concern towards their children
and try to provide as much resources as they can to enhance their children literacy and
learning. Parental involvement is very essential especially for school based activities.
There are many school based activities that demand parental involvement such as
having contact with their child school teacher, having a check and balance over their
child attendance in school, regular monitoring of learning activities provided by school.
2
These entire factors contribute a lot in academic achievement of students at secondary
level (Barnard, 2004). It is a fact that mostly students become more concern about
learning activities provided by their school. As students get promotion from middle to
secondary level the parental expectations also increased.
Academic achievements indicate to which extent a student has achieved aims
and goals of an instructional environment. At school level, mostly academic
achievement is considered as cognitive objectives achievement but it is a
misconception. Academic achievements means achievement of many constructs that
cover the different domains of learning. Achievement field is very broad and mostly it
depends on its indicators on the basis of which it is measured and evaluated. Parental
involvement is very important component of educational achievements but there is need
of a clear vision of different dimensions of parental participation and their contribution
towards academic achievement of their children (Georgiou & Tourva,
2007). It was concluded that parents and child communication and parent’s expectation
about their excellence in educational field have a positive impact on academic
achievements. But on other side parents’ strict rules and monitoring have most of times
shown negative impact.
Epstein et al. (2009) framework consists of six types of parental involvement.
The basic obligation of parents; Parenting (Type 1) refers to a family’s responsibility
of ensuring the child’s health and safety (e.g., parenting, child rearing, continual
supervision, discipline, and guidance at each age level) and to providing positive home
conditions that support learning and behavior. Communicating (Type 2) refers to
communication with the school about academic progress (e.g., memos, notices, report
cards, conferences). Volunteering (Type 3) pertains to parental participation in the
school setting (e.g., events, workshops, or programs for their own educational growth).
3
Learning at Home (Type 4) applies to communication with parents initiating,
monitoring, and assisting in their children’s homework or learning activities. Decision
Making (Type 5) refers to parents accepting decision-making roles in committees that
monitor school improvement¸ advisory councils, or other committees or groups at
school. Collaborating With the Community (Type 6) involves collaborating with the of
parental involvement includes participating in activities at school and at home, such as
volunteering at school; communicating with teachers; assisting with homework; and
attending open houses, back-to-school nights, and parent-teacher conferences (Bower
& Griffin, 2011).
The research will be conducted under the direction of the Education Department
of Kotli University in Kotli District with the aim of finding out parental involvement in
the academics of students at primary level in district Kotli Azad Kashmir at primary
level. In this study effect of parental involvement in academics of students will be
analyzed through survey method by using questionnaire.
1.1 Statement of the Problem
Teachers are invested in all students ‘academic achievement. It is important that all
students be provided with an environment to be successful. This study will attempt to
determine whether parental involvement in homework of primary grade student’s
improves academics achievement for students with special needs. It is a challenge for
schools to determine what specifically makes the difference in establishing positive
involvement with parents. It may not be as simple as increasing the numbers of hours
parents are involved in helping their children at home or at school. There is an important
role of teacher and parents on primary students. In AJK sector at primary level there is
less contribution of parents in students learning process. The primary school teachers
have knowledge about assessment and evaluation skills. Due to the need of improving
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the students’ academic performance, this study has focus on how parent involve in the
academics of students at primary level in district Kotli Azad
Kashmir.
1.2 Objectives of the Study
Followings will be the objectives of the study:
1. To explore perception of parental involvement in academics of students at
primary level in District Kotli AJK.
2. To find out the practice of parental involvement in the academics of students at
primary level in District Kotli AJK.
1.3 Research Questions
Following will be the questions of the study:
1. What is the perception of parental involvement in academics of students at
primary level in District Kotli AJK?
2. What is the practice of parental involvement in academics of students at primary
level in District Kotli AJK
1.4 Significance of the Study
This study will be beneficial for parents and students because to know the weak
area of their child performance. This study will be significant for parents to focus on
their children for better education. The study will be beneficial to school administration
to facilitate the high involvement of parents of students in an effective way. The study
will be significant for future research. The study also provided a guideline to the
common working teachers to be careful in taking part in student’s activities due to
involvement of parents. The study will be significant to create a sense of responsibility
in working teachers and parents in improve student academic performance.
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1.5 Delimitations of the Study
Keeping in view the nature of the topic, the study will be delimited to;
1.
Tehsil Kotli AJK
2.
Govt. girls schools
3.
Primary level
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LITERATURE REVIEW
Numerous variables support student achievement; however, studies have
indicated that one of the most critical components is parental involvement. Overall,
educators acknowledge that parental involvement is key to successful student academic
performance. Schools are doing their best to encourage parents to get involved in their
children’s academic activities and schoolwork.
Parental involvement is a process where parents are able to connect with school
personnel who are responsible in providing services to the children in education
delivery, to involve children in activities and to encourage the role of parents in their
children's education. Epstein (2009), accords that parental involvement will create
collaboration (partnership) between families and professionals (the teachers) and
assistants (NGOs) in the community. Others refer to Parental involvement as a
collaborative process that grows and built through a longterm planning and demands of
cooperation of every member, in which parents and teachers collaborate, learn and
engage in mutual decision-making.
According to a study conducted by the Department for Children, Schools and
Families (DCSF) in 2008 stated that there are two parties that serve as educators in the
lives of children; parents and teachers. Parents play the prime source in educating their
children in the early development before they set foot in school. Responsibility of the
parents does not stop when the child enters the world of schooling but in fact increases
as their involvement brings changes and certainly positive academic achievement in
their children.
This clearly shows that parents play an important role and give major influence
in their children. Therefore, there are two branches in the concept of parental
involvement in their children's academic achievement. The first is the involvement of
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parents in their child's learning at school while the second is the involvement of parents
in their child's learning at home. DCSF also discovered parents who are committed and
involved in children's learning consist of young parents at the age of 21 and older, the
parents who have young children and the parents involved in education directly or
indirectly. Meanwhile, those who are not involved in their child's learning refers to a
group of parents aged 35 and older, parents with children who are already working,
single parents and those parents who are far behind in fundamental aspects of literacy
and numeracy.
Among the forms of parental involvement which are specified in the DCSF
[6], are the parents who complete the school projects together, produce things together,
conduct sports and leisure activities together and read together with their children. Such
forms of parental involvement ensure development of the children in terms of cognitive
and positive social behaviors among their children [4]. Parental involvement in their
children's learning are not limited from the beginning of 3 years old to 10 years old, but
still continue regardless of their child's learning level. Among the most important
parental involvements is to guide their child with their homework and reading. Such
commitment can improve their children's academic achievement
Epstein’s Six Types of Parental Involvement
Educators agree that parental involvement is essential to students’ academic
growth; however, definitions of parental involvement vary. A traditional definition of
parental involvement includes participating in activities at school and at home, such as
volunteering at school; communicating with teachers; assisting with homework; and
attending open houses, back-to-school nights, and parent-teacher conferences. Parental
involvement as supporting student academic achievement or participating in schoolinitiated functions(Hill & Taylor, 2004).
8
Epstein et al. (2009) framework consists of six types of parental involvement.
The basic obligation of parents; Parenting (Type 1) refers to a family’s responsibility
of ensuring the child’s health and safety (e.g., parenting, child rearing, continual
supervision, discipline, and guidance at each age level) and to providing positive home
conditions that support learning and behavior. Communicating (Type 2) refers to
communication with the school about academic progress (e.g., memos, notices, report
cards, conferences). Volunteering (Type 3) pertains to parental participation in the
school setting (e.g., events, workshops, or programs for their own educational growth).
Learning at Home (Type 4) applies to communication with parents initiating,
monitoring, and assisting in their children’s homework or learning activities. Decision
Making (Type 5) refers to parents accepting decision-making roles in committees that
monitor school improvement¸ advisory councils, or other committees or groups at
school. Collaborating With the Community (Type 6) involves collaborating with the of
parental involvement includes participating in activities at school and at home, such as
volunteering at school; communicating with teachers; assisting with homework; and
attending open houses, back-to-school nights, and parent-teacher conferences (Bower
& Griffin, 2011).
History of Parental Involvement
The No Child Left Behind (NCLB) Act of 2001 (U.S. Department of Education,
indicates that parents have a considerable role in promoting the academic achievement
of their children. Regardless of this legislation, schools should and are encouraged to
strengthen their efforts in developing innovative ways to involve parents in their
children’s academic growth. The duty of a school to promote parental involvement has
become a passive act, rather than a genuine effort. In addition, parents are often
scapegoats when trying to find the blame to student achievement.
9
For example, some educators blame parents for the children’s academic failures.
Despite these remarks, research continues to credit parental involvement as a way to
increase academic achievement effectively. Studies show that parents are, in fact, a
strong independent variable in motivating their children to learn (Barnard, 2004).
Parental involvement corresponds too many constructs of school such as
engagement, which includes attending parent-teacher conferences, contributing to
extracurricular activities, monitoring student grades, imparting parental values, helping
with homework, and providing intrinsic and extrinsic motivation. However, Lai and
Vadeboncoeur (2012) noted that schools have failed to engage parents fully.
For example, many schools do not provide literature in a second language or interpreters
at conferences for parents whose primary language is not English. Academic leaders
need to embrace parents as vital stakeholders within the educational system and
encourage teamwork and collaboration.
Although there are numerous definitions of parental involvement in education,
we define it as parents’ interactions with schools and with their children to promote
academic success. This is somewhat broader than the definition articulated in the
NCLB, which is “the participation of parents in regular, two-way and meaningful
communication involving student academic learning and other school activities (No
Child Left Behind Act, 2001). Consistently included in the extant theories, frameworks,
and assessments are home-based and school-based involvement strategies. Further,
such a distinction is useful as it distinguishes policy-relevant areas-home and school.
The most widely cited among existing frameworks is Epstein (2009), which includes
school-based involvement strategies (e.g., volunteering at school, communication
between parents and teachers, and involvement in school governance); home based
involvement strategies, including engaging in educational activities at home; school
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support for parenting (e.g., parent training programs); and involvement between the
school and community agencies. Second School Development Program has also
informed research in this field. Comer’s framework also includes school-based
involvement such as parent-teacher conferences, volunteering and being present in the
school, and participation in school governance and home-based involvement, such as
parental reinforcement of learning at home (Seginer, 2006).
Finally, a three-pronged framework: First, behavioral involvement includes
both home based and school-based involvement strategies, such as active connections
and communication between home and school, volunteering at school, and assisting
with homework. Second, cognitive–intellectual involvement reflects home-based
involvement and includes parental role in exposing their children to educationally
stimulating activities and experiences. Finally, personal involvement includes attitudes
and expectations about school and education and conveying the enjoyment of learning,
which reflects parental socialization around the value and utility of education. Within
an elementary school context, school-based involvement is associated with children’s
achievement, because such involvement is likely to include visits to the classroom and
interactions with children’s teachers. Such interactions and exposure increase parents’
knowledge about the curriculum, enhance social capital, and increase the effectiveness
of involvement at home (Hill & Taylor, 2004).
Further, interactions between parents and teachers may increase mutual respect
and increase teachers’ perceptions about how much parent’s value education. However,
in middle school, school-based involvement has been shown to change from assisting
in the classroom to attendance at school activities. This latter type of school-based
involvement is less likely to provide middle school parents with information about
pedagogy and classroom content or the opportunity to create mutual respect between
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parents and teachers. Therefore, its relation with academic outcomes may be weaker.
Home-based involvement has been advocated because it affirms the knowledge and
instruction received at school, provides assistance and clarification with homework,
provides structure for free time and homework time includes visiting museums and
other educational venues and enhances and encourages motivations. In addition, as part
of home-based involvement, parents can supplement instruction through educationally
based, cognitively stimulating activities (Seginer,
2006).
However, by middle school, many parents feel less able to assist with homework
or provide activities and experiences that increase their adolescents’ knowledge or
achievement. Therefore, the amount and type of home-based involvement that is
effective may be reduced during the middle school years. Yet another reason why
parental involvement might change in significance is that aspects of the middle school
structure do not support home- and school-based involvement strategies in the same
way as in elementary school (Fan & Chen, 2001).
BARRIERS TO PARENTAL INVOLVEMENT
In theory, parents and teachers overwhelmingly agree on the importance of
parental involvement or home-school partnership that contributes to student success.
However, in practice, the paradox is that an actual resistance to parental involvement in
schools comes from teachers as well as from parents themselves. The benefits of homeschool partnership are evident, yet parental involvement in school programs and
activities remains rare. In Waller1932 maintained that parents and teachers are natural
enemies. He argued that, despite the urgent need for partnership and the weight of
supportive evidence for such a partnership, parents are continually kept at a distance in
most schools. Pulitzer prize-winning columnist William Raspberry wrote: "I suspect
that the single biggest reason for noninvolvement is as simple as this: parents don't
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know how important they are to their children's academic success, and they don't know
what to do"(Raspberry, 1994, p. A27). One must conclude, therefore, that there are
powerful barriers against parental involvement. In this section the following five major
barriers of parental involvement are explored: (1) changing demographics; (2) school
norms that do not support partnerships; (3) resistance from educators; (4) resistance
from parents; and (5) limited resources (time, money, training and leadership) to
support parental involvement
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RESEARCH METHODOLOGY
In this section, the methodological structure of the study will be discussed. This
section will be distributed into five sub-sections. The section followed by a description
of population, the sample and sampling technique, the instruments that will be used for
data collection, and finally a description of how the data was analyzed. The study will
be descriptive in nature.
1.6 Population of the Study
Population of the study will be all teachers of primary level from female public schools
of Tehsil Kotli.
S.no
Tehsil
teachers
1
1
300
1.7 Sample and sampling technique
Sample of the study will be 100 female teachers of primary level from tehsil Kotli. For
this study, a simple random sampling technique was used for selection of teachers.
S.no
Tehsil
teachers
1
1
100
1.8 Research Instrument
Questionnaire was used as a research instrument for this study
1.8.1 Validity of Instrument
Questionnaire was validated by expert opinion.
1.8.2 Pilot Testing
Questionnaire was distributed among the teachers of primary level for pilot
testing.
1.9 Data Collection
Data was collected through personal visit.
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1.10
Data Analysis
Data was analyzed by using percentage and mean score.
15
REFERENCES
Barnard, W. M. (2004). Parent involvement in elementary school and educational
attainment. Children and Youth Services Reviews, 26, 39-62.
Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement
work in a high-minority, high-poverty elementary school? A case study.
Professional School Counseling, 15(2), 77-87. doi:10.5330/PSC.n.2011-15.77
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic
achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.
Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement.
Social Psychology of Education, 10(4), 473-482. doi:10.1007/s11218-0079029-8
Hill, N. E., & Taylor, L. C. (2004) Parental school involvement and children’s
academic achievement: Pragmatics and issues. Current Directions in
Psychological
Science,
13(4),
161-164.
doi:10.1111/j.0963-
7214.2004.00298.x
Lai, Y., & Vadeboncoeur, J. A. (2012). The discourse of parent involvement in special
education: A critical analysis linking policy documents to the experiences of
mothers. Educational Policy, 29, 867-897. doi:10.1177
/0895904812440501
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425
(2002).
Seginer, R. (2006). Parents’ educational involvement: A developmental ecological
perspective. Parenting: Science and Practice, 6, 1–48.
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Questionnaire
Name (optional): ---------------------- Academic
qualification: -----------------------Subject of teaching: ----------------------------Experience in years: ---------------------------This questionnaire is based on 5-point Likert scale. Please tick the appropriate box.
(SA=Strongly Agree, A=Agree, UN=Undecided, SD=Strongly Disagree, and D=Disagree
Part I perception of parental involvement in academics of students
Sr. Statements
S.A A
S.D
no
1
Parents inform the teachers on problems
faced by child.
2
3
Parents examined child's homework
regularly.
Parents always read and communicate with
the teachers on review given by the
teachers or principal in child's exercise
book or diary
4
Teachers discussed with the parents on
homework and assignments given by them.
5
Teachers met with the parents to get
information on student’s academic
performance
6
Parents followed up with students
’progress carried out by the teachers via
online.
7
Parents asked for opinions and suggestions
from the teachers to improve the academic
performance of students.
8
Parents shared their observation with the
teachers on learning style and attitude of
students.
9
Parents share their views, expectations and
beliefs with the teachers on student's
learning.
10
Parents discussed with the teachers on
homework and assignments given to class.
D
Not
Sure
17
11
Parents send their children to extra classes
held at school.
12
Parents actively involved in the school
PTA.
13
Parents contact with teachers about any
complaints of students.
14
Parents contact with teachers for checking
attendance of their child
15
Establish clear two-way channels for
communications from home to school and
from school to home.
16
Parents asked the teachers on examination
formats to train child
17
Parents send children to extra classes held at
school.
18
Parents submitted suggestions and
comments about child performance via
phone, school e-mail, the school social
networking site or meet up with the school.
19
Mothers' involvement is more important
than the fathers' involvement in children's
education.
20
Help with or check homework
Part II Practice Of Parental Involvement
Sr.no Statements
1
Conduct workshops or provide
information for parents on child
development
1
Inform parents about problems faced by
student.
2
Provide information, training, and
assistance to all families who want it or
who need it, not just to the few who can
attend workshops or meetings at the
school building
3
Conduct a formal conference with every
parent at least once a year.
S.A
A
S.D
D
Not
Sure
18
4
Establish clear two-way channels for
communications from home to school
and from school to home.
5
Send home folders of student work
weekly or monthly for parent review and
comments.
6
Provide information to families on how to
monitor and discuss school work at
home.
7
Provide ongoing and specific information
to parents on how to assist students with
skills that they need to improve.
8
Teachers shared their observation with
parents on performance of child.
9
Teachers share their views, expectations
and a belief with the parents on child’s
learning.
10
Have an active PTA, or other parent
organization
Produce information for families that is
clear and linked to children’s success in
school
11
12
Parents encourage child’s good academic
performance
13
Discussed with the parents on home task
and assignments given to child.
14
contact with parents for checking
attendance of students
Maintain regular contact with the parents
15
16
Teacher contact with parents about any
complaints of students.
17
parents help child to complete his
assignments on suggestion of teacher
parents monitor regular attendance by
contacting to teacher
18
19
Teacher consult parents about progress of
student in studies
20
parents asked teachers’ about method of
teaching to enhance performance of
students