Effects of Parental Education and Involvement on
Student Achievement: Evidence from Pakistan
• Baela Raza Jamil
• Zara Khan
• Zaheer Abbas
PRESENTED AT: Comparative and International Education
Society (CIES) – 10th to 16th March 2014
Participation at CIES Supported by: Open Society Foundation (OSF)
Presentation Outline
 Introduction
 Objectives of the Paper
 Past Studies on the Topic
 Context of the Study
 Tools used for Analysis
 The Econometric Model
 Results and Findings
 Discussions
 Policy Recommendations
 Future Directions and Research
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Introduction- Learning Crisis in Pakistan
 Only 43% of Grade 5 students can do Grade 2 level two digit division or read Grade 2
level sentences in English. (ASER Pakistan 2013)
 Deteriorating trends from 2012 to 2013
50
48
46
44
42
40
Grade 5 students who can do Grade
2 level two-digit division
50
% Students
% Students
Grade 5 students who can read
Grade 2 level sentences in English
48
43
2012
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2013
45
40
44
43
2012
2013
Reasons for Poor Learning Levels
Lack of
preparation/
careless attitude
of teachers
Challenges of
textbooks
Content
relevance and
school facilities
 Student Background and Home Environment?
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Lack of political
will
Objectives of the Paper
To study the effect of parental education on the
Arithmetic learning capabilities of children.
To study the associations of parental involvement,
the incidence of domestic work, the taking of
private tuition and the home environment with
the learning capabilities of children.
To find out the linkages between maternal
education and a favorable home environment on
learning capabilities of children
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Past Literature
Parental educational
level-the most
important determinant
of the educational
attainment of children.
(Stevenson and Baker,
1987)
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Greater the parental
education, greater the
parental involvement,
better the home
environment (DavisKean, 2005)
Increased maternal
education, increased
achievement and
readiness to attend
school (Behrman &
Rosenweig,2002)
Context of the Study (School-TELLS)
Phase I
Phase II
Phase
III
• Conducted in 2007-08 in India (World Bank)
• States: Bihar and Uttar Pradesh
• Districts: 10
Number of Schools: 160
• Conducted in 2011 in Pakistan (World Bank)
• Districts: Faisalabad, Mianwali and RahimYar Khan
• Number of Schools: 120
• Conducted in 2013 in Pakistan (ITA)
• Districts: Faisalabad, Mianwali and RahimYar Khan
• Number of Schools: 106
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Size of the Study
106 Schools
(33 Girls Only, 44 Boys Only, 29 Mixed)
521 Primary teachers
surveyed and assessed
1652 Students From Grades 3
and 5 surveyed and assessed
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Tools Used in the Study
Survey Tools
 School Questionnaire
 Classroom Observation Questionnaire
 Teacher’s Questionnaire
 Student’s Questionnaire
Assessment Tools
 Teacher’s Test
 Student’s Test
 RAVENS Progressive Matrices Test
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Tools used for Analysis
School
Questionnaire
• Gathered Information on
the Background and
Home Environment
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Student Test
RAVENS
• Tested students on
Arithmetic competencies
up to 5th grade.
• Final test scores scored
out of a total of 100
marks
• RAVENS Progressive
Matrices Test
• Administered to serve as
a proxy for the child’s
ability
Median Learning scores
For Grade 3:
Math score= 47 out of 100
RAVENS Test Score= 8 out of 20
For Grade 5:
Math score= 56 out of 100
RAVENS Test Score= 10 out of 20
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The Econometric Model
Math_score= β0+ β1Parent_Educ + βX+ ε
where Math_score= Total score of the child on the Student Test
Parent_Educ= Highest Educational Level in the Household
X= Control and Explanatory Variables
H0: Parental Education does not have an impact on the
Arithmetic test scores of children
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Variables used in the Regression
Control Variables
Explanatory Variables
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• Age
• Gender
• Ravens Score (IQ)
•
•
•
•
•
•
Parental Involvement
Children’s Aspiration
Socio Economic Conditions
Private Tuition
Language Used at home
Incidence of Domestic Work
Associations between
Explanatory Variables
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Results and Findings
For Grade 5
Parental Education
• Children of educated parents score 3 points
more, on average.
• Null Hypothesis rejected
• Highly Significant
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Results and Findings
For Grade 5
Socioeconomic
Conditions
• A slight positive effect
• Not very significant
Domestic Work
• -2.24 points on average
• Significant
Private Tuitions
• -4.38 points on average
• Significant
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Results and Findings
Grade 3
Parental Involvement
• Children whose parents ask about their
school related activities at least twice a week
score 4.8 points higher, on average
• Highly Significant
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Discussions
Paternal
education is
significant for
the children in
Grade 5
Parental
Involvement is
significant for
the children in
Grade 3
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Socioeconomic
conditions have
significant
impact on the
learning
outcomes of the
children in Grade
5
Impact of
domestic
work on the
learning
levels is
significant
and higher in
Grade 5 as
compared to
Grade 3.
Policy Recommendations
Improving
Parental
Education
Improving
Parental
Involvement
Non-Formal
Learning Options
Special Awareness
and Orientation
Programs
Incentives
Awareness about a
better learning
Environment
Strings Attached
Social Safety Net
/Voucher
Programs
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Future Directions and Research
Parental
Involvement
Home
Environment
Maternal
Variables
In 2014 these schools will be revisited and some intervention is being explored with the
School Education Dept, Punjab and private schools in the study
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Thank You!
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