parents with children in the same school would show agreement in their

perceptions of involvement and empowerment.

Ho Sui-chu and Willias conducted a study on effects of parental involvement on

achievement of 8 grades. The purpose of this study was to examine whether variations

in level of school achievement are related on four types of parent involvement; home

discussion, home supervision, school communication and school participation. The

study showed that parent involvement made a significant and unique contribution to

explaining the variation in children’s academic achievement regardless of parental

background. The result did not support the assumption that parents from ethnic-minority

groups participate less than white parents. Differences in the involvement of parents of

male and female’s students were pronounced.

Amant and Deslandes conducted a study on family variables as predictors of

school achievement. |This study explored gender differences in school achievement

outcomes at the secondary level as well as in perceived parent and family influences on

school grades. Researchers found that females surpassed males on many achievement

outcomes, and that male and female students perceived parental practices differently.

Researchers also found that parents generally offer similar affective support to their

adolescent’s sons and daughters for school performance but suggest some differences

in the way’s parents socialized their sons and daughters.

Fan and Chen conducted a study on Parental involvement and students’ academic
achievement. The investigators set out to synthesize existing empirical studies and to
analyse the fields in consistent conclusion on the value of parent involvement in
academic