Measuring the Impact of Parental Involvement on Teenage

Academic Performance in Jiabong National High School

Students

Introduction
Education is one of the major gateways into economic growth and freedom in many developing
countries. The general belief is that students learn and excel within the school and the community
through learning processes that involve school, home and community, much like the popular African
saying, “it takes a village to raise a child.” Partnerships between schools, parents, and the community
support student success, especially since children spend the bulk of their time outside of school with
their parents (Epstein, 2001). Developing nations are tasked with educating their citizens as a means of
poverty alleviation and achieving development goals. Despite these laudable goals, many developing
nations are making little or no progress even with constant reforms of education systems. Despite the
universal basic education act of 2004 that mandates nine years of basic education for all school aged-
2children, Nigeria reports lower levels of educational achievement, specifically in mathematics, in
comparison to the rest of the world. Recent statistics show that only 43% of eligible students are
enrolled in junior secondary schools and only about 80% of enrolled students complete the course of
study and transition into senior secondary or vocational schools (Education for All, 2015). Student
motivation declines with students’ time in school (Eccles & Wigfield, 2002) and is more pronounced for
math achievement (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002). Research has shown that parental
involvement complements school reforms for continued student success (Epstein 2001, 2003) and is a
likely tool for nurturing motivation and closing the achievement gap (Gorleku, Brancaccio, & Campbell,
2018).

Parental involvement (PI) is a multidimensional construct which is operationalized in diverse ways to

support student learning and achievement (Campbell 2004; Campbell & Verna 2007; Epstein 1992, 1995,
2001; Fan & Chen, 2001; Jeynes 2005a, 2007). Parental involvement can be school- or home-based. The
effect and nature of the former have been more studied, understood, and referenced than the latter.
This is probably because it is relatively easier to measure how many times a parent volunteers at school
activities or comes to parent teacher association meetings versus how the parent is involved with the
learner at home.
Need for this Study
Parent involvement is one factor that has been consistently related to a child's increased academic
performance (Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987). While
this relation between parent involvement and a child's academic performance is well established, studies
have yet to examine how parent involvement increases a child's academic performance. The goal of the
present study was to test two variables that may mediate, or explain how, parent involvement is related
to a child's academic performance. Parent involvement was defined as the teacher's perception of “the
positive attitude parents have towards their child's education, teacher, and school” (Webster-Stratton,
1998). Academic performance was measured by two methods: standardized achievement test scores
and teacher report of academic performance through rating scales. Based on previous research
(Gonzalez-DeHass et al., 2005; Hughes et al., 2005), two possible mechanisms, a child's perception of
cognitive competence as measured by the child's report, and the student-teacher relationship as
measured by the teacher's report, were examined for their ability to mediate the relation between
parent involvement and academic performance. It was predicted that parent involvement would no
longer be a significant predictor of a child's academic performance when the child's cognitive
competence and the student-teacher relationship were accounted for in the analyses.

Background
Recent studies on parent involvement expanded their scope to investigate the connections between
parents' involvement and their children's motivation, including engagement [18, 19, 20]. Previous
studies conducted in conventional educational settings show strong correlations between parental
involvement and academic engagement in secondary schools [4, 21, 22]. Positive feelings, learning
techniques, and institutional initiatives that improve students' academic performance and learning
experiences have all been used to define student engagement [23, 24]. Despite the wide range of
definitions of engagement, there is general agreement that it is a complex concept that unites different
types of involvement [25, 26], including parental involvement. Student engagement has been divided
into three subtypes: behavioral, emotional, and cognitive engagement [26]. These engagement aspects
each refer to a different aspect of academic engagement, such as on-task behavior (behavioral
engagement).
Knowledge of the history of parent involvement efforts and programs both in the United States
and Turkey provides a useful context for engaging in an in-depth analysis of parent involvement
in young children’s education. The historical overview is important because the historical
developments in the subject matter have shaped the understandings, philosophy, perceptions, and
beliefs about parent involvement issues today. Thus, this section contains background on parent
involvement efforts both in the United States and Turkey.

Objectives
The study article aims to achieve its overarching objective of determining the impact of Parental
Involvement on Teenage Academic Performance by focusing on the following particular goals.

 To determine the direction and degree of the relationship between parental participation and
academic achievement in adolescents.
 To find out whether other factors like parental engagement directly contribute to gains in
academic achievement.
 To investigate the long-term effects of parental involvement, particularly with regard to higher
education and professional success.

Research Question and or hypothesis

1. What is the role of Moral involvement of parents in academic performance of students?
2. How does financial involvement of parents influence academic performance of students?
3. What does parental engagement look like for teenagers, how do they feel about it, and how
does it affect how well they do in school?

Research Methodology
We would be using stratified random sampling to collect or gather data information's from a diverse
range of participants. We're gona measuring the impact of parental involvement on teenage academic
performance, By creating a carefully questions that will provide us with the data that we gather or
collect.

To understand the intricate impact of parental involvement on teenage academic performance,

correlation analysis will be used. The researchers will be able to gain a thorough knowledge of the
participants' responses using this technique and this study will use Slovin's Formula on knowing how
many individuals would be interviewed.
Research Timeline

According to the following information on how long each activity will take for each section of the
research project, the study is expected be finished in 17 weeks:

Research Duration

1. Title 1 week

2. Introduction 1 week

3. Need for this study 2 weeks

4. Background 2 weeks

5. Objectives 1 week

6. Research Questions or hypothesis 2weeks

7. Research Methodology 2 weeks

8. Data analysis interpretations and discussions 3 weeks

9. Summary conclusion and recommendation 1 week

10. Reviewing work for final submission 2 weeks

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