Parental Involvement and Academic Achievements: A Case Study

Author(s): Yvonne Perriel

Source: Social and Economic Studies , March 2015, Vol. 64, No. 1, Special Issue on
Children – Reflections on adherence to Child Rights in the Caribbean (March 2015), pp.
75-88
Published by: Sir Arthur Lewis Institute of Social and Economic Studies, University of
the West Indies
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Social and Economic Studies 64:1 (2015): 75-88 ISSN: 0037-7651

Parental Involvement and Academic Achievements:

A Case Study

Yvonne Perriel

ABSTRACT

Administrators and teachers have the educational expertise to utiliz

theoretical and practical experiences in dealing with students, but parenta
involvement is crucial for improving the educational focus of each child
Parents are involved at the primary level of their children's education bu
they are not aware of the benefits of parental involvement at the secondar
level, hence they are not as involved in their adolescents' schooling. The
purpose of this study was to explore the components of parental
involvement and its relationship to student academic achievement in
Mathematics, Reading Comprehension, and Social Studies at th
Secondary level. Data was obtained using the cross-sectional survey
design. Three hundred and sixty seven students and 172 parent
participated in this study, and questionnaires were administered to four
principals along with a semi-structured interview. Data from all sources
was analyzed using descriptive and inferential statistics.

Keywords: Positive Parental Involvement. Partnership, Paren

Teacher Association

What makes students perform well at school? According to

Henderson and Mapp (2002), the evidence is now beyond dispute
that, when schools work together with families to support learning,
children tend to succeed, not only in school but also throughout life.
She also observed that an accurate prediction of student achieve
ment in school is not based on income or social status but on the
extent to which students' families are involved in their education.
She further stated that families should be able to create a home

environment that encourages learning and establishes high, but

realistic, expectations for their children's achievement and future
careers.

Henderson and Mapp (2002, 4) arrived at similar

They noted that, "family participation is critical to st
success". They further noted that parental involvem

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76 SOCIAL AND ECONOMIC STUDIES

student achievement, school programmes, and the school enviro

nment. It also increases parents' role in helping their children learn,
and by extension, it makes teachers more effective in their work.
This view is corroborated by Epstein (2001) who states that
home and school partnership has always been an important aspect
in the educational process. Parental involvement is essential in
guaranteeing a successful and productive school year for children.
She claims that parents who were actively involved in their chil
dren's assignments, fostered and nurtured academic achievement.
Slavin (2000) reported that schools which inform parents
about students' grades make it possible for parents to reinforce
good reports and improve student behaviours and achievements.
This reinforcement helps students earn good grades, thereby
making grades important and effective as tangible incentives.
Excellence, or any level of success on the part of students
depends heavily on parental involvement. Jesse (1996, 2) confirmed
that parental involvement in education significantly "increases
student achievement and also creates a positive school environ
ment." Fullan (2001, 16) also mentioned that "parental involvement
is a high predictor of school success".
If schools are to survive in the 21st century, then educators
must begin to give significant attention to building and
strengthening the relationship among teachers, parents, and
principals. Parents should no longer be used solely as sales agents
for fund-raising tickets, or called in only when their children are in
trouble. Parents need to embrace the education process and become
active participants in the daily life of the school.

TERMS USED IN THE RESEARCH PROCESS

The meanings of certain terms used in this research are be

clarified. Parental involvement refers to the participation or inclusion
of parents or guardians in their children's education by partnersh
in and contribution to various activities at home and at school.

Parent is used to refer to mother, step-mother, foster mother,

adopted mother, father, step-father, foster father, and adopted
father. Parental involvement in this context encompasses parenting,
communicating, volunteering, supporting learning at home,
participating in decision making, collaborating with the school, and

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 Parental Involvement and Academic Achievements 77

the extent to which parents take an active role in their child

education.

A Partnership is a joint-venture that involves the association of

parents and educators in various ways to promote the success of
their children's education. Positive parent involvement refers to the
establishment of productive relationships between the school and
the home to enhance communication, promote understanding, and
provide opportunities for children to interact with people, places,
and things in their immediate environment and beyond.
The Parent Teacher Association (PTA) is the grouping of parents
and teachers who work together to provide benefits for students in
a particular school system.

REVIEW OF THE LITERATURE

In a more perfect world, we would not need schools. We would

have to send our children to a specific site each day in the nam
learning. But even though we would not need schools, we w
need education. The question therefore becomes, just where wo
the young receive their education if there were no schools? Th
would receive their education from the community, because
community owes its children an education. A child's communit
made up firstly of the child's family, but also of the child's relative
friends, neighbours, and the many social systems of which it
part (Ellis and Fouts 1998). It is upon this premise that this stu
was undertaken, to show whether parental involvement, in fa
does increase students' academic achievement.

Defining the construct of 'parent involvement' has been a

challenge for many researchers. A review of the literature on parent
involvement reveals that there is no consistent agreement on what
is meant by the term. Amaral and Ford (2005) argue that there are
several elements that are common across definitions, theories, and
empirical studies, but there are three common elements that serve
as a foundation for understanding parent involvement. These are:
1. the complex issue with multiple dimensions that includes
both parent and school behaviours;
2. the existence on a continuum from school-centred
activities to home-centred activities; and
3. the philosophy which entails educators and the co
munity working toward the common goal of optima

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78 SOCIAL AND ECONOMIC STUDIES

education and development of students with shared

responsibility for students' outcomes.
Amaral and Ford (2005) further suggest that a review of the
literature on parent involvement is historically organized into two
primary categories: (a) school-centred parent involvement and (b)
home-centred parent involvement. They claim that school-centred
parent involvement is characterized by parent activities at a system
level, and includes activities such as participation as teacher assis
tants, as well participating in other social and service events in the
classroom; attending PTA meetings (school level); and attending
and participating in school board meetings (district level). These are
activities which often come to mind when school personnel define
parent involvement, and are activities that typically take place in
the school building.
Home-centred parental involvement is characterized by
activities the parents do directly with their children, such as helping
with their homework, providing a good breakfast in the morning,
and attending one-on-one meetings with their children's teachers.
These are activities often identified by parents as ways in which
they are involved, and these activities typically take place away
from the school building.
Wandersman (2002, 14) mentioned the following definition
and it has been helpful in organizing this review of the literature on
parental involvement:
Parental involvement is a multi-dimensional construct that

involves the participation of parents in both school and home

centred activities that are designed to promote the optimal
development. Parental involvement can include not only
parent behaviour, but also attitudes about involvement, as well
as barriers and facilitators of involvement.

Parental involvement as defined by the National PTA,

according to Epstein (2001), is the participation of parents in every
facet of the education and development of children from birth to
adulthood, recognizing that parents are the primary influence in
their children's lives. Parental involvement takes many forms,
including parents' sharing responsibilities in decisions about their
children's education, health and well-being, as well as parents'
participating in organizations that reflect the community's colla
borative aspirations for all children. The National PTA further

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 Parental Involvement and Academic Achievements 79

stated that parents help their children experience success in

by daily encouraging, listening, monitoring, praising, reactin
discussing, but not necessarily teaching, school subjects.
Involvement should not be limited to volunteering o
attending school-sponsored events. The broad view of involv
affirms the parent's role as the child's primary teacher and th
as the child's first classroom (Barbour 2001).
Supporting this line of thought, Epstein (1996) has sugge
several ways in which parents can be involved in education a
schools. Each of these areas presents challenges. The Epstein
proposes six types of activities which schools have identif
important to establishing and increasing meaningful pa
involvement.

The first type addresses the basic obligation of parents, which

refers to the responsibility of families to ensure that the
establishment of the home environment is conducive to the health

and safety of the child; ensuring that the child-rearing skills needed
to prepare children for school are present; recognizing the continual
need to supervise, discipline and guide children at each age level;
and the need to build positive home conditions that support school
learning and behaviour appropriate for each grade level (Jones and
Jones 2004).
The second type is communication. There is a basic obligation
for schools to communicate with the home about school pro
grammes and children's progress. Schools vary in the form and
frequency of communication such as memos, notices, report cards,
and conferences. The forms of communication might determine
whether the information about school programmes and children's
progress can be understood by all parents.
Epstein's (2001) third type of parental involvement at school is
providing support as volunteers who assist teachers, adminis
trators, and children in classrooms or in other areas of the school. It
also includes parents who come to school to support student
performances, sports, or other events, or to attend workshops and
other programmes for their own education or training (Jones and
Jones 2004).
Learning at home, the fourth type of parental involvement,
refers to parent-initiated activities or child-initiated requests for
help, and ideas or instructions from teachers for parents to monitor

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80 SOCIAL AND ECONOMIC STUDIES

or assist their own children at home with learning activities that are
coordinated with the children's class-work.

Jones and Jones (2004) described Epstein's fifth type of

parental involvement as participation in decision making in the
school, as well as helping to develop parent leaders in governance
and advocacy. It refers to parents assuming decision-making roles
in the Parent Teacher Association, advisory councils, or other
committees or groups at the school, district, or state level.
Finally, the sixth type of parental involvement, as
demonstrated by Epstein (2001), is collaborating with the com
munity. This type of activity identifies and integrates resources and
services from the community to strengthen school programmes,
family practices, and student learning and development. Infor
mation for students and families on community health, cultural,
recreational or social support, and other programmes or services, is
provided through collaboration of students, families and school
staff. This information on community activities may be linked to
learning skills and talents, including summer programmes for
students.
Jones and Jones (2004) indicated that research has shown that
parents and family are critical factors in children's education,
particularly for those who are at risk of dropping out of school.
Benefits of parental involvement that are directly experienced
by students, include having positive attitudes toward school, much
higher levels of achievement (particularly in reading and
mathematics), completion of more homework in shorter time, and
observing a closer relationship between family and school in
general. Epstein (1991) suggested that when parents are involved
fewer students are placed in special education programmes and
more students maintain a positive attitude and display more
appropriate behaviour.

METHODOLOGY

The researcher used the cross-sectional survey to collect data fr

a representative sample of Grade 9 students in Jamaican upgrad
high schools in Region 5. There are several advantages to using t
method. Babbie (2004) stated that a survey design provides
numeric description of the trends, attitudes, and opinions of th
population, by studying a sample of the population. McMillan an

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 Parental Involvement and Academic Achievements 81

Schumacher (2001) indicate that credible information can b

collected at a relatively low cost, and a small sample can be select
from a large population in ways that permit generalization of t
population. Creswell (2005) explained that cross-sectional desi
can examine current attitudes, beliefs, opinions or practices.

Population and Sample

The population for this study was twelve hundred students (
total number of Grade 9 students in the four upgraded high scho
selected). From this number, a sample of four hundred students
used. However, during the administration of the questionnai
only 367 completed the questionnaires correctly Therefore,
study consisted of 367 students from four schools. A total of 1
males and 220 females participated. These students were selec
from the general population of upgraded schools according to th
procedure outlined below. In addition, 172 parents (34 males
138 females) of these students and principals from the four select
high schools were part of the sample.

Sampling Procedure
The sample for this study was selected by placing all Region
upgraded high schools in two containers. One marked suburb
the other rural. Then, two schools were randomly selected from
each container. I needed an additional school for a pilot study, s
put all the remaining schools in one container and random
selected one for the pilot study. From the four schools selected f
the study, all Grade 9 intact classes from each school were placed
their respective containers for that school. Then two classes we
selected from each container. This method is called the simp
random sample. Fraenkel and Wallen (2003, 100) stated that, "th
simple random sample is one in which each and every member o
the population has an equal and independent chance of bein
selected".
After the classes were selected from the schools, the names of
the parents and telephone numbers of each student in those classes
were recorded. Parents were contacted by letter and informed about
the study. An introductory letter was given to each student selected,
to deliver to parents soliciting their participation. Only those who

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82 SOCIAL AND ECONOMIC STUDIES

returned signed letters were used in the study. This same procedure
was also used for participants in the pilot study.

Research Questions

The following six research questions and related hypotheses

formed the basis for this study:
1. What are the important components of parental involve
ment in children's academic experiences as perceived by
parents?
2. What are the important components of parental involve
ment in children's academic achievement as perceived by
students?

3. What is the relationship between parental involvement

and student academic achievement in Mathematics,
Reading Comprehension, and Social Studies (as measured
by student questionnaire and standardized test)?

Null Hypotheses

• There is no statistically significant difference in the

relationship between parental involvement when measured
by the student questionnaire and student academic
achievement score in Mathematics.

• There is no statistically significant difference in the

relationship between parental involvement when measured
by the student questionnaire and student academic
achievement score in Reading Comprehension.
• There is no statistically significant difference in the
relationship between parental involvement when measured
by student questionnaire and student academic achieve
ment score in Social Studies.

4. What strategies and programmes can school adminis

trators, teachers, and parents develop to improve parental
involvement?

5. Do the levels of parental involvement as perceived by

parents differ by parents' gender?

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 Parental Involvement and Academic Achievements 83

Null Hypothesis

• There is no statistically significant difference in the lev

parental involvement with respect to parents' gender.

6. Do the levels of parental involvement as perceived

students differ by school location and student's gender?

Null Hypotheses
• There is no statistically significant difference in the lev
parental involvement when examined in terms of sc
location.

• There is no statistically significant difference in the level of

parental involvement when examined in terms of students'
gender.

SUMMARY OF FINDINGS

The major findings of the study are as follows:

Even though parents reported that all the categories wer
important, 83 percent of the parents involved in the study felt t
the major areas of parental involvement for assisting their childr
in school achievement were support and encouragement an
assistance with their homework.

Eighty-two percent of children stated that parents should

provide encouragement and support. Within that category, 97
percent of the students reported positively, that parents talking to
them about the importance of school was greatest single factor in
providing encouragement and support. They also reported that
they should be rewarded for good work. They believed that if
encouragement and support were given, then they would excel in
their academic performance.
After testing the hypotheses connected with Research
Question 3, it was found that the relationships between parent
involvement and student achievement scores in Math, Reading
Comprehension and Social Studies were positively correlated and
ranged from low (Reading Comprehension) to moderate (Math and
Social Studies). This can be interpreted to mean that, as parental
involvement increases as perceived by students, their achievement
scores for Math, Reading and Social Studies also increase.
The results revealed that administrators believe that (a)
greater partnership among parents, students and school is needed

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84 SOCIAL AND ECONOMIC STUDIES

in order for students to excel; (b) parents need to sign a formal

commitment of involvement when their children are admitted to
school; (c) teachers should conduct home visits to enhance the
communication channels between home and school; (d) parents
must assume their responsibility by setting goals, rewarding
students, supporting activities at home and at school; (e) students
need to be more focused on, and prepared for, the demands of
school; and (f) a skill-bank for parents and a plan to reward
excellent parents should be established.When these conditions are
met, then school leaders, parents, and students could work together
to enhance student academic achievement.

There was a slight difference noted in parental involvement in

their childrens' education based on the parents' gender. However, as
these levels varied only slightly, the null hypothesis is retained.
Testing of the hypotheses revealed that there was a difference
according to location of Northside which is located in an urban
area. Southside and Eastside schools which are considered rural
schools showed a difference with Northside. It should be noted that
in hypothesis 2 the mean difference for the males was slightly
higher than for the females in the study.

CONCLUSIONS

Greater parental involvement is needed, particularly as it relates

the number of activities the family participates in with the child
Encouragement, guidance, and rewarding students for good wo
are significant areas on which to educate parents.
The increasing presence of parents in schools and their
involvement in their children's achievement in the education land
scape, is occurring in an era of ongoing change, reorganization, and
the restructuring of education with a particular emphasis on school
performance, including student achievement.
The results of this study indicate that some parents are
involved in their Grade 9 children's education and have a positive
impact on their academic achievement. It also revealed that parents
from the rural areas are more involved in their children's education,
and that mothers and fathers should be highly involved with their
children's education and participate in activities that will enhance
their academic achievement. Both parents need to be involved in
their children's education because they have separate roles to play

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 Parental Involvement and Academic Achievements 85

(Popenoe 1996). Mothers are more nurturing, while fathers pr

self-control and the management of emotions to control intell
and academic achievement.

The literature shows that parents' education can affect both

the child's learning environment and the extent to which father and
mother are involved with their children, which, in turn, may have a
direct positive effect on children's academic achievement (Epstein
1996; Popenoe 1996). Colker (2006) argued that the more educated
the parents are, the greater their involvement in their child's
education, which may have an impact on their academic achieve
ment. Administrators can plan more structured programmes for
parents so that the PTA meetings are more meaningful.

RECOMMENDATIONS

Parental involvement is of great benefit to children, teache

administrators. Epstein (1996) opined that comprehensive pa
involvement including parenting, communication, involvem
home learning activities and involvement at school, dec
making, and community collaboration are most beneficia
stakeholders in the school system. Parents, especially father
initiate or participate in activities that can help their ch
succeed academically. The nature and frequency with w
parents interact in positive ways with their children reflec
parents' investment in their education.

The Parental Programme

In order to maximise the benefits of parent involvement, p

may do the following:
1. Be supportive of your children. Research shows that ch
do better academically when both parents and teachers a
conferences and PTA meetings. A parental no-show sends
message to a child that maybe school is not such a prior
perhaps, that the child is not important.
2. Remember to focus on your children. Provide support
encouragement. The aim of a parent-teacher conference is for
to build relationships.
3. Share insider information. Tell the teacher what you
about your children as learners. You know what your childr
and hate about school, what motivates them. That informatio

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86 SOCIAL AND ECONOMIC STUDIES

help the teacher fine-tune instruction or interactions to be more

effective. It builds the relationship between the adults, when
parents can share some of their own feelings about their
children's future.

4. Use the report card as a point rather than a centerpiece of the

discussion. Turn any review of grades into an opportunity to get the
teacher's detailed observations about what is working and what is
not working for your children. Do not dwell on the grade itself, and
do not attempt to pressure a teacher to change the grade, especially
at a conference. (If you believe there is a real issue of injustice, take
it to the administrator.)
5. Inquire about your children's progress in areas not easily
measured by grades. Not every child is going to be a brilliant student,
but you want your children to be respectful, productive citizens
who can live in a community with others. Remember, how your
children function will make a big difference in later life.
6. Parents should ask 'What I can do?' In turn, be receptive to
advice on how you can support your children's success without
micro-managing, or rescuing, them from mistakes and the valuable
lessons they offer.
7. Parents should trust their children's development. Try to relax
a little and have faith in your children's journey through school.
8. Parents should leave their own agenda at home. Memories of
unpleasant instances should be set aside. Approach your children's
teacher as a peer partner. Assume that your children's teacher wants
to see them succeed in school and in life, just as you do. The respect
you show will be returned to you.
9. Parents need to form groups with parents of the same grade
level as their children, in order to help monitor homework as it
takes a community to raise a child.

The School Administrators' Programme:

1. Ask parents to sign contracts at the entry level of the
children's high school years.
2. Establish mandatory attendance or fines for delinquent
parents.
3. Schedule home visits for children who are failing.
4. Conduct parenting seminars to establish parents' roles.

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 Parental Involvement and Academic Achievements 87

5. Plan outreach programmes and award merits for thos

parents who participate.
6. Establish a parents skill bank so that parents with ski
can be actively involved in the school their children attend.
7. Establish incentives for good parenting, such as 'Paren
of the Year' awards.

REFERENCES

Amaral, D., and L. Ford. 2005. The high school and family partnerships: A
assessment of psychometric properties. Paper presented at the annual
meeting of the American Educational Research Association,
Montreal, Quebec, Canada.

Babbie, E. 2004. The practice of social research 10th ed. Mexico: Wadswort
Thomson.

Barbour, C. 2001. Families, schools and communities: building partnerships for

educating children. 2nd. ed. Upper Saddle River: NJ. Prentice Hall Inc.

Colker, L. J. 2006. Family involvement: A key ingredient in children's reading

success. http://www.education.com/reference/article/Ref_Family_
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Creswell, J. W. 2005. Educational Research: Planning, Conducting, and

Evaluating, Quantitative and Qualitative Research. 2nd ed. Upper Saddle
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Ellis, A., and J. Fouts. 1998. Research on school restructuring. New York: Eye
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parental involvement". Advances in reading/ language research 5: 261
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Fraenkel, J., and N.E. Wallen. 2003. How to design and evaluate research in
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Fullan, M. 2001. Leading in a Culture of Change. San Francisco: John Wiley.

Henderson, A. T., and Mapp, K. L. 2002. "A new wave of evidence."The impact
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Austin. Texas: National Center for Family & Community: New

Connections with Schools.

Jesse, Dan. 1996. "Increasing parental involvement: A key to student

achievement." Mid-Continent Regional Educational Laboratory,
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Jones, V., and L. Jones. 2004. Comprehensive Classroom Management. Boston,

MA: Allyn and Bacon.
McMillan, J. H. and S. Schumacher. 2001. Research in Education: A Conceptual
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Popenoe, D. 1996. "Where's papa?" Utne Reader: 68-96; 104-107.

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