Abstract
ABSTRACT In Jamaica, schools located in rural, city and inner-city areas experience different realities which may influence parental involvement and students’ academic outcomes. Therefore, this cross-sectional research investigates the extent to which school locations influence parental involvement and the cognitive skills of students in the first grade. Data on parental involvement were collected from 210 parents and 24 teachers while 104 male and 106 female students were administered a cognitive skills assessment. The results revealed moderate to high involvement of parents, with children attending schools in the city, ranking highest on parents’ efficacy for helping children to succeed and students’ cognitive skills. In addition, school location had a minimal significant influence on the relationship between parents’ report of parental involvement, invitations to be involved and on the cognitive skills of students. Effective collaboration between parents and schools contributes to the positive outcomes of students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.