Extent Of Parental Involvement Research Articles

Parental Involvement and Classroom Climate as Predictors of Metacognitive Skills in English Subjects among Junior High School Students

This study aimed to investigate whether parental involvement and classroom climate significantly predict metacognitive skills among junior high school students in public secondary institutions in Davao City, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 200 junior high school students The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that the extent of parental involvement, classroom climate, and metacognitive skills were described as extensive. Correlation analysis indicated significant relationships between parental involvement, classroom climate, and metacognitive skills. Furthermore, parental involvement and classroom climate significantly influenced the metacognitive skills of junior high school students. It is recommended that educators and policymakers prioritize initiatives to enhance parental involvement and foster positive classroom climates. Additionally, interventions aimed at improving metacognitive skills may be integrated into educational programs.

The Challenge Face in the Implementation of Competency-Based Curriculum in Northern Kenya

Purpose: Kenya is in the process of changing its educational system from one that is content-based to one that is competency-based. When implementing a new curriculum, teachers are likely to encounter difficulties, particularly with regard to the divisions of material and subjects, underlying presumptions, objectives, teaching strategies, and assessment techniques. In this regard, this study aimed to look into the challenges that northern Kenya had in implementing the competency-based curriculum successfully. The study's particular goals were to: Analyze the potential of the competency-based curriculum (CBC) and its effects on the stability of the education sector in northern Kenya, which will depend on the infrastructure available for its implementation; the results of this assessment will assist the government in implementing the competency-based curriculum. The 8-4-4 curriculum which is planned to be replaced by CBC had been implemented mostly by applying the transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 & UWEZO, 2013).
 Methodology: The study employed a descriptive research design. Simple random sampling was employed. The study had a sample size of 45 primary school teachers and 15 head teachers. A questionnaire and interview schedules were used to collect data from the respondents.
 Findings: Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making continuing teacher professional development available for teachers. The country should take into consideration teacher preparedness for the implementation of the new curriculum and whether the country is fully prepared to organize a teacher professional development program for sustained teacher quality.
 Unique Contribution to Theory, Practice and Policy: The study's foundation was Dewey's Social Constructivism Theory, which highlights how interaction and experience are the fundamental building blocks of human experience. The study suggests that in order to foster a positive attitude among teachers and successfully implement a competency-based curriculum, the Ministry of Education should increase its investment in teacher training and involve them in the curriculum change process. The study established that there was little extent of parental involvement in curriculum implementation in schools. Similarly, Sifuna and Obonyo (2019) examined the challenges hindering the effective implementation of CBC in Kenya. The study highlighted that there was an inadequacy of instructional materials and a lack of participation by parents in the curriculum implementation process.

Parental Involvement and Reading Performance of Pupils

This study focused on the extent of parental involvement and reading performance of the Grade VI pupils in Villanueva South District for the School Year 2022-2023. This study answered the following questions: the extent of parental involvement in terms of Parenting, Communication, and Learning at Home the level of pupils reading performance when categorized as Independent, Instructional, Frustration, and Non-reader the relationship between parental involvement and the level of pupils reading performance. This study used an adapted and modified 4-Point Likert questionnaire of Epstein (1993) as cited by Yuliante et al. (2018) and the components of Phil-IRI that served as the second instrument because this was the dependent variable in this study. The researcher utilized the descriptive–correlational research design to justify and realize the studys objectives. Results revealed that the pupils agreed that parents must be involved in their reading practices specifically in parenting, communication, and learning at home. Additionally, results showed that more pupils belonged to the Instructional Level of Reading Performance. The study conveyed the significant relationship between the extent of parental involvement and the reading performance of the pupils. Therefore, parents should understand that parenting, communication with the teachers, and learning at home have significant impacts on how well school-aged children read. It is recommended that the school must introduce various school programs and projects that involve the parents to foster a strong relationship between the teachers and the parents and parents and pupils.

Extents of the Impact of Parental Involvement and Family Engagement on Socio-Emotional Learning of Selected Elementary Students

The study aimed to determine if the extent of parental involvement and family engagement impacted the socio-emotional learning of the selected elementary students in Sarangani Province. Its framework was derived from the ideas for each type of family involvement and engagement created by Epstein and her colleagues in 2002 and Dunst’s model of family empowerment, also of the same year. Parental involvement’s components were parenting skills, home learning, and decision making, while the components of family engagement were information dissemination about school programs, volunteerism, and community collaboration. The socio-emotional learning components measured by the students were self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. The research design utilized in this study was the descriptive correlational design. Based on the findings using the XML Analysis Toolpak through Google Sheets to analyze the collected data, the researcher concluded that there was no significant relationship between parental involvement, family engagement, and socio-emotional learning. Also, there was no significant difference in the parent-respondents’ parental involvement and family engagement when grouped according to the parental role, gender, marital status, highest educational attainment, employment status, and monthly income. However, there was a significant difference in family engagement when grouped according to age (whereas there is none from parental involvement as to age). Finally, there was no significant difference in the socio-emotional learning of students when grouped according to gender, age, and grade level. It was recommended to promote a home environment that supports the student’s academic, social, and emotional needs, as well as for parents to be more participative and cooperative with school and community programs that will further address the needs of their children.

The Relationship between Parental Involvement and Academic Motivation of Grade 11 and 12 Senior High School Students

The goal of this research is to know the correlation between parental involvement and academic motivation among Grades 11 and 12 senior high school students. The descriptive-correlational approach was used in this research. Furthermore, a universal sampling technique was used, resulting in 206 respondents out of the 796 total population. The parental involvement rating scale and academic motivation scale were applied to quantify parental involvement and academic motivation, respectively. The mean was utilized to determine the extent of parental involvement and level of academic motivation. Moreover, Pearson R was employed to test the significance of both parental involvement and academic motivation. The study concluded that parental involvement was sometimes evident among parents of students. In the same way, the academic motivation of senior high school students in Grades 11 and 12 was moderate. Lastly, parental involvement and academic motivation have proven to have a significant but low-to-negative relationship. This means, that when parents show high involvement in students' academic learning, this results in students having less motivation academically; this also happens vice versa. It is recommended that parents and students talk about their preferences regarding how parental involvement is enforced to have better academic motivation. Teachers should also communicate with their student’s parents to inform them of their child's preferences regarding their participation in learning.

The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning?

Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home.Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development.Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa.Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers.Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home.Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.

The Relationship between Parental Involvement and Academic Motivation of Grade 11 and 12 Senior High School Students

The goal of this research is to know the correlation between parental involvement and academic motivation among Grades 11 and 12 senior high school students. The descriptive-correlational approach was used in this research. Furthermore, a universal sampling technique was used, resulting in 206 respondents out of the 796 total population. The parental involvement rating scale and academic motivation scale were applied to quantify parental involvement and academic motivation, respectively. The mean was utilized to determine the extent of parental involvement and level of academic motivation. Moreover, Pearson R was employed to test the significance of both parental involvement and academic motivation. The study concluded that parental involvement was sometimes evident among parents of students. In the same way, the academic motivation of senior high school students in Grades 11 and 12 was moderate. Lastly, parental involvement and academic motivation have proven to have a significant but low-to-negative relationship. This means, that when parents show high involvement in students' academic learning, this results in students having less motivation academically; this also happens vice versa. It is recommended that parents and students talk about their preferences regarding how parental involvement is enforced to have better academic motivation. Teachers should also communicate with their student’s parents to inform them of their child's preferences regarding their participation in learning.

Effectiveness of Parents’ Workshop on Home-School Partnership and Students’ Mathematics Performance. The Case of a Public Secondary school in Botswana

It is undisputable that an effective home-school partnership has an impact on their children’s learning and subsequent academic performance. However, the extent of parental involvement is found to be lacking due to various reasons according to the literature. This paper reports on the effectiveness of utilizing workshops as an intervention strategy to facilitate a home-school partnership that could enhance student mathematics performance in a public senior secondary school in Botswana. Parents from one, purposively selected public senior secondary school, participated in this study. The study used a pragmatist paradigm to draw on a mixed-methods approach and employ a quasi-experimental research design with experimental and control groups. Questionnaires for parents and their children, parents’ interviews, and tests in mathematics were the main data collection instruments for this study and were used as pre and post-interventions. The parents’ workshops intervention was implemented for a period of three weeks on the experimental group. Parents were provided with knowledge and skills through presentations on parental involvement. The results demonstrated that the parents’ workshops intervention improved home-school partnership. The results showed that the intervention had a large positive impact on Home-school communication with an effect size difference of 2.260 between pre-test and post-test mean scores for the parents in the experimental group. Consequently, children’s mathematics performance positively changed after the intervention. The difference between pre-test and post-test within the control group showed a small effect size (0.308) while a large and practical effect size (2.215) was found between pre-test and post-test within the experimental students.

Absenteeism and parental involvement in home and school among middle school students of public school in northern Mindanao, Philippines: basis for intervention

Educational attainment is an important determinant of one’s success. Yet, absenteeism among adolescents jeopardizes chances of achieving their educational goals. Absenteeism can lead to an increasing disinterest in school and the chance of dropping out in school. Thus, this study determined how parental involvement affects absenteeism among 60 Middle school students of a public school. Specifically, it tested the extent of absenteeism of the respondents and the extent of parental involvement in school. Also, this study correlates students’ absenteeism and parental involvement both at home and school. This study used descriptive–correlational method. A validated researcher-made questionnaire was used to determine the extent of absenteeism, extent of parental involvement and the respondents’ perception towards parental involvement. Further, frequency, weighted mean, Pearson R correlation, and t-test for Two Independent Means were used as statistical tools in analyzing the gathered data. The study disclosed that parents were greatly involved at home but were moderately involved in school which contributed to the absenteeism of the students. Parental involvement in school was deemed important in terms of giving support and monitoring their children’s attendance and performances in school. The findings revealed that parental involvement in school had a strong negative relationship with absenteeism. This meant that as parental involvement decreased, absenteeism among students increased. With α=0.05, there was a significant relationship between parental involvement and absenteeism both at home and in school. Conversely, there was no significant difference on how the students and their parents perceived parental involvement. As gleaned in the data, both parents and students considered parental involvement as one of the important factors that enabled the students to pursue their studies. This study concludes that parental involvement in school and at home is correlated with absenteeism of the Middle school students in a public school. Parental involvement at home enables the parents to take good care of their children and show support in the learners’ academic endeavors. Parental involvement in school also provides a big impression to the students. The presence of the parents in school boosts self-esteem and self-worth among their children.

Perceived Parental Involvement in School Activities in Secondary Schools in South-East Nigeria

Aims: The study ascertained perceived parental involvement in school activities in secondary schools in South-east Nigeria.
 Study design: Descriptive survey research design.
 Place and duration of study: Secondary school students in South-east Nigeria, between 2019/2020.
 Methodology: The study used simple random sampling technique to draw 520 (200 male and 320 female) senior secondary school II students from the total population. Specifically, the toss of die type of simple random sampling was used to draw the sample. The instrument for data collection is a structured questionnaire titled “Students perception on the extent of parental involvement in school activities questionnaire (SPEPISAQ)”. The reliability of the instrument and internal consistency of the questionnaire items were established using Cronbach Alpha statistics which yield an overall reliability coefficient of 0.88, indicating a high-level reliability of the items in the instrument. Data collected were analysed using mean and standard deviation (for research questions). The t-test statistics was used to test the hypotheses raised. The item analysis was based on real limit of numbers ranging from 1.00-1.49 (very low extent) to 3.50-4.00 (very high extent), and the decision rule for the null hypotheses was thus; do not reject the null hypotheses if the significant value is greater than the p-value, otherwise reject the null hypotheses if the calculated value is less than the p-value at 0.05.
 Results: A grand mean of 3.14 which indicates that students’ perception on the extent of parental involvement in debate activities is to high extent. The standard deviation score ranges from 0.66 – 1.01, this shows that students are heterogeneous in their rating. The data analysis revealed that the significant value is greater than the alpha value (Sig. value = 1.021, P value=0.05), hence, the extent of parental involvement in debate activities in secondary schools is not statistically significant based on gender. The results further revealed a grand mean of 3.16 which indicates that students’ perception on the extent of parental involvement in school publication activities is to a high extent. The standard deviation score ranges from 0.59 – 1.11, this shows that students are heterogeneous in their response. The corresponding hypothesis tested revealed that the significant value is greater than the alpha value (Sig. value = 0.006, P value=0.05). This goes to show that the extent of parental involvement in school publication in secondary schools is not statistically significant based on gender. More so, the analysis resulted with a grand mean of 2.12 which indicates that students’ perception on the extent of parental involvement in school club activities is to a low extent. The standard deviation scores range from 0.49 – 0.94, this shows that students are homogeneous in their response. The result further showed that the significant value is less than the alpha value (Sig. value = 0.002, P value=0.05). this goes to show that the extent of parental involvement in school club activities in secondary schools is not statistically significant based on gender.
 Conclusion: Based on the findings of this study it was concluded that, students’ perception on the extent of parental involvement in debate activities is to high extent, the extent of parental involvement in school publication activities is to a high extent, the extent of parental involvement in school club activities is to a low extent. The extent of parental involvement in school publication in secondary schools is not statistically significant, Also, the extent of parental involvement in debate activities in secondary schools is not statistically significant. Finally, the extent of parental involvement in school club activities in secondary schools is not statistically significant based on gender.

Absenteeism and parental involvement in home and school among middle school students of public school in northern Mindanao, Philippines: basis for intervention

Educational attainment is an important determinant of one’s success. Yet, absenteeism among adolescents jeopardizes chances of achieving their educational goals. Absenteeism can lead to an increasing disinterest in school and the chance of dropping out in school. Thus, this study determined how parental involvement affects absenteeism among 60 Middle school students of a public school. Specifically, it tested the extent of absenteeism of the respondents and the extent of parental involvement in school. Also, this study correlates students’ absenteeism and parental involvement both at home and school. This study used descriptive–correlational method. A validated researcher-made questionnaire was used to determine the extent of absenteeism, extent of parental involvement and the respondents’ perception towards parental involvement. Further, frequency, weighted mean, Pearson R correlation, and t-test for Two Independent Means were used as statistical tools in analyzing the gathered data. The study disclosed that parents were greatly involved at home but were moderately involved in school which contributed to the absenteeism of the students. Parental involvement in school was deemed important in terms of giving support and monitoring their children’s attendance and performances in school. The findings revealed that parental involvement in school had a strong negative relationship with absenteeism. This meant that as parental involvement decreased, absenteeism among students increased. With α=0.05, there was a significant relationship between parental involvement and absenteeism both at home and in school. Conversely, there was no significant difference on how the students and their parents perceived parental involvement. As gleaned in the data, both parents and students considered parental involvement as one of the important factors that enabled the students to pursue their studies. This study concludes that parental involvement in school and at home is correlated with absenteeism of the Middle school students in a public school. Parental involvement at home enables the parents to take good care of their children and show support in the learners’ academic endeavors. Parental involvement in school also provides a big impression to the students. The presence of the parents in school boosts self-esteem and self-worth among their children.

Pengembangan Instrumen Keterlibatan Orangtua Dalam Menumbuhkan Minat Baca

The considerations for this research are (1) growing interest in reading is the duty of parents, but what forms of parental involvement are not widely understood. (2) the dynamics of the problem of parenting skills are very interesting, progressive and urgent to continue to be studied because the acceleration of the digital era requires parents to be more responsive and literate (3) there are still few studies that discuss the development of parental involvement instruments in fostering reading interest both quantitatively and qualitatively. So that developing an instrument that can provide information on the extent of parental involvement in fostering reading interest is the aim of this study. The research stages are carried out by (1) affirming the measuring area; (2) writing items; (3) testing; and (4) psychometric analysis using quantitative methods. Therefore, this research instrument uses a questionnaire prepared based on the literature review process that supports the research variables. Furthermore, the questionnaire is tested for content validity by an expert (Expert Judgment) to conduct a study and selection of items for each indicator. In this process, 40 items from 82 items were selected, as a result of this study. The trial was carried out on the research subjects, namely parents who have children aged from early childhood to elementary school with a total of 521 respondents. While the reliability test of this questionnaire shows the Cronbach Alpha coefficient = 0.941, which means that in psychomoteric analysis this instrument has perfect internal consistency. Based on these data, it can be concluded that the instrument developed can measure the extent to which parents are involved in fostering children's reading interest.

Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya

Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

INFLUENCE OF PARENTAL LEVEL OF EDUCATION ON THEIR INVOLVEMENT IN PRE-SCHOOL CHILDREN’S EDUCATIONAL ACTIVITIES IN SIKALAME ZONE, SIAYA COUNTY, KENYA

Parental involvement in pre-school education still remains questionably low when it comes to promoting pre-school children’s education amidst the diverse family backgrounds in the current generation. Parents have shown mild and inconsistent involvement in their children’s educational activities leading to poor academic achievement. Sikalame zone which is the location of this study has been facing challenges of low community and parental involvement which has contributed to the neglect of early childhood development centers. The study therefore aimed at finding out the extent of parental involvement in pre-school activities and establishing the influence of parents’ level of education on their involvement in pre-school activities. The study was guided by Joyce Epstein theory of parental involvement. Descriptive research design was adopted for this study. The study had a target population of 42 preschool teachers and 450 parents with preschool children in Sikalame zone. All the teachers of the selected pre-schools were involved in the study. A simple random sampling technique was carried out to select 90 parents who were included in the sample, resulting to a total sample size of 126 respondents. Questionnaires for both teachers and parents were used to collect data. Collected data was analyzed both qualitatively and quantitatively. The analyzed data were presented using bar-graphs, tables and pie charts. Findings revealed that majority of parents did not get involved in their children academic activities and rarely assisted their children with homework implying that parents were not fully engaged in their children’s education. The chi-square test results showed that the level of involvement in the children’s education had significant association with parent’s level of education. The study concluded that parents’ level of education influenced their involvement in preschool education in Sikalame zone. The study recommended that there is need for the preschool administrators to provide some form of training to parents, so that their involvement will have a meaningful impact on the children’s development. Article visualizations:

The GEMS Exams in Israel—Between Center and Periphery

The relationship between input and output is one of the leading topics in modern educational discourse. In the current study, we focus on the GEMS (Growth and Effectiveness Measures for Schools) exams in Israel, which constitute a measure of a school’s scholastic achievements and its academic-social climate. The GEMS is the equivalent of exams such as the TIMSS and the PISA, used in other countries. The GEMS is a school supervisory tool of major importance operated by Israel’s Ministry of Education for improving scholastic achievements and academic-social climate in schools. As an objective indicator, GEMS scores open the field of education to competition. Data on all schools in Israel whose students take the GEMS also appear on the National Authority for Measurement and Assessment in Education (RAMA) website. This study aims to examine the reasons for the disparities in the GEMS results between Israel’s center and periphery and explores whether they can be reduced. Studies published on this issue in the last 16 years that explored these disparities, which are reflected in the extent of parental involvement and students’ educational deficits, were conducted on behalf of RAMA and under its supervision, and some were not sufficiently critical in their review of the efficacy of the GEMS exams. Identifying and understanding these causes is a significant step toward reducing the disparities which have important implications for future acquisition of a secondary and tertiary education. The research findings offer a practical contribution for policy makers in the educational system, while identifying elements of positive change in the schools.

Adolescents’ involvement in decision-making for pediatric weight management: A multi-centre, qualitative study on perspectives of adolescents and health care providers

ObjectiveTo explore adolescents’ and health care providers’ (HCPs) perspectives on adolescents’ involvement in decision-making within multidisciplinary clinical care for pediatric weight management. MethodsIn this multi-centre, qualitative description study, we purposefully recruited 13-17-year-olds with overweight or obesity and HCPs from two pediatric weight management clinics in Edmonton and Ottawa, Canada. Participants completed one-on-one, in-person, semi-structured interviews (adolescents) or focus groups (HCPs), which were audio-recorded, transcribed verbatim, and managed using NVivo 11. Data were analyzed by two independent researchers using inductive thematic analysis and the congruent methodological approach for group interactions. ResultsA total of 19 adolescents and 16 HCPs participated. Three themes were identified in relation to adolescents’ decision-making for weight management, including (i) conditions for adolescent involvement, (ii) preferences for adolescent involvement, and (iii) extent of parental involvement. ConclusionsAlthough adolescents and HCPs positively valued adolescents’ involvement in making decisions regarding their weight and health, the extent to which adolescents wished to be involved in the decision-making process varied between individuals and families. Practice ImplicationsHCPs are encouraged to include adolescents and families in their health services delivery, including consulting individually with adolescents and tailoring care to their expectations regarding decision-making.

PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS

The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations:

An Integrative Review of the Influences on Decision-Making of Young People About Human Papillomavirus Vaccine.

The human papillomavirus (HPV) vaccine is a key intervention in the prevention of HPV infection and associated cancers. This review emphasizes the importance of understanding what influences decision-making about this vaccine. Guided by the work of Whittemore and Knafl, and Pluye and Hong, we identified 25 studies, from which four prominent themes emerged: fear and risk, pain, parental involvement, and involvement of others. Fear of cervical cancer was a strong motivation to receive the vaccine, and the extent of parental involvement also had an impact on decision-making. Recommendations to receive the vaccine by health-care providers were also an important influence. School nurses are fundamental to the promotion and delivery of the HPV vaccine and should stress the significant role that it plays in the prevention of cancer. Additionally, school nurses should ensure that discussions about HPV infection and vaccine include parents where appropriate and should distinctly recommend vaccination to those eligible.

An Investigation into the Extent of Parental Involvement in the Schools’ Financial Management

The study was carried out to determine the extent of parental involvement in the schools’ financial management in six primary schools in zone 6 cluster of Shurugwi District in the Midlands Province...

Parent Perceptions of Connectedness in a Full Service Community School Project

Quality partnerships between parents and schools are widely considered necessary components of effective educational approaches for improving student academic performance. Nevertheless, there is a paucity of research that has examined the effect of school-community collaboration on parent–teacher relationships or parent involvement. The Providence Full Service Community Schools (PFSCS) model, created to connect schools, families, and communities, provided comprehensive services, including family literacy, out-of-school time, wraparound case management, health outreach, and a focus on family engagement. To understand how community service integration, the key component of PFSCS, can improve parent involvement as social capital, the Parent–Teacher Involvement Questionnaire was used to measure perceptions of the amount and type of contact that occur between parents and teachers; parent interest and comfort in talking with teachers; parent satisfaction with their children’s school; and the extent of parental involvement in their child’s education. The PTIQ was administered during the fall of each participating school’s first year of PFSCS implementation and then again during each subsequent fall. Descriptive analyses and one-way ANOVAs were conducted for each subscale of the PTIQ and then for each subscale by school. Overall, findings were mixed and, perhaps most notably, three of the four subscales showed an initial score decrease followed by longer term improvements. While some caution in interpretation is warranted due to design limitations, our primary recommendation is for schools to focus on building trusting relationships with parents and also that data collection, such as was used in this study, can facilitate these efforts. Likewise, the importance of documenting school and intervention contexts is reiterated.