Impact Of Parental Involvement Research Articles

The Impact of Parental Involvement in Creating a Positive Learning Environment for Elementary School Students

This paper explores how parents and teachers view and do parental involvement in elementary schools. It uses surveys and interviews with parents and teachers from two schools. It finds that both groups value parental involvement and its positive effects on students’ learning and happiness. But it also identifies some problems that prevent good parental involvement, like time, communication, resources, and training. It suggests some ways to improve parental involvement and cooperation between parents and teachers.

Warna Bahasa Anak dan Peran Serta Lingkungan dalam Perkembangannya

Humans are inherently social beings who use language as a primary means of com­munication to fulfill their social needs. The development of language skills occurs most rapidly from infancy through early childhood, a phase marked by unique linguistic phenomena that, while seemingly unnatural to adults, are logical to children. This study explores the distinctive characteristics of language development during these crucial phases and examines the role of the environment, particularly the family, in this process. Utilizing qualitative descriptive methods, the research analyzes the interac­tions between children and their surroundings, with a specific focus on the family's influence. The findings reveal that the rapid development of language skills in early childhood is significantly influenced by the immediate social environment, with parents serving as the primary language models. The study highlights the considerable impact of parental involvement and family structure on children's language acquisition. The quality of interaction between parents and children and the overall family dynamics play a crucial role in shaping children's linguistic abilities. Moreover, the study under­scores that an understanding of the distinctive characteristics of early language development and recognition of the pivotal role of families can inform more effective strategies to support language growth in young children. The results emphasize the necessity of a supportive and interactive family environment to optimize language acquisition during these formative years. In conclusion, this research demonstrates that parental involvement, family structure, and quality interactions are essential in fostering early language development. Recognizing these factors can help in designing interventions and support systems aimed at enhancing language acquisition and ensuring that children develop robust communication skills that will benefit them throughout their lives.

The Impact of Parental Involvement in Student’s Academic Performance

The Impact of Parental Involvement in Student’s Academic Performance

Impact of Parental Involvement on Students' Reading Proficiency

This study aimed to determine the extent of parental involvement in the development of reading proficiency among Grade 7 students. Utilizing a descriptive-correlational research design, the study employed systematic sampling to identify 280 parents of Grade 7 students from 11 secondary public schools in the Sibulan 1 and 2 Districts, Division of Negros Oriental. Data collection was facilitated through the Philippine Informal Reading Inventory (Phil IRI) Assessment Tool and a validated questionnaire. Statistical analyses included percent, weighted mean, mean, and multiple regression analysis. The findings indicated that parental involvement in parenting was "high," while involvement in communicating, volunteering, learning at home, and decision-making was "somewhat high." The results showed that students' word reading scores were at the "instructional" level, whereas their comprehension scores were at the "frustration" level. Additionally, the study identified parenting as the only significant predictor of students' word reading and comprehension scores. Furthermore, student characteristics such as sex, age, and school location significantly predicted word reading scores, with female, younger, and urban-based students performing better. These findings underscore the critical role of parental involvement, particularly in parenting, in enhancing students' reading proficiency. The study suggests that targeted interventions to increase parental engagement in various forms could potentially improve reading outcomes for Grade 7 students.

Impact of Parental Involvement with Homework on Pupils’ Mathematics Performance in Public Basic Schools in Ghana

Impact of Parental Involvement with Homework on Pupils’ Mathematics Performance in Public Basic Schools in Ghana

Cognitive biases in pediatric cardiac care.

Medical practitioners are entrusted with the pivotal task of making optimal decisions in healthcare delivery. Despite rigorous training, our confidence in reasoning can fail when faced with pressures, uncertainties, urgencies, difficulties, and occasional errors. Day-to-day decisions rely on swift, intuitive cognitive processes known as heuristic or type 1 decision-making, which, while efficient in most scenarios, harbor inherent vulnerabilities leading to systematic errors. Cognitive biases receive limited explicit discussion during our training as junior doctors in the domain of paediatric cardiology. As pediatric cardiologists, we frequently confront emergencies necessitating rapid decision-making, while contending with the pressures of stress, fatigue, an earnest interest in "doing the right thing" and the impact of parental involvement. This article aims to describe cognitive biases in pediatric cardiology, highlighting their influence on therapeutic interventions for congenital heart disease. Whether future pediatric cardiologists or experienced professionals, understanding and actively combating cognitive biases are essential components of our ongoing medical education. Furthermore, it is our responsibility to thoroughly examine our own practices in our unwavering commitment to providing high-quality care.

The Impact Of Parental Involvement And Self-Efficacy In Anchoring The Psychological Resilience Among Chinese Adolescents With Learning Difficulties: Mediating Role Of Achievement Motivation

Over the past few decades, there has been a noticeable focus on adolescents' learning and participation activities. Surveys and studies conducted in academic schools in China have reported an increase in cases of adolescents experiencing learning difficulties. The previouis research has linked the concept of learning difficulties and disabilities within the broader cultural, social, and academic context. Existing studies shed light on various factors responsible for triggering learning difficulties and how to resolve them. The literature commonly identifies academic factors, such as the school environment and teaching styles, as potential causes of learning difficulties. However, studies have often neglected social elements, including the role of parents and an individual's self-efficacy. This study examines personal and social factors to analyze their impact on the psychological resilience of adolescents. A quantitative design was adopted where data was collected from adolescents across China through Wen Juan Xing. The findings imply that parental involvement, but not self-efficacy, significantly impacts psychological resilience. Additionally, it was discovered that parental involvement, self-efficacy, and psychological resilience weren’t mediated by achievement motivation. The findings from the study can be used by parents, managers, and other children welfare organizations to develop policies and processes that are supportive of the development and resilience of the adolescents.

The Impact Of Parental Involvement On The Academic Performance Of Primary Education Of Children In CBSE Schools In Dubai

ABSTRACT
 This study aims to investigate the connection between parental support and academic achievement among primary school students (grades 1 to 5) in CBSE (Central Board of Secondary Education) schools. CBSE schools are known for their precise academic standards, and their primary education curriculum highlights physical, emotional, social, and mental development, requiring support from parents. This research focuses on both working and single stay-at-home parents and their impact on academic performance based on the amount of time they offer to their children's academics daily. The research question is whether there is a connection between parental support and academic achievement, considering the conditions of both working and stay-at-home parents. As students spend more time with their families than at school, it is expected that their academic performance will be affected by their family environment. Therefore, this study seeks to investigate the relationship between parental involvement in school and students' academic achievement. The research will involve a general study of both working and stay-at-home parents and their levels of parental support for academics. A quantitative research approach will be used, with 140 parents of primary school students (both working and single stay-at-home) completing a Microsoft form questionnaire to evaluate their parental support and its impact on academic performance.

Impact of Parental Involvement in Children School Affairs

Learning institutions have an obligation to partner with parents in order to achieve competent performance in their learners social, cultural and academic life. In this model parental involvement is highly appreciated in schools, since they aid in accomplishment of an integrated education system.In light of the significance of parental engagement and participation in school-based events, this research we will examine the beneficial consequences of involving parents in children affairs, sum it up pioneering ethics for the strong relationship of parents and schools

The Impact of Parental Involvement on Student Writing Ability: A Meta-Analysis

The impact of parental involvement on student academic achievement has been confirmed by many studies. However, researchers differ on whether parental involvement can statistically improve student writing skills. Furthermore, the association between parental intervention duration and student writing ability is unclear. Consequently, this study examines the impact of parental involvement on student writing ability through a meta-analysis of 13 studies conducted between 1996 and 2021, with effect sizes of 117 and 1449 participants. Three main findings in the meta-analysis results werek identified. First, the overall effect of parent writing participation on student writing ability was statistically significant, resulting in a moderate positive effect (g = 0.666 95% CI [0.324, 1.008]), p < 0.001). Second, parental participation behavior methods and student educational stages had no significant impact on student writing ability. Third, differences in school area and parental intervention duration had a significant impact on student writing ability, suggesting that parental involvement has a greater role in promoting an improvement in student writing ability in urban schools, and that long-term intervention is more conducive to improving student writing ability.

Impact of parental involvement on the communication skills of children with autism

In pursuit of every individual’s access to education regardless of one’s statusin life, the Philippines establishedspecial education(SPED) centers to caterto children with special needs.Children with autism are the expectedbeneficiaries of these centers. This research assessed the impact of parentalinvolvement on the communication skills of children with autism at a SPEDcenter in Cebu City, Cebu, Philippines. Their teachers, regardingtheircommunication skills, assessed thirty children with autism. At the sametime, parents were asked to rate their extent of involvement in their child’sschool activities using survey questionnaires. Different statistical tools wereused to treat the data gathered, such as the weighted mean, standarddeviation, andPearsonproduct moment correlation coefficient. Resultsrevealed that parents were involved in the school activities of their children.However, the children had a moderate manifestation of communicationskills. It was found that there is a moderate positive significant relationshipbetween the parents’involvement and the communication skills of thechildren. Thus, teachers are encouraged to design programs for the childrenthat would involvethe parents in enhancing the communication skills ofchildren with autism.

Not your cup of coffee? An ethnographic study on interparental dynamics during parental involvement activities in Dutch primary schools

ABSTRACT Parental involvement in children’s education contributes to children’s educational success. Most schools, therefore, aim to increase parental involvement and organise school-based activities that provide parents with interaction opportunities with teachers, school administrators, and other parents. Although the impact of parental involvement is studied frequently, little attention has gone into examining the interparental dynamics during school-based parental involvement activities. An ethnographic study conducted in five primary schools in The Netherlands shows how interactions among parents shape school-based parental involvement activities (in specific Parent Coffee Mornings). On the one hand, the interactions during Parent Coffee Mornings contributed to increased parental involvement, parents’ network, and social capital of parents. On the other hand, these interactions created patterns of exclusion among parents in what were intended to be inclusionary activities. Knowledge about the dual nature of these activities is likely vital for researchers and school administrations alike.

Impact of parental involvement in Sunday school ministry on spiritual formation of teenagers

Impact of parental involvement in Sunday school ministry on spiritual formation of teenagers

The Effects and Types of Parental Involvement in School-Based Sport and Health Programs Still Represent a Knowledge Gap: A Systematic Review.

Background: Health-related behaviours and attitudes acquired in childhood significantly shape health behaviours in adulthood and play an important role in preventing children from becoming overweight. Interventions incorporating parental involvement can provide outstanding support in shaping a child’s health-related behaviour. However, parental involvement has not been investigated from the perspective of efficacy except for obesity. Therefore, this systematic review investigates school-based physical activity intervention programmes incorporating parental involvement. We aim to explore the impact of these programmes and the parental involvement they provide on behaviours that influence child health, which are essential for preventing children and adults from becoming overweight and promoting health-conscious lifestyles. Methods: This systematic literature review follows PRISMA guidelines. The EBSCO Discovery Service Search Engine was used for searching for literature. Papers included met the following inclusion criteria: (1) reported original, empirical research or systematic review published in a peer-reviewed journal; (2) primary or secondary school age (6–18 years) as the target population; (3) examined school-based sport or health prevention and intervention programs; (4) only healthy children and youth in the indicated age group; (5) school-based prevention or intervention program; (6) examines parental involvement; (7) in the English language, and (8) in disciplines of education, psychology, social work, sociology, social sciences and humanities. Results: An extremely limited number of interventions of sufficient quality address the role of parental involvement (N = 17). The forms of parental involvement show a huge variety, ranging from leaflets, home packs, sports organisations “forced” by the pandemic, parent meetings, programmes, courses, and school programmes with diverse children over several months (cooking together, gardening, playing sports together, etc.). Therefore, it is difficult to measure their effectiveness and impact. Conclusions: The impact of parental involvement on children’s health behaviour, especially physical activity and nutrition, as two of the most important factors in preventing them from becoming overweight, are unclear, and other correlations, e.g., academic achievement, are scarce.

Transition to online education in Sri Lanka during COVID-19: A descriptive phenomenological study

The novel coronavirus (COVID-19) that originated in China was declared a global pandemic by the World Health Organization in March 2020. To limit the spread of the disease, the Sri Lankan government announced the closure of all educational institutes. The school closure encouraged the use of home-based learning, and this transition was a critical period for both teachers and students. Because most Sri Lankan children reside in rural areas, our study examined how teachers in rural schools experienced the lockdown in relation to their teaching role during the pandemic. We used a descriptive phenomenological study design with purposive sampling until we achieved the saturation point. In-depth interviews were conducted via the Zoom platform, using a validated guideline that was piloted before the study and analyzed based on the thematic analysis approach. We identified five major themes: (1) adjustment to the online teaching/learning process; (2) experience of challenges; (3) experience of new opportunities; (4) impact of parental involvement; and (5) impact of teachers’ and children’s physical, psycho-social well-being. The study identified lack of access to technology and lack of proper guidance from the family as challenges during home-based learning. Parental involvement during teaching sessions decreased teachers’ autonomy. Inadequate and inaccurate evaluation of the students disrupts the learning process. Teachers perceived that children’s distance from classroom learning and their peer groups will affect the children’s development.

Impact of Parental Involvement on Academic Performance of Student at Secondary Level in Quetta District

Impact of Parental Involvement on Academic Performance of Student at Secondary Level in Quetta District

DISTRIBUTIVE LEADERSHIP BEHAVIOR, PARENTAL ENGAGEMENT AND THEIR IMPACT ON STUDENTS’ACADEMIC PERFORMANCE: A MEDIATING EFFECTOF LEADERSHIP BEHAVIOR

ABSTRACT Children are active learners who continually attempt to balance their internal conceptions and view of reality with extrinsic recreations or the outer facts children encounter in their world. The interrelationship between humans and their social and physical environments significantly impacts the education and growth of children. An increasing body of research has shown that their home learning experience is vital in figuring out what they are interested in. This shows how important it is for parents to be involved in their children's learning process, and an educator's leadership behaviors indirectly magnify this process. This research aimed to determine the scope and level of parental engagement activities in schools and their impact on parents' participation with their children at home. Furthermore, the impact of parental involvement at home on their children's academic performance is also being studied. The sample consisted of 175 principals, 1575 teachers, 1750 pupils, and 1750 parents from six districts of Khyber Pakhtunkhwa, Pakistan. The data was acquired using established and self-administered questionnaires for leadership behavior and parental engagement. The result shows that the mediational effect of distributive leadership behaviors on parental engagement at home is outside the interval and is not working as a mediator. The educator's work experience significantly affects parental engagement at +1 standard deviation of work experience. Furthermore, parental engagement at home has a tremendous and positive effect on students' academic performance.

The Effects of Leveled Reading on Second Language Learners

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development. The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

Impact of parental involvement in the acquisition of reading competencies by children living with dyslexia in fako division, south west region if Cameroon

This paper is out to investigate Parental Involvement in the Acquisition of Reading Competencies by Children Living with Dyslexia in Fako Division South West Region of Cameroon. The key issues focuses on the acquisition of Reading Competencies by Dyslexic Children as an important autonomy skill. From this, the principal objective of the study was to find out the link between parental involvement and the acquisition of reading competencies by children living with dyslexia. The main research question asked was: ‘' To what extent does parental involvement influence the acquisition of reading competencies in children living with dyslexia.'' Hypotheses were formulated and relevant theories reviewed. This study was both quantitative and qualitative research. A quasi -experimental design (a one group pretest posttest design) was used on a sample of 15 participants (comprised of 5 pupils, 5 teachers and 5parents). Data was collected using questionnaire and interview guides. The data collected was analyzed using the Pearson correlation index. A sample of 5 pupils, 5 teachers and 5 parents were examined using questionnaire and interview. The data collected was analyzed using the Pearson correlation index. The result obtained from the hypothesis showed that there is a significant relationship between parental affection and the acquisition of reading competencies by children living with dyslexia as determined by the correlation index of = 0.911. From this result it was concluded that there is a significant relationship between parental involvement and the acquisition of reading competencies by children living with dyslexia.Consequently, a number of recommendations were made to policy makers of primary education on how to involve parents in the education of their children especially those with reading difficulties. Suggestions were also made for similar and further research to be undertaken in other towns and regions in Cameroon and in other parts of the world.

The effects of parental involvement in homework: two randomised controlled trials in financial education

This paper provides causal evidence on the effects of parental involvement on student outcomes in a financial education course based on two randomised controlled trials with a total of 2779 students from grade 8 and 9 in Flanders. Using an experimental design with three treatment groups, the impact of parental involvement in homework is distinguished from the standalone impact of the classroom intervention and homework itself. Intention-to-treat analysis reveals that access to the intervention effectively improves students’ financial literacy in the two dimensions of knowledge and behaviour. The classroom intervention combined with a homework assigned to be completed with the parents increases financial literacy by 0.38 standard deviations. On average, the added value of prompting parental involvement in homework is not statistically significant. Yet, stimulating parental involvement has significant positive effects on behaviour for disadvantaged students.