Parental Involvement In School Activities Research Articles

Daily Optional Physical Education Does Not Counteract Increasing Inactivity by Age among Adolescents.

This paper describes the outcomes of an integrated health promotion programme implemented in a Hungarian high school offering health education in the curriculum, daily optional physical education, teacher training in applying a person-centered approach in teaching, and parental involvement in school activities. The evaluation used mixed methods of which results of the before-6-months-after quantitative survey among pupils is described. The health status and behaviour of students were assessed by applying the Hungarian version of the HBSC questionnaire. Significant improvement was found in the self-rated health of girls (6.6% increase in being of excellent health, p = 0.04), and the consumption of sweets and sugary soft drinks decreased significantly for both genders (boys: -10.2%, p = 0.01; girls: -6.06%, p = 0.04). However, the proportion of physically inactive girls significantly increased (girls: 11.2%, p = 0.01), and substance use did not change significantly. The intervention had significant positive impacts on subjective health and dietary habits and could counteract the secular trend of increasing tobacco, alcohol, and drug consumption by age among adolescents, but this unfortunately does not include physical inactivity. Offsetting the most widespread health risk behavior, physical inactivity, may require mandatory daily physical education in schools.

Parenting and Learner Support in Rural South African Schools: Home Involvement as a Conduit for Strengthening Home-School Partnership

For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools. Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.

Effectiveness of Parent Teacher School Management Committee on Quality of Education in Public Secondary School of Tehsil Hub, District Lasbela

Parental involvement in school activities, such as Parent, Teachers, and School Management Committees (PTSMCs), is crucial for improving education quality. This study aims to explore how parents can participate in school learning activities, enabling students to achieve high grades. The study found that most parents believe they are no longer responsible for their children's education, educators oppose parental meddling in school matters, and parents oppose parental meddling in school matters. To compare the effectiveness of education provided by Tehsil Hub of District Lasbela, eight high schools were selected, and 100 participants participated using both qualitative and quantitative research methods. Open-ended questions were used for teachers and parents, while closed-ended questions were used for students. The study found that PTSMC is effective based on firsthand observation. Using a Likert scale questionnaire, the students assessed the quality of PTSMCs performance on several dimensions. The questions on the questionnaire are all closed-ended, making statistical analysis and quantification of the data easy. Data were gathered using a questionnaire, semi-structured interviews, and all available administrative documents. Data was collected through in-person visits and subsequently subjected to statistical and content analysis. There were recommendations given considering the findings.

Parental Involvement Influencing Academic Performance: A Study of Students’ Perceptions

Research studies demonstrate that when parents are maximally involved in their child's academics, it is likely to claim that the child is performing well and confidently at every stage of an academic journey. In the Pakistani context, this integral factor is not only failed to be noticed by the parents but also by the students themselves. Therefore, there seems a dire need to conduct a study that keeps the perceptions of students into account. The current study aims to analyze the perceptions of students about parental involvement influencing their academic performance at semi-government Middle level school of district Sukkur, Pakistan. The population of the study includes 6th, 7th, and 8th graders. Convenient sampling strategy was used to select desired sample. The quantitative research approach was opted using a self-developed questionnaire reviewed by content and construct experts. The data were analyzed through descriptive analysis. The overall findings of this studies show that students perceived that parents should keep monitoring their child's studies, and there should be a parent-teacher communication and child-parent communication as regards the children’s academic performance. The respondents attached importance to parental involvement in school activities. This study recommends some actionable measures to increase parental involvement in Middle level students' academics such as schools should re-develop the (PTA) meetings; teachers must be trained to communicate effectively with parents regarding minute aspect like; child's readiness, and parents should limit the screen time of their child during their study hours. Lastly, the study presents implications for parents, school administrators, and students to bridge the gap.

School Leadership and Curriculum Implementation: Challenges and Constraints in the Zimbabwean Education System

The research examined the challenges that rural school heads faced in implementing the new curriculum in Zimbabwe. Six primary school heads participated in this study. Curriculum changes were initiated as a key focus to restructuring the educational system with a strong emphasis placed on its implementation. The changes were intended to improve the quality of education for the benefit of learners. Qualitative and quantitative research approaches were employed, and the case study research design was used. The population comprised of twenty-eight primary schools in Mutoko district and from these six primary schools were purposefully selected. Interview guides, observation guides and document analysis schedules were used in this research study. The use of the three methods of gathering data was meant to increase the validity and reliability of the findings. The data from interviews were transcribed word for word and that from observations and document analysis were coded and then classified into different categories of themes. Findings revealed that teacher expertise, inadequate resource materials and lack of parental involvement in school activities were challenges that school heads faced in implementing the new curriculum. It was found out that Ministry involvement was greatly needed to equip schools with the requisite teaching staff and adequate resources for effective implementation of the new curriculum to take place.

The Effect of Parental Involvement in the Education of Children with Dyslexia in the Wum Municipality Cameroon

Purpose: The goals of this study were to determine the effects of home facilities on children's education with dyslexia, as well as to investigate the extent to which the scope and contents of geography influence students' attitudes toward volunteerism in children with dyslexia. Methodology: The study used a descriptive survey research design and four research questions to guide the literature review. A 40-item close ended questionnaire was used to collect data from a sample of 20 children and parents from three primary schools in the Wum municipality using the simple random sampling technique. Findings: According to the findings, 74.5% of parents strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 25.5% of disagreed. About 70.5% of parents strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia and 29.5% of parents disagreed parental volunteerism has no influence on the education of children with dyslexia. About 54.5% of parents strongly agreed that their decision making have an impact on the education of children with dyslexia and 45.5% strongly disagreed and disagree saying that decision making have no impact on the education of children. A total of 60.5% of children strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 39.5% of disagreed to the established items under this research question. About 74% of children strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia as can be seen above and 26% of children disagreed parental volunteerism has no influence on the education of children with dyslexia. A total of 61% of pupils strongly agreed that decision making has an effects on the education of children with dyslexia and also 31% of pupils strongly disagreed that decision making does not has an effects on the education of children with dyslexia. Conclusion: Thus from the average percentage score on this research question it clear that respondents overwhelmingly accepted the fact that teachers skills has a positive influence on their academic performance. Recommendations: The study recommended that schools develop and maintain allies between schools and communities for better children's performances with dyslexia. Schools should devise models of supervising and ensuring parental involvement in school activities and schooling for their children. The study also recommend schools to develop monitoring and evaluation measures to access performance, progress, outcome, and impact of engagement strategies.

A comparative study of academic anxiety among secondary school students in relation to the parental involvement

The present study aimed to examine the gender and locality differences in relation to academic anxiety and parental involvement of secondary school students. Furthermore, it explored the relationship between parental involvement and academic anxiety in the sample. This study was conducted on a sample of 600 randomly selected secondary school students aged 14 to 16 years studying in government schools in the state of Haryana. The AASC (Academic Anxiety Scale for Children, 2011) by Singh and Gupta and the PIS (Parental Involvement Scale, 2009) by Chauhan and Arora were used to measure academic anxiety and parental involvement, respectively. Results revealed that academic anxiety was significantly influenced by gender and locality. In addition, there was a significant difference in parental involvement based on gender and locality. Academic anxiety was found to have a significant positive correlation with parental involvement. The results can be used to improve educational programming that addresses academic anxiety of students by fostering a healthy relationship between the home and school through parental involvement in school activities and homework.

Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.

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.

School Personnel Perception of Parental Involvement and Students’ Behavior Problems: Practical Implications

School is a privileged context to prevent specific behavior problems. Parental involvement in school activities is crucial to promote social functioning. This study aimed to access the Portuguese school personnel perception of parental involvement and students’ behavior problems. A study with 333 school personnel, aged between 29 and 66 ( M = 50.84, SD = 7.54), was developed. School personnel’s participants rated parental involvement as low and nearly one in five professionals rated student’s general behavior as bad. A significant association between parental involvement and the perception of students’ general behavior was found. 80% of the professionals rating student’s general behavior as bad also rating parental involvement as poor. Additional research into implications of parental involvement in school activities and school students’ behavior problems is necessary aiming assessment, prevention, and intervention strategies in this area.

¿La implicación de las familias influye en el rendimiento? Un estudio en educación primaria en América Latina

This study explores the relationship between parental involvement in school activities and primary school students’ performance in reading and math in Latin America. We applied four-level multilevel analysis to data from the Second Regional Comparative and Explanatory Study (LLECE/UNESCO, 2012). The sample encompassed 3,000 schools and approximately 180,000 3rd and 6th grade students from 15 Latin American countries. The analysis found that parental involvement in the school and the educational process has a direct effect on students’ academic achievement. Third-grade students who received parental help with homework achieved higher academic scores in both subjects; there was an LLECE/UNESCO, even greater difference when the mother provided this help. When parents attended meetings with the principal and teachers, as well as participated in extracurricular activities, there was a noticeable effect on students’ performance in both subjects.

Does parental involvement matter in children’s performance? A Latin American primary school study

This study explores the relationship between parental involvement in school activities and primary school students’ performance in reading and math in Latin America. We applied four-level multilevel analysis to data from the Second Regional Comparative and Explanatory Study (LLECE/UNESCO, 2012). The sample encompassed 3000 schools and approximately 180,000 3rd and 6th grade students from 15 Latin American countries. The analysis found that parental involvement in the school and the educational process has a direct effect on students’ academic achievement. Third-grade students who received parental help with homework achieved higher academic scores in both subjects; there was an LLECE/UNESCO, even greater difference when the mother provided this help. When parents attended meetings with the principal and teachers, as well as participated in extracurricular activities, there was a noticeable effect on students’ performance in both subjects.

Demystifying Latinos Parental Involvement in School Activities

ABSTRACT This paper is about the importance of understanding immigrant Latino parental involvement in the United States’ educational system. Misconceptions regarding Latino parental involvement will be presented as a way to help pre-service teachers and educators to understand factors that determine Latino parental involvement. This information can be used to create opportunities for this group of parents to engage in school activities in accordance with their reality.

The effect of parental residential school attendance and parental involvement on Indigenous youth’s participation in sport and physical activity during school

Introduction: The objective of this study was to assess the effect of parental residential school attendance on youth's participation in sport and physical activity (S/PA) at school and to explore the potential role that parental education and parental involvement in school activities may play in mediating this relationship.
 Methods: This cross-sectional study used the 2012 Aboriginal Peoples Survey and included youth ages 12-17 (N=4,840). Structural equation modeling techniques were used for models with observed and latent variables. Sampling weights and bootstrap weights were used for all analyses.
 Results: The results indicate 62.87% of youth participated in S/PA; 27.54% at school; 31.52% outside of school, and 40.94% in school and outside school. Mothers who attended residential schools had lower levels of educational attainment. Maternal education had a positive effect on parental involvement in school activities in dual parent households and parental involvement had a positive effect on S/PA. The indirect effects of residential school attendance on parental involvement and participation in S/PA were significant only for youth living with both parents and only for the effect of maternal residential school attendance. Maternal residential school attendance had a negative effect on parental involvement and on participation in S/PA.
 Discussion: The findings from this study indicate that interpersonal factors and historical contexts shape Indigenous youth's participation in S/PA.

Predicting Mathematics Achievement: The Role of Socioeconomic Status, Parental Involvement, and Self-Confidence

This study examines the direct and indirect effects of family socioeconomic status (SES), through parental involvement and self-confidence, on students' mathematics learning. The multilevel analyses are conducted within the context of Trends in International Mathematics and Science Study (TIMSS) 2011 in Turkey. Results indicate that two SES components - home educational resources and school composition - positively predict students' mathematics achievement. Furthermore, results indicate that parental involvement at home, and parental involvement in school activities, both have a mediating role between home educational resources, and school composition and mathematics achievement, respectively. Self-confidence appears as the strongest predictor of mathematics achievement, which also mediates the impact of both home educational resources, and parental involvement at home on achievement. Finally, the findings from this current study highlight the importance of multilevel analyses in examining the role of parental involvement in mediating the relationship between SES and students' mathematics achievement.

Correlates of Participation in Sports and Physical Activities among Indigenous Youth

Several correlates of Indigenous youth participation in sport and/or physical activities (S/PA) have been recognized; however, there is a paucity of research on the relative importance of these predictors, especially those related to the context in which the youth’s physical activities take place. The purpose of this cross-sectional study is to explore the correlates of participation in S/PA among off-reserve Indigenous youth. Using data from the 2012 Aboriginal Peoples Survey (APS), our analysis was limited to those between the ages of 12 and 17 who were attending elementary or high school and were identified as having a single Indigenous identity (First Nations, Métis, or Inuit [N=4,790]). Using logistic regression, we first assessed unadjusted the effects of each of the correlates on participation in S/PA. We then examined the magnitude of the independent effects of these correlates, controlling for the effects of others. Sampling weights and bootstrap weights were used to account for the multi-stage sampling design employed in the 2012 APS. The results of the multivariate analysis suggest that, controlling for other correlates, youth’s sex, age, health status, drinking behaviour, participation in Indigenous cultural activities and volunteering in community, as well as parental involvement in school activities, strength of family ties, and living in a lone-parent family had statistically significant effects on participation in S/PA. Further research should explore the relationships between these correlates using meditational models to better understand the nature of their effects on participation in S/PA at this age.

Parental Involvement in School Activities and Its Relationship with Emotional Intelligence

Parental Involvement in School Activities and Its Relationship with Emotional Intelligence

The Extent to Which Parental Involvement Influences Transition of Pupils from Lower to Upper Primary in Manga District Schools

The purpose of this study was to find out the extent to which parental involvement influences transition of pupils from lower to upper primary in Manga district schools in Nyamira County, Kenya. The objective of the study was to find out whether parental involvement activities influenced transition of pupils from lower to upper primary. Survey design was used for the study. The study population comprised of 19880 pupils, 590 teachers, 57 School Management Committee members, 57 and Head teachers. All the six Quality Assurance Officers were interviewed. The research instruments were the questionnaires which were filled by pupils and teachers, interview schedule for head teachers, SMC members and Education Officers. Piloting, involving two schools in the district was carried out and used test re-test technique to ascertain its reliability. The researcher visited all sampled schools and educational offices to collect data. Sampled teachers and pupils were given questionnaires to fill and head teachers and officers were interviewed by the researcher. Data was analyzed using statistical methods for analyzing and quantifying data. Statistical values in tables were used to compare the calculated value with tabulated value. It was observed that there was a strong correlation between parental involvement in school activities and performance of their children which in turn influenced their transition from one level to another. The study recommended that parents should involve themselves in school activities as it motivates their performance and enabled them to transit from one learning level to another.

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

Contributions of Selected Family Factors to Drug Abuse Among Adolescents in Secondary Schools in Manyatta Sub-county, Embu County, Kenya

The aim of this research is to investigate the contributions of selected family factors to drug abuse among adolescents in Kenyan secondary schools. To achieve this, the study sought to investigate the role of parental monitoring, residence, employment and parenting behaviours in predisposing the adolescent in the development to drug use. In addition, the study established the significance of associations between family factors and drug abuse among adolescents. The data were collected from form two students and deputy principals in secondary schools. The findings revealed that lack of parental supervision, parental employment, authoritarian style of parenting and lack of open discussion with adolescents contributed to drug abuse as well as most parents do not take active roles in schools. The study further revealed that not residing with the biological parents was not significantly associated with drug abuse. This was contrary to the view held by most scholars that the adolescents who do not reside with their biological parents were prone to drug abuse. To avoid drug abuse, parental monitoring should be given to all children regardless of the birth order, absence of aggression at home, parental quality time, open discussions with adolescents, authoritative parenting and parental involvement in school activities. Majority of the children born after the first child portrayed antisocial behaviours; hence the further the birth position in the family the higher the engagement in drug abuse Based on these findings, there is need to give all children as much supervision as that given to the first born children. Thus, the schools should organise sessions for parents and educate them on effective ways of parenting adolescents. Parents need to be encouraged to take active role in schools. Therefore, schools must create partnerships by providing an open and accommodative environment with their wider community. This would help in forming a link between the school and the home as well as the school and the family.