1

STUDYING BENEFICIAL RESULTS OF

PARENTS INVOLVEMENT AT PRIMARY

LEVEL EDUCATION
Table of Contents

CHAPTER 1: INTRODUCTION 3
1.1 Background of the study 3
1.2 Theoretical Framework 5
1.3 Statement of the Problem 5
1.4 Purpose of the Study 6
1.5 Research Question 7
1.6 Hypothesis 7
1.7 Significance of study 8
1.8 Limitation and Delimitation of the study 8
1.9 Research Methodology 8
1.9.1 Population 8
1.9.2 Sampling Technique 9
1.9.3 Sample 9
1.9.4 Research Instrument 9
1.9.5 Data Collection 9
1.9.6 Data Analysis 9
CHAPTER 2: LITERATURE REVIEW 10
2.1 An Overview 10
2.2 Parent Involvement Defined 11
2.3 Types of Parent Involvement 11
2.4 Epstein’s Six Types of Parental Involvement 12
2.5 The Benefits of Parent Involvement 12
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2.6 Impact of Parent Involvement 13

2.7 Barriers to Parent Involvement 13
2.8 Increasing Levels of Parent Involvement 14
2.9 Theoretical Framework 16
2.10 Combined Model & Hypotheses 18
2.11 Conclusion 20
CHAPTER 3: RESEARCH AND METHODOLOGY 21
3.2 Type of Research Study 21
3.3 Population 22
3.4 Sampling Technique 22
3.5 Sample Population 22
3.6 Instrumentation 23
3.7 Data Collection 23
3.8 Statistical Analyzes 23
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 25
4.1 Introduction 25
4.2 Findings and Discussion 25
4.3 Summary 26
CHAPTER 5: 27
SUMMARY OF FINDINGS AND FUTURE RECOMMENDATION 27
5.1 Introduction 27
5.2 Summary of the Study 27
5.3 Conclusions 27
5.4 Implications 28
5.5 Recommendation for Further Study 28
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CHAPTER 1: INTRODUCTION

1.1 Background of the study

Preceding the start of the twentieth century, formalized tutoring was a joint effort amongst
families and schools. In the late 1800s, the relational peculiarity was obviously
characterized by the father's part of being the budgetary supporter of the family, while the
mother's was to oversee and control the home. Inside the setting of the societal standard of
the time, youngsters were by and large raised by an agreeable of moms who gave a
supporting domain to kids in the network. In like manner, it was in 1897 that a gathering
of moms from the country over established the Parent Teacher Association (PTA) to help
a solid developing connection between guardians what's more, educators. This
development was extremely dynamic in political issues, and progressed in the direction of
passing laws in help of kids' rights (e.g. tyke work laws, sustenance and medication acts,
and lodging enactment).

At present in the 21st century, there has been another significant move in the
structure of families. Nowadays, it isn't remarkable to discover the provider of a solitary
parent home working various occupations to help an essential way of life for their
youngsters. By correlation, two-parent homes generally find both dad and mother working
all day with a specific end goal to monetarily bolster the family.

With the move in budgetary obligations, numerous families can't bolster their

Kids with regards to parental inclusion in schools, in the conventional sense. Research has
indicated separates between guardians' commitment, and also bolster, in school exercises,
and in view of this move, schools have been compelled to take a significant part of the duty
in teaching understudies, both scholastically and socially. Therefore, the educational
system has exchanged parts with the guardians and is presently conceded the necessary
obligation of being the essential parental figure of a tyke, rather than being minor supporter.
 4

Research demonstrates that parental inclusion is a viable technique to guarantee understudy

achievement. Parental contribution has numerous beneficial outcomes on understudies
other than academics, including expanded inspiration, confidence, and independence,
which may prompt academics achievement paying little respect to financial foundation. On
the other hand, inquire about insists that deficient or no parental association adds to low
understudy accomplishment and commitment. In essence, parents, siblings, and other
significant relatives can create rich learning environments to enhance children’s academic
development. Conventional types of parent inclusion incorporate taking an interest in
school exercises (e.g., Parent Teacher Associations [PTA]), open houses, parent-educator
meetings, or volunteering at the school. Parental contribution through exercises, for
example, giving nurturance to their youngsters, ingraining social qualities, and conversing
with their kids, try not to line up with customary types of parental association as
characterized by school.

With a high correlation between academic success and parental involvement, alternative
methods must be established that will assist parents in supporting their children with the
current family structures in place. Schools are now challenged to find creative methods to
inform and involve parents on strategies and techniques to support their children in addition
to building a successful partnership between school and the home.

Shutting the accomplishment hole in training has kept on being a noteworthy theme of
discourse in the course of the most recent decade. The accomplishment hole alludes to the
extensive uniqueness in scholarly accomplishment between particular socioeconomics of
understudies. Understudy advance reports, state administered test scores, dropout rates, and
school consummation prerequisites demonstrate the various elements causing
inconsistencies in the accomplishment hole. Financial variables can likewise be ascribed
to the divergence in understudy accomplishment. In view of information from the U.S.
Branch of Education, there is a solid relationship between's understudies performing low
on far reaching institutionalized evaluations and understudies who fall into the low
financial status (SES) classification.

Researchers have not indicated specific causes of the achievement gap; however, some of
the myriad causes could include factors such as culture, socioeconomic status and
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environment. As it is suggested that the culture and environment in which many children
are raised play a role in the academic gap, experts argue that there is an inequality that
minorities face putting them at a disadvantage during the start of their educational careers.
Regardless of what factors have the greatest impact on the gap, the facts continue to point
to a clear distinction between minority students and the other subgroups of students at a
school site.

1.2 Theoretical Framework

Whereas parental involvement is not a mandate in public education, it should be seen as a

viable resource based on data revealing the significant impact on student achievement.
Parental involvement in schools has been a focus of discussion since the mid-1800s with
the establishment of the Parent Teacher Association that was designed to build a healthy
supportive relationship between the parents and teachers in an effort to increase student
achievement. It has been suggested that through parental involvement a student may see
the importance of education 7 through the lens of their parents, therefore directly impacting
the student’s academic achievement. This study will be based on the Social and Economic
Capital framework and the Reproduction Theoretical framework. The Social Capital
theoretical framework is a concept which “focuses on the degree and quality of middle-
class forms of social support inherent in a young person’s interpersonal network” (Stanton-
Salazar, 1997). The Social Capital theoretical framework also emphasizes and supports the
need for adults to participate in a more active role in the lives of children. Data from the
studies supports a significant difference when there is a genuinely supportive relationship
between an adult and a student, and a system is in place that is designed to support that
relationship.

1.3 Statement of the Problem

To determine the Impact of Family Involvement and Educational Achievements of

Children at Primary Level in government schools of district Rawalpindi over a period of
 6

last 6 months. In addition, research suggests that schools often struggle with effectively
involving parents in promoting their children’s achievement which results in minimal
communication with parents. Parents are an important asset to improving academic
achievement, and they should be given the tools necessary to be active in their children’s
schools. This researcher explored the effects of parental involvement as a variable in
promoting student achievement.

The Current models of parental contribution, comprehensive of PTA associations and

classroom volunteer chances, may not associate with what specialists recommend have
profited guardians in view of Social and Cultural Capital. Social Capital financial
obstructions incorporate nonflexible work plans, absence of generally assets (counting
transportation to class destinations), stretch because of living in high hazard networks, and
also past negative encounters with the school itself. Research additionally demonstrates the
parental inclusion openings that might be more powerful for particular subgroups, for
instance: building organizations between schools, families and the networks in which they
dwell, fundamentally, making the school a network focus; making open doors for school-
parent contacts outside of the school; giving transportation to and childcare to PTA/PTO
gatherings, notwithstanding booking gatherings and workshops/classes in light of the
working guardians' calendar . Guardians are their youngsters' first educators. The absolute
most imperative factor in a kid's accomplishment in school and life is the home
foundation .Parent inclusion is basic to effective understudies. Successful strategies for
parent association must be actualized in schools to guarantee the scholarly achievement of
kids.

1.4 Purpose of the Study

This study will examine the aspects of “parental involvement” that lead to academic
achievement in students such as:

1. The type of parental involvement participation currently in schools/districts that have an

impact on student achievement.
 7

2. How the socioeconomic status (SES) of the parents is factored in when suggesting
parental involvement and support.

3. An overview of successful parent involvement policies and procedures for

schools/districts.

4 Evidence that will further guide the researcher in recommending parent involvement
policies and procedures that are beneficial based on the SES of the parents.

5. Ways to develop parents’ accountability to the school, by educating parents on the needs
of the students/school, supporting that educating parents to make effective decisions, as
well as strategies, augment the learning at home which leads to academic achievement.

1.5 Research Question

The purpose of this study was to determine whether parent involvement at primary level
had a positive effect on student achievement. The goal was to show whether those parents
actively involved with their children's education promoted greater gains in academic
achievement than those parents who did not show involvement with their children did.

The following research question guided this study:

1. Does parental involvement contribute to student academic success in school?

2. Are there organization barriers that attribute to low parental involvement, which, in
turn, contributes to diminished student achievement?
3. What are possible effective strategies to improve student achievement and
overcome the persistent barriers that hinder parental involvement?

4. What best practices will support a partnership between the school personnel and
parents that may lead to an increase in student achievement?

1.6 Hypothesis

The researcher tested the following hypotheses:

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1. There is no significant difference in achievement between fourth graders whose family

members were highly involved in school activities and fourth graders whose family
members were not involved in school activities.

2. There is no significant difference in mathematics achievement between fourth graders

whose family members were highly involved in school activities and fourth graders whose
family members were not involved in school activities.

1.7 Significance of study

This examination is noteworthy as it offers extra research that may show understudy
accomplishment is straightforwardly related to parental contribution. Thusly, scholastic
accomplishment may serve to rouse guardians and families to proceed or turn out to be
more associated with school exercises. Guardians, understudies, and instructors can utilize
these discoveries to create projects and systems to increment parental association in
schools.

1.8 Limitation and Delimitation of the study

This study was limited to fourth grade students who attended one elementary School
located in Rawalpindi cant during the 2017-2018 academic years. For the Purpose of this
study, gender, socioeconomic status (SES), and student attendance We’re not considered.
The experience of the fourth grade teachers was also not considered.

1.9 Research Methodology

A correlational study was conducted to determine whether parent involvement affected

student achievement among the subjects. The independent variable was parent
involvement; the dependent variable was student achievement.

1.9.1 Population
 9

Governament Girls High School, Gulistan Colony is located in the Rawalpindi Cant,
District Rawalpindi .The school serves 627 children. 350 of them are in primary section
which is the main focus of our research problem.

1.9.2 Sampling Technique

In this research project random sampling method was adopted. it included 60 fourth grade
students. Classroom teachers randomly identified 30 students

1.9.3 Sample

Classroom teachers identified 30 students who had highly involved family members and
30 students whose family members were not involved. Teachers then paired the list of
students to their test scores.

1.9.4 Research Instrument

The researcher analyzed the results of the cumulative end-of-year ELA and mathematics
tests for Grade 4. The tests were developed by school staff.

1.9.5 Data Collection

The English language arts and mathematics tests are scored by another credentialed
teacher, and later reported as a raw score to the classroom teachers through the Reporting
System.

1.9.6 Data Analysis

This researcher tested the following null hypotheses:

1. There is no significant difference in ELA achievement between fourth graders whose

family members were involved in school activities and fourth graders whose family
members were not involved in school activities.
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2. There is no significant difference in mathematics achievement between fourth graders

whose family members were involved in school activities and fourth graders whose family
members were not involved in school activities.

CHAPTER 2: LITERATURE REVIEW

2.1 An Overview
"Common sense tells us that getting parents involved in the education of their
Children is a good thing." (Gullatt, 1997, P. 36) With that statement in mind, the study was
undertaken to show whether parent involvement in fact does increase student's academic
achievement. An abundance of research during the past decade has supported that
statement. Parents who are involved with their children's education do promote greater
achievement (Wherry, 1997).

Thus, the purpose of this literature review has been to define "parent involvement" and its
changing paradigm to "partnership" (Jesse, 1997). Additionally, the purpose was to
examine the types of parent involvement as described by researchers, analyze a well-known
parent involvement framework, discuss the need for parent involvement in children's
education, note the impact of positive parent involvement, list the common barriers of
parent involvement, and to observe ways to increase parent involvement.
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2.2 Parent Involvement Defined

Early on, parent involvement was defined primarily as parents participating in activities
within the school walls, and only when wanted by the school (Coulombe, 5 12 1995).
Parent involvement has two independent components, one being parents as supporters, the
other component being parents as active partners.

As reforms in education have required more accountability, the definition of parent

involvement has shifted to mean the active and knowledgeable involvement of parents
from birth throughout the elementary and secondary education of their children. It has
changed from a parent focus to family focus, from family to community agencies, and from
the ever-eager parents only to the hard-to-reach or at-risk parents. Parent involvement has
changed from professional (teacher or administrator) agendas to family priorities, and from
a deficit view of primarily urban families to a greater emphasis on the intrinsic strengths
of families (Davies, 1991).

The shift in definition has brought about the belief that most parents do really care about
their children and have important perspectives about their children. Additionally, parents
are capable of learning new techniques that they can use. Further, it is believed families do
have strengths and many family forms do exist (Liontos, 1992). Although non-traditional
families are much more common than they were forty years ago, alternative family
structures of today are effective, and, thus, should be recognized as such (Jesse, 1997).
"Parental involvement is reading to preschool children. It is getting children ready for
school every morning. It is volunteering at the school. It is serving on collaborative
decision making committees, and it is lobbying legislatures to advocate for children"
(Jesse, 1997, p. 2). Parent involvement takes many forms.

2.3 Types of Parent Involvement

Several researchers have identified types of parent involvement. Flaxman and Inger (1992,
p. 3) "have identified three ways in which parents can become involved in schooling:
through direct involvement in school management and choice and by being present in the
schools; through participation in special parenting training programs; and through family
resource and support programs."
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2.4 Epstein’s Six Types of Parental Involvement

Educators agree that parental involvement is essential to students’ academic growth;
however, definitions of parental involvement vary. A traditional definition 7 of parental
involvement includes participating in activities at school and at home, such as volunteering
at school; communicating with teachers; assisting with homework; and attending open
houses, back-to-school nights, and parent-teacher conferences (Bower & Griffin, 2011;
Epstein et al., 2009; Hill & Taylor, 2004). Lopez, Scribner, and Mahitivanichcha (2001)
defined parental involvement as “supporting student academic achievement or
participating in school-initiated functions” (p. 78).

Epstein et al.’s (2009) framework consists of six types of parental involvement. The basic
obligation of parents (Type 1) refers to a family’s responsibility of ensuring the child’s
health and safety (e.g., parenting, child rearing, continual supervision, discipline, and
guidance at each age level) and to providing positive home conditions that support learning
and behavior. The basic obligation of schools (Type 2) refers to communication with the
school about academic progress (e.g., memos, notices, report cards, conferences). The
basic obligation of schools (Type 3) pertains to parental participation in the school setting
(e.g., events, workshops, or programs for their own educational growth). The basic
obligation of schools (Type 4) applies to communication with parents initiating,
monitoring, and assisting in their children’s homework or learning activities. The basic
obligation of schools (Type 5) refers to parents accepting decision-making roles in
committees that monitor school improvement (e.g., Parent Teacher Association [PTA],
advisory councils, or other committees or groups at school). The basic obligation of schools
(Type 6) involves collaborating with the 8 community, which pertains to integrating
various community agencies and resources that support school programs (e.g., Title 1,
after-school programs, parent institute committee) (Epstein, Coates, Salinas, Sanders, &
Simon, 1997).

2.5 The Benefits of Parent Involvement

Benefits of parent involvement that directly relate to students include having more positive
attitudes toward school; much higher achievement, particularly in reading; higher quality,
more level-appropriate work; completion ofmore homework in less time; and observing a
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closer relationship between family and school in general (Epstein, 1991). Teacher morale
is higher; schools garner a better reputation, and there is greater support from businesses
and families (Henderson, 1994).

Parents involved in their children's education have more confidence in the school and
teachers, even themselves. Moreover, expectations of their children are higher. Parents are
more likely to secure further education when involved with their children (Henderson,
1994).

2.6 Impact of Parent Involvement

Certain family practices have been significant factors contributing to children's academic
success. These factors, as researched by Clark (1983), include: valuing schooling and
developing a sense of pride in school, establishing specific daily and weekly family
routines, establishing family roles and responsibilities, and closely supervising and
monitoring children's use of structured and unstructured time. In addition, encouraging
reading, talking with children about everyday occurrences, talking with children about
school contribute to academic success. Visiting the school and becoming an advocate,
encouraging children and families to develop hobbies and extracurricular activities, and
finally, spending quality family time together are factors that also contribute to children's
academic success.

2.7 Barriers to Parent Involvement

Several barriers to parent involvement have been identified by both parents and teachers.
The National PTA (1996) describes the most common barriers as the lack of time, not being
valued, and not knowing how to contribute. Further barriers to parent involvement include
not understanding the educational system, childcare difficulties, language, cultural
differences, and transportation difficulties. Additionally, parents often do not feel
welcomed. Low literacy levels, educational jargon, snobbery, boring meetings, and parents
who have unmet needs themselves are also barriers to parent involvement. Distance
between parents and teachers, lack of teacher training, and barriers of race and class have
been identified as barriers (Moore, 1991). Often, minority parents are not included in
activities because of language or cultural differences (Chavkin, 1989). Other barriers
 14

originate from beliefs, attitudes, and actions by teachers and schools: lack of commitment,
role confusion, concerns with territory, and low expectations from at-risk families.
Teachers and schools assuming a passive role in involvement, poor communications on the
part of the schools, and schools that focus on negative involvement are definite barriers to
parent involvement (Liontos, 1992).

2.8 Increasing Levels of Parent Involvement

Ample information exists about how to improve or increase parent involvement in schools.
Several researchers have systematically investigated and identified successful parent
involvement programs in a variety of settings. Some are listed or summarized within this
section. The Geraldine Dodge Foundation (1996) developed a list of ten tips for school
principals to increase parental involvement in schools. The list includes using a committee
approach to develop involvement initiatives, recruiting parents for a volunteer program,
and offering "family" programs in math, science, reading, and technology. Also included
are tips to make favorable first impressions with parents and guides developed to help
young children learn. Home-school connections newsletters sent home on a regularly
scheduled basis aid parents with tips for activities to do at home. Videos and handouts
made specifically for parent training on self-esteem, reading techniques, responsibility,
motivating children, and suggestions for talking with the children are available from the
Parent Institute.

Other tips contained in the principal's list include sending folders home every Friday with
student's work from the week and communication forms for parents and teachers to use.
Single sheet brochures as guidelines describing specific learning outcomes in non-
threatening educational jargon should be made available for every grade level.
Commercially made brochures that describe activities to do at home with children are also
available (Dodge Foundation, 1996). Ten factors central to urban parent involvement
programs include: leadership, accessibility, time, cultural awareness, active teacher roles,
public recognition, broad-based support, adolescent focus, and recognition of parents as
people (Jackson & Cooper, 1992). Although these practices pertained to high school in the
study, the implications are universal. Likewise, although the strategies identified by Berla,
Henderson, and Kerewsky (1989) were set for middle school parents, the approach has
 15

been suitable for parents of children at all levels. These strategies include: developing a
policy for parental involvement, making certain that at least one person in the school knows
each child well, maintaining a friendly and open school office, encouraging parent-to-
parent communications, hiring a fill-time parent connate coordinator, having a parent room
within the school, determining and meeting family needs for services, and providing
translation services when needed. Simple strategies using a common sense approach to
involve parents suggested by Fredricks and Rasindki (1990) include flooding the parents
with information, making it a school-wide effort, and recognizing students and parents.
Students become involved in recruiting parents. Schools conduct participatory projects that
include the entire 19 family, recruit community members, and find out why parents are not
involved. The classrooms and the school are made a comfortable place for students,
parents, and staff to work and meet. Teachers use the telephone as an instrument of good
news, while volunteers operate a parent hotline. A variety of event-scheduling plans are in
place. The schools provide support services like babysitting. They suggest the use of
community members to endorse the school programs. Finally, programs are videotaped for
parents unable to attend meetings.

Schurr (1992) suggested sixteen parent involvement strategies that schools should practice.
Involve parents in goal setting, contracting, and evaluating programs. Involve parents in
the assessment of school policies and practices. Open a parent lounge or resource room in
schools. Develop public information displays, public service messages and work site
seminars where parents will have access to the information. Develop a parent handbook
for each school that contains guidelines and tips for involvement as well as school rules.
Hold public information fair at times parents may attend. Have a parent and student
exchange day each year. Award students with extra academic credit for parent
involvement. Hold an old-fashioned family night at school. Develop a school wide
communications plan with parents' input. Parent and teacher dialog journals should be
maintained for communication purposes. Individual schools and school systems participate
in official parent proclamation effort. Schools can assemble monthly home achievement
packets for parents. School personnel conduct home visits for bond or levy elections.
Develop, explain, and enforce a school wide homework policy. Finally, have meet-and-
greet programs for involvement.
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Williams and Chavkin (1989) of the Southwest Educational Development Laboratory

identified seven elements essential to effective parent involvement. They include having
written policies, administrative support, specific training for parents and staff, using a
partnership approach, maintaining two-way communication, networking, and frequent
evaluation of the programs. Lastly, Joyce Epstein's work for the United States Department
of Education (1994) showed the efforts of developing parental partnerships have been
"meager". For an estimate of twenty-five dollars a year per student, a school could develop
a viable parent program with a salaried coordinator. Ten dollars per pupil at the district
level and an additional five dollars at the state level would establish the structure needed
to improve family and school connections.

2.9 Theoretical Framework

This investigation investigates the multidimensional idea of parental inclusion and its
repercussions inside the setting of Epstein's applied model and social capital hypothesis.
This hypothesis clarifies that parental association in view of how parent– youngster
collaborations influence understudies' tutoring and inspiration. Conduct association alludes
to guardians' open activities speaking to their enthusiasm for their tyke's instruction, for
example, going to an open house or volunteering at the school. It additionally clarifies that
individual association incorporates parent– youngster collaborations that impart
inspirational demeanors about school and the significance of instruction to the kid.
Subjective/scholarly inclusion alludes to practices that advance kids' ability improvement
and information, for example, perusing books and going to exhibition halls. Parental
association, as per this hypothesis, influences understudy accomplishment on the grounds
that these cooperation’s influence understudies' inspiration, their feeling of capability,
furthermore, the conviction that they have control over their achievement in school
(Wendy, Grolnick, and Slowiaczek, 1994).

Parental association comprehensively incorporate exercises, for example, are assisting with
homework, examining school occasions or courses, volunteering at school and coming to
take an interest in schools' occasions. Parental contribution is a capacity of a parent's
convictions about parental parts and duties. A parent can enable the youngsters to prevail
 17

in school what's more; the open doors for contribution ought to be given by the school or
the instructor. In this hypothesis, when guardians get included, kids' tutoring is influenced
through their obtaining of information, aptitudes, and an expanded feeling of certainty that
they can prevail in school (Kathleen and Tyoung, 1995).

School, family, and network are critical "effective reaches" on kids' advancement and that
a kid's instructive advancement is improved when these three situations work cooperatively
toward shared objectives. The support is schools to make more noteworthy "cover"
between the school, home, and network through the execution of exercises crosswise over
six kinds of association: child rearing, correspondence, volunteering, learning at home,
basic leadership, and coordinated effort with the network by executing exercises over each
of the six sorts of contribution, teachers can help enhance understudy accomplishment and
encounters in school (Epstein, 2001). Social capital hypothesis, created by Bourdieu, and
connected to primary schools by Lee and Bowens, gives a hypothesis to foreseeing how
guardians are engaged with youngsters' basic training. In particular, it predicts that
guardians with more noteworthy social capital will be more included, and that inclusion
will be more viable in helping their kids succeed. Parental association in the kids'
instruction has moved toward becoming generally perceived as an indicator of positive
scholarly results (Barwegen and Joyce, 2004). Parental inclusion is a significant instrument
for improving the probability of enhancing youth scholarly achievement and a develop
amiable to impact by intercession (Christenson and Nicholas 2005). As the parental
contribution examine has developed, it has likewise turned out to be obvious to most
specialists that parental inclusion is a multidimensional as opposed to homogeneous build
(Fishel, Carolyn and Susan 2005). Epstein's parental contribution structure is by a wide
margin the most referenced, tried, and broadly acknowledged theoretical model of parental
inclusion (Fishel, 2007). The six sub-develops (from this point forward just alluded to as
builds) are: child rearing, imparting, volunteering, learning at home, basic leadership and
teaming up with the network. Child rearing alludes to guardians' activities that encourage
the youngsters' learning and subjective advancement, not fundamentally fixing to class.
Imparting covers all home-to-class correspondence with respect to youngsters' scholarly
advancement and other scholastically important data. Volunteering incorporates parental
 18

participation in an assortment of school occasions running in scope from classroom

exercises to class wide occasion.

2.10 Combined Model & Hypotheses

This study examines factors that previous literature has found to affect children’s’ academic
achievement. Student academic achievement serves as the dependent variable. The independent
variables include parental involvement, family structure, family socioeconomic status, and
student characteristics. Figure 2.1 displays the factors that influence student academic
achievement and the relationships between those factors.

Figure 2.1 Theoretical Models of Factors Influencing Student Academic Achievement

Parental involvement is a multidimensional concept that cannot be thoroughly investigated

by looking at only one form of involvement. Therefore, it is important to include various
measures that may determine parental involvement, such as parents’ educational
aspirations for their children, helping with homework, encouraging good study habits,
parents’ participation in school activities, teaching appropriate behavior for academic
success, and communication between home and school.
 19

Hypothesis 1: The higher the level of parental involvement with student’s homework, the
higher the student academic achievement.

Hypothesis 2: The higher the level of communication with the student, the higher the
student academic achievement.

Hypothesis 3: The higher the level of communication with the school, the higher the
student academic achievement.

Hypothesis 4: The higher the level of involvement with the school, the higher the student
academic achievement.

Families play a huge role in a child’s life and are considered the primary socialization
agent in a child’s formative years. Family structures may widely vary with children being
raised by single-parents, stepparents, cohabitating parents, homosexual couples,
grandparents, and adopted or foster parents. Changes in family demographics has a direct
influence on the life of children involved and previous research indicates that one of the
greatest predictors of academic achievement is family structure (Lee et al, 2007 &
Heuveline, Yang, & Timberlake, 2010).

Hypothesis 5: Children in two-parent households will have a higher student academic

achievement than children who are in single parent households.

Hypothesis 6: Children with no siblings will have a higher student academic achievement
than children who have one or more siblings.

Hypothesis 7: Children from families who have two or more earners who contribute to the
family income will have higher student academic achievement than those children from
families with only one household earner.
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2.11 Conclusion
"Common themes appear in much of the research. Lists of suggestions hold many things
in common: parent rooms, communication, parenting workshops, and activities" (Jesse,
1996, p.11). Less frequently mentioned are parents in roles of advocates or decision-makers
(Jesse, 1996). Galletta and White (1992), upon examining eighteen parental involvement
programs, found common characteristics to include strong commitment to disadvantaged
and low-income parents, external institutions providing sponsorship and evaluation, both
private and public sector support in significant amounts, a genuine commitment to narrow
the gap between home and school cultures, and empowering parents in the process. 21 28
The more actively parents participate in the different aspects of their children's schooling,
whether it be as advocates, in decision-making, as classroom volunteers, or as home
teachers, the better it is for student achievement (Gordon, 1978). Creating home
environments that promote learning, parents who have high but not unrealistic expectations
for their children's achievement and future, and those parents who become involved in their
children's education both at school and in the community are the most accurate predictors
of a student's achievement in school (Henderson, 1994).
 21

CHAPTER 3: RESEARCH AND METHODOLOGY

3.1 Introduction
The purpose of this study was to determine whether differences exist in English language
arts (ELA) and mathematics achievement between fourth grade students whose family
members were highly involved in school and fourth grade students whose family members
were not involved in school. The methods and procedures are discussed in the following
sections:

a) Demographic information,
b) Sample of population,
c) Instrumentation,
d) Data collection method, and
e) Statistical analyzes.

The data used to compare achievement of both groups were obtained from ELA and
mathematics assessments at Government Girls High School, Gulistan Colony, Rawalpindi
Cant, District Rawalpindi. This researcher collected data following a 6-week period of
skills instruction in the spring of 2018. The study focused on fourth grade students whose
classroom teachers identified them as having either highly involved or uninvolved family
members. This study was limited to fourth grade students who attended one elementary
school located in Rawalpindi Cantt during the 2017-2018 academic year. For the purpose
of this study student gender, socioeconomic status (SES), attendance, and experience of
fourth grade teachers were not considered. At the time of this study, the selected high
school had a student population of 652. The school had 28instructional coaches , 15 of
them served primary section and remaining 13 served the high section of school.

3.2 Type of Research Study

A correlational study was conducted to determine whether parent involvement 31 24
affected student achievement among the subjects. The independent variable was parent
involvement; the dependent variable was student achievement. Other variables were not
indicative to this study.
 22

Ho: There would be no significant gains in academics for students whose parents were
involved in their education.

H1: Children whose parents have been involved in their education would show greater gain
academically

3.3 Population
Governament Girls High School, Gulistan Colony is located in the Rawalpindi Cant,
District Rawalpindi .The school serves 627 children. Families served by the school live in
the country, very small villages, and a small town. Children live as far away as six miles
from the school. The majority of children ride the school bus daily. Governament Girls
High School, Gulistan Colony has been a school-wide Title I school for three consecutive
years.. There are seventeen classrooms. There are three classrooms for each grade level.
Average class size has been fortrty students overall. The highest average has been 30 23
twenty-five in fourth grade. Gender, age, name, previous teachers, race, ethnicity, or
socioeconomic status were not factors in selection of subjects for the study.

3.4 Sampling Technique

In this research project random sampling method was adopted. it included 60 fourth grade
students. Classroom teachers randomly identified 30 students who had highly involved
family members and 30 students whose family members were not involved.

3.5 Sample Population

This study included 60 fourth grade students. Classroom teachers identified 30 students
who had highly involved family members and 30 students whose family members were not
involved. Teachers then paired the list of students to their test scores. At this point, the
names of the students were removed and each participant was assigned a number to
maintain student confidentiality. Highly involved family members were identified as
parents, siblings, guardians, aunts and uncles, and grandparents who were involved in the
school for the benefit of a specific student. These family members attended conferences
and requested parent-teacher meetings regarding their children’s educational goals or
concerns at least once a month (i.e., via phone, internet, or written note). Highly involved
 23

family members also attended award ceremonies, assemblies, and other school related
activities Family members identified as uninvolved did not attend conferences or keep
appointments for parent-teacher meetings to discuss their children’s educational goals or
concerns. Uninvolved members rarely or never attended award ceremonies, assemblies,
school related activities, or individual class activities. These family members also did not
volunteer on fieldtrips as chaperones or assist with homework. Teachers indicated that
uninvolved members rarely responded to notes with comments; however, on occasion, they
did respond to notes sent home that required their signature of acknowledgment.

3.6 Instrumentation
The researcher analyzed the results of the cumulative end-of-year ELA and mathematics
tests for Grade 4. The tests were developed by school staff. The tests are aligned with the
former Standards in ELA and mathematics to assess student progression and mastery of
these standards. The cumulative multiple choice test is given every weeks of instruction.

3.7 Data Collection

The English language arts and mathematics tests are scored by another credentialed
teacher, and later reported as a raw score to the classroom teachers through the Reporting
System. Credentialed teachers administered tests to all students in the 19 classroom at the
same time. A different credentialed teacher scored the ELA and mathematics tests in a
separate room, and reported the results to the classroom teachers through the Reporting
System

3.8 Statistical Analyzes

This researcher tested the following null hypotheses:

1. There is no significant difference in ELA achievement between fourth graders whose

family members were involved in school activities and fourth graders whose family
members were not involved in school activities.

2. There is no significant difference in mathematics achievement between fourth graders

whose family members were involved in school activities and fourth graders whose family
members were not involved in school activities.
 24

The final sample consisted of 30 fourth grade students whose families were highly involved
in school and 30 fourth grade students whose family members were not involved..
Independent t-tests were conducted to compare the ELA and mathematics mean scores
between the two groups. Alpha was set at the p < .05 level of significance.
 25

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

4.1 Introduction
Chapter four discusses the results of the study on parent involvement and student
achievement at Government Girls High School , Gulistan Colony. The subjects, design,
and the findings of the study are discussed. The purpose of this study was to determine
whether differences exist in English language arts (ELA) and mathematics achievement
between fourth grade students whose family members were highly involved in school and
fourth grade students whose family members were not involved in school. The results of
this study may be useful to teachers and administrators who wish to develop programs that
encourage greater parent participation in schools. The sample consisted of 30 fourth grade
students (Experimental Group) whose families were highly involved in school and 30
fourth grade students (Control Group) whose family members were not involved. The
researcher used the Statistical Package for the Social Sciences 17.0 (SPSS) to analyze the
benchmark data. This chapter presents the results of the statistical analyzes.

4.2 Findings and Discussion

Related to the Hypotheses Hypothesis 1 stated that there is no significant difference in ELA
achievement between fourth graders whose family members were highly involved in
school activities and fourth graders whose family members were not involved in school
activities. To test this hypothesis, this researcher conducted an independent t-test to
compare the ELA mean scores between the two groups. Significance was as set at the p
< .05 level of significance. The data analysis revealed that the Experimental Group 22
significantly outperformed the Control Group. The mean difference was 32.33 (p=.001)
(see Table 1).
 26

Hypothesis 2 stated that there is no significant difference in mathematics achievement

between fourth graders whose family members were highly involved in school activities
and fourth graders whose family members were not involved in school activities. To test
this hypothesis, this researcher conducted an independent t-test to compare the
mathematics mean scores between the two groups. Significance was set at the p < .05 level
of significance. The data analysis revealed that the Experimental Group significantly
outperformed the Control Group. The mean difference was 52.73 (p = .001) (see Table 2).

4.3 Summary
Chapter 4 presented the results of the t-tests used to accept or reject the null hypotheses of
this study. The results suggest that students whose family members were highly involved
in school activities scored significantly higher in ELA and mathematics than did those
whose family members were not involved in school activities. Chapter 5 presents a
summary, conclusions, and recommendations for further research.
 27

CHAPTER 5:
SUMMARY OF FINDINGS AND FUTURE RECOMMENDATION

5.1 Introduction
The purpose of this study was to determine whether differences exist in English language
arts (ELA) and mathematics achievement between fourth grade students whose family
members were highly involved in school and fourth grade students whose family members
were not involved in school. Chapter V is divided into four sections: summary,
conclusions, findings, and recommendations for future study.

5.2 Summary of the Study

Traditional forms of parental involvement in school include activities such as the Parent
Teacher Association (PTA), parent-teacher conferences, and volunteering at the school.
Parental involvement has become a priority on school campuses nationwide due to research
that suggests involving parents in their children’s school activities had a positive effect on
school achievement. Motivation for schools to increase parental involvement is partly
attributed to which encouraged schools to afford meaningful opportunities for parents to
participate in their children’s education, thereby improving school-wide academic
achievement.

This study sought to determine whether significant differences existed in ELA and
mathematics achievement between fourth graders whose family members were highly
involved in school activities and those whose family members were not involved in school
activities.

5.3 Conclusions
The sample consisted of 30 fourth grade students whose family members were highly
involved in school and 30 fourth grade students whose family members were not involved.
Independent t-tests were conducted to compare the mean scores in ELA and mathematics
between the two student groups. Significance was set at p < .05. The results suggested that
fourth grade students of highly involved family members significantly outperformed those
of family members who were not involved based on the cumulative end-of-year district
 28

tests. The mean difference for ELA was 32.33 (p =.001) and 52.73 (p = .001) for
mathematics.

5.4 Implications
Research suggested that family involvement in students’ schooling is a positive and
important factor that contributes to academic achievement. Decades of research strongly
supported that family involvement promotes academic achievement. Redding (2006)
stated, “There is substantial evidence that family engagement in children’s learning is
beneficial” (p. 149). However, despite their best efforts, schools need to do more to
motivate parent involvement. include, but are not limited to, allowing parents to participate
in governance activities, developing parent outreach training programs, completing needs
assessments, planning involvement support for parents whose children who have special
needs (e.g., English proficiency, gifted and talented, special education), hosting family
nights (e.g., meeting teachers at the public library, using the school library and computer
labs with their children), creating student nutrition workshops, promoting parent-
discussion groups, or publishing parent-oriented newsletters.

5.5 Recommendation for Further Study

This researcher offers the following recommendations for further study on the effects of
family involvement on academic achievement:

1. Conduct a qualitative study to determine involvement activities that attract parents to

participate in their children’s schools.

2. Conduct a qualitative study to determine the most meaningful and useful activities based
on parents’ perceptions