ABSTRACT

Parents play a vital role as social actors in the development of children's

academic achievement by motivating them. Their active participation in their
children's learning process is quite important for them to influence their children for a
better learning outcome. Parental involvement in literature has been defined in a
variety of ways. Parental involvement is generally the involvement of parents in the
children's education process with the aim of improving their academic as well as
social well-being. These include various activities such as supporting and monitoring
homework at home, attending school activities and attending parent and teacher
interaction sessions, communicating with teachers, volunteering activities at school,
and working with the community. For every child, the school is often called as the
second home, which helps molding a child to become a global citizen. The children
are taught moral values and standards through interactions at school, also aiming at
developing the knowledge and skills required for the labor market in future. Findings
of research done on influence of parental involvement in the academic performance
of the children shows that there is a significant relationship between the parental
involvement and the student performance of the children. Active involvement of
parents appears to have a greater impact on students’ performance. A child’s
parental involvement begins at nursery level and then continues through the primary,
the secondary and at the high school. Although it is important at every grade and
throughout, yet it is known to be critical at the secondary schooling stage. There’s a
tendency of parents getting less involved in their children’s education when their
children becoming young adolescents. Many countries have examined the impact of
parental involvement and parenting styles on student performance. As per the
literature, lack of research attention has been given to the theoretical blend of
parental involvement and parenting style towards students’ academic performance in
developing countries. Therefore, further research needs to be carried out.
 PARENTAL INOLVEMENT

Parent involvement is the volunteer service of parents at school or at home for

the purpose of improving a child’s education. Parent participation is a critical
component of academic success and social development (Mautone et al., 2015;
Yingqi, 2015) Parents that are activein their child’s schools has shown positive
effects including increased academic achievement, positive social behavior,
augmented resources and social networking opportunities (Garbacz et al., 2015).
Parental involvement refers to a situation where parents are directly involved in the
education of their children, they involve themselves and are involved by the school
and teachers in the learning process of their children, and they fulfill their duties as
parents in making sure that the learner is assisted in the process of learning as much
as they possibly can. It does not just refer to parents enquiring about the
performance of a learner in schools, but also in them taking a role in communicating
with their children with the aim of having a healthy relationship with them, so that the
process of encouraging, mentoring, leading and inspiring may be genuine (Clinton &
Hattie, 2013). The transition to secondary school is a period with several
developmental tasks, involving academic challenges, decision making processes,
regulation of peer socialization and important vocational decisions (Brkovic,
Kerestes, & Levpuscek, 2014; Diogo, 2007; Ginevra, Nota, & Ferrari, 2015), and for
an adaptive transition, parents can act as and as protector’s facilitators (Gordon &
Cui, 2012). In fact, parental behaviours (e.g., warmth, acceptance, support,
involvement) as well as parent-child relationships (e.g. openness, closeness,
warmth) have been touted as powerful tools to promote a positive socio-emotional,
behavioral, and academic development (Garthe, Sullivan, & Kliewer, 2015; Ginevra
et al., 2015). Nevertheless, among several parenting practices, parental involvement
in school education is one that is most important regarding educational outcomes
and future success (Wang et al., 2014; Wang & Sheikh-Khalil, 2014; Wilder, 2014).
Joyce Epstein as a researcher has drawn six types of parental approach, coined as
a model, and they are parenting, communication, volunteering, learning at home,
decision-making, and collaborating with community (Epstein, 1987, 1995, 2001, and
2011). Further, through the model Epstein emphasizes the importance of parental
involvement to be effectively developed in a child and it also make out the diversity
of actions needed to be taken by parents in supporting the process of their child’s
development (Peiffer, 2015). Parents’ involvement in school life was frequently
related to academic success, especially in the first levels of schooling, and parents
recognized that ―the greater the presence and involvement of parents in school the
greater the percentage of success‖. However, parents also assumed that there was
a great decrease of involvement in secondary school and explored some of the
reasons for this; parental involvement was quite different. Parenting depended also
on the help that the school could provide to the families, aiming to increase parents’
understanding about their children’s development and academic achievement (Costa
& Faria, 2017). Apart from the academic achievement of a student, parental
involvement also affects change in behavior with positive effects. Student’s ability to
self- regulation in the daily routine of life is also improved by the parental
involvement (Brody, Flor, and Gibson, 1999).
 PARENTING SYLE

A parenting style is a psychological construct representing standard strategies

that parents use in their child rearing. There are many differing theories and opinions
on the best ways to rear children, as well as differing levels of time and effort that
parents are willing to invest. One of the best-known theories of parenting style was
developed by Diana Baumrind (1965, 1971, 1978, and 1996). She proposed that
parents fall into one of three categories: authoritarian (telling their children exactly
what to do), permissive (allowing their children to do whatever they wish), or
authoritative (providing rules and guidance without being overbearing). The theory
was later extended to include negligent parents (disregarding the children, and
focusing on other interests). Some empirical studies show that the authoritative
parenting style was associated with adolescents’ academic achievement (Checa and
Gutierrez, 2018). In some, the association between parenting and academic
achievement differed from maternal and paternal reports: mothers’ parenting styles
were not associated significantly with adolescents’ academic achievement. It is clear
that the parenting style adopted within the family has an impact on children and
adolescents’ academic achievement. The attitudes that parents have towards their
kids have an effect on the involvement they show in the school, as well as in the
development of skills and abilities needed to cope with school demands. Parenting
styles are also a reflection of the society parents belong to, which transmits values,
expectations, behavior patterns, belief system and guidelines about optimal and
deficient parenting (Checa and Gutierrez, 2018). Baumrind (1991) retained that
authoritative parenting style is more balanced parenting style and creates a
supportive home environment for children’s academic and psychological
development compared to authoritarian and permissive parenting styles (Rabgay,
2015).
 STUDENT PERFORMANCE

Student’s performance in school is evaluated in a number of ways. For regular

grading, students demonstrate their knowledge by taking written and oral tests,
carrying out presentations, completing homework and participating in class activities
and discussions. Teachers evaluate in the form of letter or number grades and offer
comments to describe how well a student has done or back up the specific grade
that was given. Additionally, in a written assignment, the teacher may also offer
feedback and guidance on improving the writing. At the state level, students are
evaluated by their performance on standardized tests geared toward specific ages
and based on a set of achievements students in each age group are expected to
meet. It is very important for all stakeholders in the educational system to identify the
factors affecting student’s academic success. A study conducted by Damayanthi
(2018), revealed that parental factors and student self-studying as the most
influential factors at student level for their academic performance. Various attempts
have been made by researches to investigate the determinants of student
performance, but consensus has yet to be achieved concerning factors impacting
student academic performance, and the findings of these various studies are in
mixed nature (Athurupane, Nomura and Shojo, 2018). Many students cannot learn
effectively as a result of not been encouraged. The finding of the studies shows that
the Parental involvement (parenting, communicating, learning at home, decision
making) has a positive impact towards student performance (Ubale, Abdurrahman
and Abdullah, 2015). Since the motivation deals with the human behavior and
cognitive development, parents should be involved in the educational development
of their children that will eventually enable them to be more productive in the society
(Ubale et al., 2015). Further, Arulmoly and Elankumaran (2017) also examined that
parental involvement has a significant relationship towards their children’s
performance at the school.
 PARENTALINVLVEMENT AND STUDENT PERFORMANCE

Most parents assumed that their children could not be educated merely on the
school environment and that home environment would have a lasting impact on
school education. Therefore, many parents recognize the importance of school and
home collaboration in educating their children. Findings of research done on the
influence of parental involvement in the academic performance of the children shows
that there is a significant relationship between the parental involvement and the
student performance of the children (Yaseen, Zaman and Rasheed, 2017,
Ambachew, Amare and Geleta, 2018, Simweleba & Serpell, 2020). However,
parents’ active involvement is more influential with students’ performance than the
other socioeconomic factors. While parental involvement is important at every grade
level, it is critical at the secondary school stage because parents of young
adolescents have a tendency to become less actively involved in their children’s
reach upper secondary stage in their education (Oates, 2017). Moreover, the
existing researches have revealed the importance of parental involvement towards
student performance. Mutodi and Ngirande (2014) argues Three parental
involvement constructs, that is, parenting, parent –teacher communication and home
and family support were found to be positively related to performance. Studies
conclude that the home and family support is the most significant factor that
determines a learner’s performance. The parents who involve themselves in the
children’s education at home, their children as a result, show good performance at
school. Akbar, Chisthi & Younes, (2017) stated that the Parental involvement is
found statistically significantly contributing towards the outcome of Student
Performance. The study helps us to accept that there is a relationship between
parental involvement and their children’s academic achievement. Furthermore,
studies carried out by Hussain, Javaid, Parveen & Iqbal (2018) and Ambachew,
Amare, & Geleta (2018) revealed that there is a strong positive and significant
relationship between parental involvement and academic performance of students.
Similarly, studies carried out Akbar (2015);, Topor et al., (2010) reviles that Parental
involvement (PI) is found to be statistically significantly contributing towards the
outcome of Students’ scores. Research studies carried out by Jaiswal and
Choudhuri (2017) suggests that when parents are actively involved in their children’s
educational activities, show affection to their children, participate in school events,
democratic and responsive in nature, and keep positive educational expectation then
students’ academic performance becomes higher. Based on Parka and Holloway
(2017) studies, stated that the effects of school-based parental involvement on
academic achievement at the child achievement in mathematics significant. Parental
involvement became more strongly related to mathematics and reading achievement
as children move through the grades. Providing information on how schools function,
how to support learning, and how to access educational resources is another way to
encourage parents to become more involved in school-based activities (Park and
Holloway, 2013). Further, the studies confirm that parental involvement as the most
powerful predictor of, particularly for low socioeconomic families, is the creation of a
school environment where parents feel welcomed and valued by educators (Walker,
Hoover-Dempsey, & Sandler, 2007; Hoover-Dempsey, & Sandler, 1997; Park &
Holloway, 2013; Baquedano-Lopez, Alexander, & Hernandez, 2013)
There are various studies which provide empirical evidence on the positive impacts
of the parental involvement and the student performance, in developing countries as
well. In a study carried out in Ghana by the researchers Amponsah, Milledzi, Ampofo
and Gyambrah (2018) reviled that there is a significant positive relationship between
parental involvement and students’ academic performance. Their findings revelries
that parental involvement through homework, creating a learning environment for
studying at home, motivating and setting realistic and high expectations for children
enhances academic performance. Hence, parents as the prime educators and the
first agents of socialization and exposing children to the social and academic world
should play a leading role in supporting their children’s education. Thus, for their
children’s educational attainment parents should set high and realistic expectations,
to motivate their children to perform well academically. By establishing and enforcing
the rules and regulations regarding school and home activities as well as providing
opportunities and environment conducive for learning parents should also ensure
home supervision. Schools should encourage Parent-Teacher Association (PTA)
sessions to be conducted to educate and assist parents to develop better parenting
skills (Amponsah, Milledzi, Ampofo and Gyambrah, 2018). Another study carried out
in Ethiopia, Ambachew, Amare, and Geleta, (2018) argue that there is a strong
relationship between parental involvement and academic performance. Furthermore,
it significantly predicts student academic achievement motivation. On the other hand,
pointed out that there is limited study on the relationship between parental
involvement and academic achievement of secondary school students as majority of
the research in this area has been conducted exclusively with elementary school
students (Simweleba & Serpell, 2020). Parents should devote their time, effort,
resources on their children’s schooling to enhance their academic performance.
They should actively participate on their children’s schooling. Spend more time with
their children, pay attention and follow up with their children to complete
assignments, homework, note books and by providing rewards to motivate them,
discuss on school activities, expectations of academic achievement, and the
importance of achieving good results (Assefa and Sintayehu, 2019; Grolnick, 2014).
Another study has shown that the level of parental involvement focused on four main
aspects as learning environment at home, social interaction with child,
communication with child and support towards child excellence. Thereby, parents
realize the importance and take action in providing an appropriate learning
environment for children such as providing study area and reference books, have a
conversation with the child, enquire child’s activities and discuss their problems.
Thus, concludes as there is positive relationship between parental involvement and
students’ performance (Ahmad et al., 2017). Research carried out by White (2017)
indicated there are benefits of parental involvement (Fan et al. 2012; Green et al.,
2007; Williams & Bryan, 2013) that can positively influence student performance.
Mahuro and Hungi (2016) adopt two of the six types of parental involvement
presented in the Epstein parental involvement model, parenting and communication
with the school. They conclude as these types of involvement have contributed to
their children an advantage towards academic achievement. However, some of the
previous studies on the relationship between parental involvement and student
performance have delivered mixed and weak findings. Several studies have shown
that parental involvement in children’s academic education tends to decrease across
schooling, moreover parental involvement changes throughout school (Jeynes,
2011; Costa and Faria, 2017; Wijsman et al., 2018). On the other hand, father-child
attachments were uniquely predictive of children’s positive and negative school
outcomes Holmes and Huston, 2010), although predictive relations varied depending
of the specific outcomes. Fathers’ school-based, but not home-based, involvement
was significantly and uniquely predictive of children’s negative attitudes towards
school (Fatherhood Institute, 2010; Flouri, 2006). Both home-based and school
based educational involvement were negatively related to school problems but
positively related to academic self-concept and school achievement, although
associations were weaker than expected (Hoover-Dempsey & Sandler, 2005; Walker
et al., 2009). In US, father educational involvement was related to fewer school
problems, greater knowledgeable/school status, and higher school achievement. In
the Taiwan, father involvement was inversely related to children’s school problems,
but not knowledgeable/school status or school achievement (Newland and Chen,
2013). Hill and Tyson’s analysis (2009) also found that school-based involvement
was consistently related to children’s school achievement, while home-based
involvement was not. While parental involvement has been found to be related to
increased academic performance, the mechanisms through which parental
involvement applies its impact on a student’s academic performance are not yet fully
understood (Collins, Juma and Murundu (2019). Today, the family structure is quite
different, one parent as the bread winner does not exists. With the new family setting
the financial demand today, many parents are not able to support their children’s
education when it comes to parental involvement (Burns, 2010). Therefore, it can be
said that the relationship among parental involvement and student academic
performance is questionable because of the inconsistent findings of studies related
to this relationship (Sulaimani & Henning, 2020). The inconsistent findings of the
parental involvement construct set difficult to arrive at any general conclusion. Some
research studies revealed a positive relationship between parental involvement and
student academic achievement (Barnard, 2004; Christenson et al., 1992; Singh et
al., 1995) and others reported no measurable to negative effect of parental
involvement on student academic achievement (Keith at al., 1986; Tokac &
Kacayoruk,2012). Moreover, Lam and Ducreux (2013), in turn, found no significant
association among parental help, monitoring and pressure and academic
achievements. There are a number of dimensions that are yet to be tested together
as the dimensions of parental involvement affecting the student performance. There
is a gap in knowledge relating to the parental involvement and student performance
(Juma, Muramdu, Colins, 2019). Thus, there is a need for research to explore further
on the relationship between parental involvement and student performance (Juma,
Muramdu, Colins, 2019; Sulaimani & Henning, 2020). Although there’s a declining
trend in parental involvement towards student performance as children proceed to
high school (Wijsman et al., 2018), it is still questionable because of the inconsistent
findings of studies related to this relationship. Thus, there is a need for research to
explore further (Sulaimani & Henning, 2020).

PARENTING STYLE AND STUDENT PERFORMANCE

Over the years parenting styles and behaviors has evolved. The three
parenting styles namely authoritative, authoritarian and permissive (Baumrind, 1966,
1967, 1978, 1991) are used to determining academic success in literature from
western cultures (Masud et al., 2015 Pinquart, 2016; Checa et al., 2019). Evidence
from cultural similarities with Pakistan shows varied findings. A study from Iran
shows support for the authoritarian parenting style similar to Pakistan (Rahimpour et
al., 2015). Determining academic performance of students in the West and European
countries the authoritative parenting style is the dominant and most effective style
applied, while Asian counties show more favorable results for academic performance
for the authoritarian style (Masud et al., 2015). However, high parenting style of the
father adds a significant contribution to obtain higher academic grades by their
children. Thus, father’s role plays an important part in determining their children’s
academic outcome in Asian cultures (Masud et al., 2015). A number of studies have
been conducted on the relationship between parenting style and student academic
performance (Kösterelioğlu, 2018). Most scholars have found a positive impact of
parenting styles on student performance. Lerdponkulrat et al. (2012) reported
students who perceived their parents as authoritarian had higher performance.
Mahasneh (2014) reported positive relationships between parenting style and
academic success on authoritarian and permissive parenting styles and, the
authoritative parenting style is the best predictor of academic achievement.
According to Purificación C, Alicia (2018) and Orhan-Özen (2017) parenting style
has a positive effect on student performance. Jeynes (2010) indicated that parenting
style is an important component of parental involvement because it helped to
produce a positive home life for the child. The home-to-school relationship is
significant because it can expand and redefine the whole concept of parental
involvement (Seginer and Mahajna, 2018). Xu, Dai, Liu and Deng (2018) examined
how children at near adolescents’ age perceived parental psychological control and
autonomy based on their parenting style towards academic
achievement. Study carried out in Bhutan (Rabgay, 2015), found that there were
differences in students’ academic performance due to differences in parenting style.
It revealed that, out of the three parenting styles, namely authoritative, authoritarian
and permissive, found that authoritative parenting results in better students’
academic performance compared to students whose parents had an authoritarian
and permissive style of parenting. In the same way, Uma and Manikandan (2014)
noted that parents style plays a significant role in determining the level of academic
performance among adolescents. Thus, it is essential that parents should be
equipped with appropriate knowledge and skills so that they can provide better
guidance for their adolescents’ positive development especially in academic aspects.
 CONCLUSION

Parental involvement is partaking of parents in their children’s educational

process with an aim of improving their academic and social well-being. Education is
a power that influences individuals’ lives. Parents’ participation in the education
process can increase the performance of their children. The more parents engage
with their children, the higher scores their children achieve. Parenting has been one
of the main focuses in developmental and educational fields and much theories has
been advanced about parents’ personal and social factors that better foster
children’s growth and development. Particularly in adolescence there are several
developmental and contextual transformations as well as challenges that affect not
only adolescents but also their parents. As per the literature, parental involvement is
represented by six dimensions such as parenting, parenting, facilitating learning at
home, communicating with the school, volunteering at the school, participating in
school decision making and collaborating with the community, are well documented.
Parenting styles are the manner in which parents rear their children. Parents want
their children to grow into socially mature individuals. To discover the best way to
accomplish this they adopt varying parenting styles. As per the literature, parenting
styles have identified as three dimensions, namely; authoritative, authoritarian and
permissive. These three dimensions such are well documented in the literature. Both
parental involvement and parenting styles affect student performance as per the
literature. Furthermore, it significantly predicts student academic achievement
motivation. Parents as the prime educators and the first agents of socialization and
exposing children to the social and academic world should play a leading role in
supporting their children’s education. Lack of parent’s attention affects better
performance of their children at examinations. If children are motivated by their
parents by getting involved in their learning journey, children tend to continue to
perform successfully at their educational attainments. Several countries have
examined the impact of parental involvement and parenting styles on student
performance. Yet, as per the literature, lack of research attention has been given to
the theoretical blend of parental involvement and parenting style towards students’
academic performance in developing countries. Student performance is viewed as
one of the key elements in developing the human capital of a country. Therefore,
further research needs to be carried out, especially in developing countries.
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CHAPTER 2
REVIEW OF RELATED LITERATURE

Parental involvement in a child's education is more than just attending parent-

teacher meetings or checking homework. It's about actively participating in their
child's learning journey, supporting them emotionally, and creating a conducive
environment for their academic growth. Research indicates that when parents
engage with their children's education, it significantly impacts their academic success
and social development (Mautone et al., 2015; Yingqi, 2015).

The transition to secondary school is a critical period for students, involving

academic challenges and decision-making processes. Here, parents play a crucial
role as facilitators and protectors, influencing their child's socio-emotional and
academic development through warmth, acceptance, and involvement (Gordon &
Cui, 2012; Garthe, Sullivan, & Kliewer, 2015).

Joyce Epstein's model emphasizes various dimensions of parental

involvement, including parenting, communication, volunteering, and collaboration
with the community (Epstein, 1987, 1995, 2001, 2011). Each dimension contributes
to fostering a supportive environment for a child's educational journey (Peiffer, 2015).

Parenting styles, as proposed by Baumrind, are influential in shaping

children's academic outcomes. Authoritative parenting, characterized by guidance
without being overbearing, is often associated with positive academic achievement
(Checa & Gutierrez, 2018). However, cultural contexts can influence these
outcomes, with authoritarian styles being more effective in some Asian countries
(Masud et al., 2015).

Student performance is evaluated through various assessments, including

tests, assignments, and standardized exams. Research indicates that parental
involvement positively impacts student performance, with active participation leading
to higher academic achievement (Ubale et al., 2015; Damayanthi, 2018).

Furthermore, the relationship between parental involvement, parenting styles,

and student performance is complex and varies across contexts. While some studies
highlight the positive influence of parental involvement and authoritative parenting on
academic success (Mahuro & Hungi, 2016; Jeynes, 2010), others suggest mixed or
weak findings (Keith et al., 1986; Lam & Ducreux, 2013).
 In developing countries like Ghana and Ethiopia, parental involvement is
positively correlated with academic performance, emphasizing the importance of
creating a supportive home environment for learning (Amponsah et al., 2018;
Ambachew, Amare, & Geleta, 2018). However, challenges such as financial
constraints and changing family structures may impact parental involvement (Burns,
2010).

Despite the existing research, there remain gaps in understanding the

mechanisms through which parental involvement and parenting styles influence
student performance. Further exploration is needed, especially in developing country
contexts, to fully grasp the complexities of this relationship and inform effective
educational interventions (Sulaimani & Henning, 2020).

In conclusion, parental involvement and parenting styles significantly impact

student performance, with active engagement and supportive parenting fostering
academic success. Understanding these dynamics can inform policies and practices
aimed at enhancing educational outcomes for all children.