PROJET REPORT

ON
“THE ROLE OF PARENTAL INVOLVEMENT IN STUDENT’S
ACADEMIC SUCCESS WITH RESPECT TO VENDY SENIOR
SECONDARY SCHOOL”

SUBMITTED TO THE
SCHOOL I OF MANAGEMENT
IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE
OF
Bachelor of Business Administration
Under the Supervision
OF
Dr. UDIT PANDEY

Assistant Professor
By
Pravesh Belwal
2190069
PV-21900069

Graphic Era Hill University, Haldwani (Nainital),

Uttarakhand (2021-24)
 PREFACE

Welcome to an exploration of a crucial aspect of academic success: parental involvement. In

the journey through academia, students encounter a myriad of challenges and triumphs, and
it's undeniable that parental support plays a pivotal role in navigating this terrain. As college
students, you're poised on the brink of independence, yet the influence of your parents
remains profound.

This research delves into the multifaceted dynamics between parental involvement and
students' academic achievements. We aim to unravel the complexities, shedding light on the
various forms parental engagement takes and its impact on educational outcomes. From early
childhood to higher education, the presence of parents can shape attitudes towards learning,
study habits, and even career aspirations.

Through this exploration, we strive to provide insights for both students and parents alike.
For students, understanding the significance of parental involvement can empower you to
leverage this invaluable resource in your academic pursuits. For parents, it offers an
opportunity to reflect on your role in your child's educational journey and discover strategies
to enhance your support.

As we embark on this journey together, let us uncover the profound influence of parental
involvement in shaping the academic trajectories of college students. May this research serve
as a beacon, illuminating pathways towards greater academic success and fostering stronger

bonds between students, parents, and educators.

 ACKNOWLEDGEMENT

I feel privileged to have an opportunity to thank the people who helped me at all stages of my
research work it is with a deep sense of gratitude that I acknowledge the valuable guidance
and timely suggestions offered to me by dissertation guide Mr. Udit Pandey.

I am very grateful to Mr. Udit Pandey who assigned me this with all the necessary
information. I have completed this project under his guidance I am also deeply indebted to
him for explaining and discussing various aspects of students and parent’s insurance and for
his valuable contribution of time, advice and support during the preparation of this project.
Once again I would like to express my highest gratitude, one and all to all those who helped
me in preparing this project report.
 CERTIFICATE OF SUPERVISOR (GUIDE)

Certified that the work incorporated in this project “THE ROLE OF PARENTAL
INVOLVEMENT IN STUDENT’S ACADEMIC SUCCESS WITH RESPECT TO VENDY
SENIOR SECONDARY SCHOOL” submitted by Pravesh Belwal is his original work and is
satisfactorily completed under my supervision material obtained from other sources has been
duly acknowledged in the Project Report.

Date:

Signature of Guide:
 DECLARATION BY THE STUDENT

This is to declare that I have carried out this project work myself for BBA Program of
Graphic Era Hill University, Haldwani.
The work is original, has not been copied from anywhere else and it has not been submitted
to any other University/Institute for an award of any degree/diploma.

Date:

Place:

Name:

Signature:
 STUDENT AND SUPERVISOR INTERACTION
CERTIFICATE

The certificate verifies that student has visited the supervisor and the corrections indicated in
the report are modified and verified by the student through supervisor. The details of visit,
remarks and modifications are mentioned below;

Sr Project discussion area Modification Signature with date

No (Supervisor)

Signature:
Sr. Particulars Page No.
no.
1 Preface I
2 Acknowledgement II

3 Certificate of Supervisor III

4 Declaration By The Student IV
5 Student and Supervisor Interaction Certificate V
6 Chapter 1- Introduction
7 Chapter 2- Literature Review
8 Chapter 3- Research Methodology
9 Objective of study
10 Scope of study
11 Need of study
12 Limitation of study
13 Research design
14 Sampling method
15 Chapter 4- Data Analysis And Interpretation
16 Chapter 5- Findings, Suggestions and Conclusion
17 Findings
18 Suggestions
19 Conclusion
20 Bibliography
21 Annexure
INDEX (TABLE OF CONTENT)
 CHAPTER
1

INTRODUCTION
 INTRODUCTION

Parental involvement in a child's education is super important for helping them do well in

school. It's like being a coach on the sidelines, cheering them on and giving them support

every step of the way. When parents are involved in their children's education, it can make a

big difference in how well they do academically.

Imagine this: when parents show they care about what their kids are learning, it's like giving

them a big thumbs-up. It's not just about helping with homework or going to school events

(although those things are important too!). It's also about creating a home environment where

learning is exciting and encouraged.

Kids whose parents are involved tend to get better grades, do better on tests, and are more

likely to finish school. Why? Because when parents and teachers work together, they can spot

any problems early and find ways to fix them. Plus, kids feel happy and supported when their

parents show interest in their school life.

But being involved isn't just about schoolwork; it's also about teaching kids important skills

like responsibility and problem-solving. When parents are there for their kids, they can give

them advice, help them with tough decisions, and celebrate their successes.

When parents and teachers team up, it's like building a strong bridge between home and

school. That means kids get the support they need to do well in class and feel good about

themselves. It also helps parents understand what's happening at school and how they can

help their children succeed.

But being involved doesn't have to be hard. It can be as simple as talking about the day,

reading together, or asking about homework. Even small things can make a big difference in

how well kids do in school.

So, parental involvement is like the secret ingredient that helps kids succeeds. It's a powerful

thing that can make a big difference in a child's school life. So whether it's cheering from the

sidelines or giving a big hug, being involved really matters.

Additionally, parental involvement allows for better communication between home and

school, ensuring that parents are aware of their child's progress and any challenges they may

be facing. This enables parents to provide the necessary support and guidance to help their

child succeed academically.

 VENDY SENIOR SECONDARY SCHOOL

The school has evolved as one of the premier educational institutions of the country. With

educational acquiring new connotations and spanning wider dimensions, the school is alive to

the challenge of molding a new generation of students into a genre of well integrated

personalities equipped with the life skills necessary to take up future challenges. Empowering

every student and building his/her understanding forms an integral part of the school system.

The school has burgeoned into a multidisciplinary institution, offering various facilities to

impart diverse skills, in tune with the requirements of the modern world.

The students of the school have each year done us proud with their excellent performance,

not only in academics but also in cultural activities and sports emerging at the top

everywhere. The game of life is to come up as a winner to be the very best, for there is no

place for mediocrity in this highly competitive world. Our students have the Confidence to

excel and the school faculty, with its dedication, gives them the encouragement to realize

their dreams. I am confident that the school shall forever continue to bask under the clear

skies of its glory and success.

The school with affiliation number 3530333 and school code 81561 is located in Daulatpur,

Gaulapar, Haldwani, Nainital, with the pin code 263139. The principal of the school is

Mrs. Bhawna Bawari.

VISSION AND MISSION:

Our vision is that children leave school with:

 A set of moral values -- honesty, integrity and good judgment.

 A complement of basic skills – English Language, Mathematical, Scientific,

Artistic, Physical and Social.

 Strong self-esteem and high personal expectation.

 Tolerance and respect for others.

 We value the partnership which exists between school, parents and community

and the part it plays in realizing this vision.

 CHAPTER
2
LITERATURE
REVIEW
 IMPORTANCE OF 10th AND 12th CLASS IN STUDENT LIFE

 10th and 12th classes lay the groundwork for higher education and future career paths.
They provide fundamental knowledge and skills in various subjects.

 These classes are crucial for obtaining academic credentials like high school diplomas
or certificates, which are often prerequisites for further education and
job opportunities.

 Good performance in 10th and 12th classes opens up a wide range of career options
for students. Many professional courses and colleges have eligibility criteria based on
these exam results.

 The subjects chosen in these classes can influence future career decisions. Students
often decide their streams (science, commerce, or arts) based on their interests and
performance in these classes.

 Success in these exams boosts students' confidence and self-esteem, motivating them
to strive for higher achievements in their academic and professional lives.

 The rigorous preparation required for board exams instills discipline and time
management skills in students, which are valuable assets throughout their lives.
 HIGH SCHOOL

High school is where students go after middle school, usually for four years. High school

typically encompasses grades 9 through 12 and is a significant stage in a student's

educational journey. They learn different subjects like math, science, and English. High

school helps students figure out what they're interested in and what they want to do after they

graduate. It's not just about classes; students also join clubs, play sports, and make friends.

High school is an important step towards becoming independent and preparing for the future.

PARENTS INVOLVEMENT IN HIGHER SCHOOL OF STUDENT:

Parent involvement in high school is vital for a student's success. Parents can support their

child's education by staying informed about their academic progress, attending parent-teacher

meetings, and communicating with teachers. They can also help with homework, provide

encouragement, and discuss future goals. Additionally, parents can support their child's

extracurricular activities, attend school events, and provide guidance on important decisions

like course selection and college planning. By staying involved in their child's high school

experience, parents can create a supportive environment that enhances learning and promotes

overall success.

SENIOR SECONDARY CLASS

Senior secondary class, typically encompassing the 11th and 12th grades, includes a variety

of subjects and activities aimed at preparing students for higher education or

entering the workforce. Here, students delve deeper into subjects like math, science, English,

and social studies, preparing them for college or careers. In senior secondary school, students

have more freedom to choose classes based on their interests and goals. They also have
opportunities to join clubs, sports teams, and other extracurricular activities. Senior secondary

school is a time for personal growth and development, where students gain independence,

make friends, and explore their passions. It's an important stage where they learn critical

thinking skills and develop the knowledge and confidence they need for their future. After

completing senior secondary school, students typically graduate and receive a diploma,

marking their readiness for the next chapter of their lives.

PARENTS INVOLVEMENT IN SENIOR SECONDARY CLASS OF

STUDENT:

Parents being involved in their child's senior secondary class, which is like the last two years

of high school, is super important. Here's why:

 Helping with Schoolwork: Parents can help their child with homework, projects, and

studying for tests. They can also talk to teachers to understand how their child is

doing in school.

 Supporting Big Decisions: Senior secondary class is when students start thinking

about college or jobs. Parents can talk to their child about their interests and help them

figure out what they want to do in the future.

 Being There Emotionally: High school can be stressful sometimes. Parents can listen

to their child's worries, offer encouragement, and be a supportive presence

during tough times.

 Encouraging Activities: Parents can encourage their child to participate in sports,

 clubs, or other activities they enjoy. It helps kids feel supported and gives them a

chance to explore their interests outside of class.

 Getting ready for the Future: Parents can help their child with college applications,

job interviews, or whatever comes next after high school. They can offer advice and

guidance to make sure their child is prepared for what's ahead.

 REVIEW OF LITERATURE

(S. Catsambis 2001)Carried out a study to looks at how families are involved in their
children's high school education using data from a study done in 1988. It finds that certain
ways parents are involved, like having high expectations for their kids and supporting their
learning, are linked to positive outcomes in high school, such as taking challenging courses.
These connections remain strong regardless of a student's background. However, it didn't find
a link between parental involvement and how well students performed academically from
8th to 12th grade.

(Lambert, et al. 2022) looked at how involved parents are in high school students' education,
especially those who have emotional and behavioral challenges. They used data from a
survey to see if parental involvement differed between students with these challenges and
those without, and if it affected academic performance. They found that parents of students
with challenges were less involved, and this lack of involvement contributed to the
achievement gap between them and other students. The study discusses what this means for
future research and practical implications.

(Khajehpour, et al. 2011) looked at how parents being involved in their children’s education
affect how well the kids do in school. They looked at different ways parents can be involved,
like volunteering, attending parent classes, and talking to teachers. They surveyed 200 boys
in Tehran and found that when parents did things like fill out surveys, attend classes, or do
activities at home with their kids, those kids tended to do better in school. The hope is that
this study helps parents and teachers see how certain types of involvement can
help kids succeed.

(T. Falbo, et al. 2001) studied how parents can help their kids as they start high school. They
interviewed 26 students and their parents before and after high school. They looked at things
like grades, credits earned, and attendance to see how well the kids did. They found five ways
parents can help: keeping an eye on their kid's school and social life, talking about what they
learn, helping with homework, helping them make good friends, and being involved in
school activities.
(S. Catsambis 1998) looked at how parents being involved in their teenagers education affects
how well the teens do in school. They used data from a study done in 1988 and found that
when parents have high expectations for their teens and consistently encourage them, it helps
the teens do better in school. This is true regardless of the family's background. The report
suggests that parents can positively influence their teens' education by being supportive and
creating opportunities for learning.

(M. Larocque, et al. 2011) talks about how important it is for parents to be involved in their
child's education. It's hard to get parents involved, especially in schools with diverse students.
Teachers need help to work effectively with all parents. They suggest different ways to
overcome barriers to parental involvement and use parents' backgrounds to help
students learn better.

(M. Vahedi, et al. 2011) Educational psychologists are curious about what affects students'
academic success. They've found that family, school, society, and motivation all play a role.
Initially, psychologists focused only on memory and problem-solving, but later realized there
are other important factors, like social skills. Parental involvement also matters greatly;
studies show that when parents are actively involved in their children's education, it benefits
everyone involved. This involvement can include helping with homework, participating in
school activities, and planning for the future. Overall, when parents are supportive and
engaged, children tend to do better in school.

(A. Ates 2021) looked at many other studies to see how parental involvement relates to how
well students do in school. They analyzed 53 studies and found that when parents are
involved, kids tend to do better academically. It didn't matter what subjects they were
studying, what grade they were in, or where they lived. The study suggests ways to encourage
parental involvement and recommends more research in the future.
(X. Fan 2001) looked at how parents being involved in their children’s education affect how
well the kids do in school. They used data from a big study done in 1988 and found that when
parents have high hopes for their kids' education, it tends to help them do better in school. It
didn't matter what race the kids were or where the data came from (from the kids or their
parents), the effect was similar. They also talked about why some types of parental
involvement might not always help as much.

(H. Qudsyi, et al. 2020) looked at how different factors like parental involvement, teacher
support, peer attachment, and academic self-belief affect high school students' engagement in
school. They surveyed 100 high school students and found that these factors are related to
how engaged students are in their studies. Academic self-belief was found to be the strongest
predictor of student engagement, meaning that students who believe in their own academic
abilities are more likely to be engaged in their schoolwork.

(HJM Gijselaers, et al. 2018) looks at 75 studies published between 2003 and 2017 about
how parents being involved affect how well students do in school. It first shows how different
types of parental involvement, like reading at home and communicating about school, relate
to academic achievement. Then it explores how certain factors influence this relationship.
Finally, it discusses recent progress in understanding parental involvement's impact on
academic success, highlighting key areas like setting high expectations and
supporting learning.

(GM Sapungan, et al. 2014) explains why parents being involved in their child’s education
are so important. It shows that when parents are involved, their child tends to do better in
school, have a better attitude, and behave well. It also talks about how some parents might
not be involved because they don't feel connected to their child's school or they just don't
care. But studies have shown that when parents do get involved, it makes a big difference in
their child's success both academically and personally.
(SK Jaiswal 2017) discusses how parents' involvement in their children's education greatly
impacts their academic performance. Parents provide support, both financially and
emotionally, and encourage their children to succeed. They also collaborate with teachers to
help students reach their full potential. Increasing parental involvement is a key focus in
education policies worldwide. The study aims to analyze the role of parental involvement
based on empirical research. It suggests strategies to enhance parental involvement for better
academic outcomes for children.

(AD Benner, et al. 2016) looked at how parents' involvement in their children's education
affects their academic success in both the short and long term. They found that involvement
at home and school, as well as parents’ expectations for their child’s education, was linked to
better grades and educational attainment. They also found that school-based involvement was
especially beneficial for disadvantaged youth, while parents' academic support was more
effective for advantaged youth. These findings suggest that targeted interventions can help
support the academic success of all students.

(AMZ Eldeeb 2012) aimed to see if parents are being involved in their children's education
helps improve their academic achievement. They used both quantitative (numbers-based) and
qualitative (meaning-focused) methods to gather information. They found that there is indeed
a positive link between parental involvement and student achievement. However, they also
discovered that the current programs for involving parents at school have some problems and
need improvement. Overall, the study highlights the importance of parental involvement in
boosting student achievement and suggests ways for schools to improve in this area.
 CHAPTER
3
RESEARCH
METHODOLOGY
 OBJECTIVES OF STUDY

 To understand the role of parenting in academic success in student life.

 To analyse the role of parents in academic success of student in higher and senior
secondary class.

SCOPE OF STUDY

 This study Investigate how parental involvement influences students' grades, test scores,
and overall academic performance.

 It also Examine factors such as socioeconomic status, cultural background, and parental
education level that may affect the extent and effectiveness of parental involvement.

 This study Identify effective strategies for promoting and enhancing parental
involvement, including fostering positive parent-teacher relationships and providing
resources and support for parents.

NEED OF STUDY

 To ultimately improve educational outcomes for all students by understanding the role
of parental involvement.

 To investigate if parental involvement encourage a positive relationship between

parents, students, and teachers.
 LIMITATIONS OF STUDY

 The findings might be specific to the context of Vendy Senior Secondary School and
may not be directly applicable to other school.

 The data collected heavily relies on self-reported experiences and opinions, which
could be influenced by individual perceptions, leading to potential bias in the
findings.

RESEARCH DESIGN

The type of research design used in this study is “Descriptive Research”.

Descriptive research design involves summarizing and organizing of the data so that they can
be easily understood.

The main purpose of this descriptive statistics is to provide a summary of the samples. This
generally means that the descriptive statistics is not developed based on probability theory.

DATA SOURCE
Data collection plays a very crucial role in the statistical analysis. In research, there are
different methods used to gather information, all of which fall into two categories, i.e.
primary and secondary data. As the name suggests, primary data is one which is collected for
the first time by the researcher while secondary data is the data already collected or produced
by others.

PRIMARY DATA:

Primary data was collected from the self-designed questionnaire that was filled by student’s
parents of Vendy Senior Secondary School using Google Forms. In the context of researching
the optimization of the parents involvement in students academic success, primary sources of
data involve information collected directly from individuals involved in the process. This
includes survey responses obtained through questionnaires distributed to prospective and
current student’s parents. These responses offer firsthand insights, opinions, and experiences
regarding the parent’s involvement in student’s academic success and potential areas for
improvement. Additionally, observations made during interactions with parents of students
while studying the process on-site contribute to primary data by providing direct, unfiltered
information.

SECONDARY DATA:
The secondary data for the topic "The Role of Parental Involvement in Student’s Academic
Success" is collected from existing research studies, articles, and reports conducted by
various scholars, researchers, and organizations. These sources provide valuable information
and findings about the relationship between parental involvement and students' academic
achievement. Researchers analyze and synthesize the data from these sources to understand
how parental involvement influences students' success in school. The data may include
information on different aspects of parental involvement such as home-based activities,
school-based activities, communication between parents and teachers, and parental
expectations. By reviewing and summarizing existing studies, researchers can gain insights
into the impact of parental involvement on student outcomes and identify effective strategies
for promoting parental engagement in education.

SAMPLING METHOD

Type of sample:
Convenience sampling method of sampling is being used to conduct the study.

Size of sample:
The sample size consists of 50 respondents including 10th and 12th class student’s parents.

Sampling Unit:
Study was in Vendy Senior Secondary School.

Population:
167

CHAPTER
4

Data Analysis &

Interpretation
 Data Analysis & Interpretation

1. Your relationship with student?

36%

Parent
Gaurdian

64%

 INTERPRETATION

From the above chart we can interpret that the majority of those engaging with me are
parents, with guardians comprising the rest of the interactions.
2. Your ward/child studies in?

12%

22% 9th Class

48% 10th Class
11th Class
12th Class

18%

 INTERPRETATION

From the above chart we can interpret that the largest group of students belong to the 12th
grade, followed by the 10th grade, then the 11th grade, with the smallest group being in the
9th grade.
3. Your education level?

2%
4% 6%

10%

Literate
24%
Illiterate
High School
Intermediate
Graduation
Post Graduation
Post Graduation And Above

36%

18%

 INTERPRETATION

From the above chart we can interpret that among parents/guardians, a small proportion are
illiterate, while the majority are literate. Among the educated, most have completed high
school or intermediate education, with a significant percentage holding graduate or post-
graduate degrees, and a few having education beyond post-graduation.
4. Which of the following practices do you engage in to support your child's
education?

4%

36%
Setting high educational expecta-
tions
Providing consistent en-
40% couragement
Enhancing learning opportuni-
ties for your child
None of the above

20%

 INTERPRETATION

From the above chart we can interpret that most parents support their child's education by
offering enhanced learning opportunities, setting high expectations, and providing consistent
encouragement. Only a minority refrain from engaging in any of these supportive practices.
5. Do you notice any differences in your level of involvement based on your student's
emotional behavior risk status?

Yes, I'm less involved if

my student has
44% elevated emotional
behavior risk.
No, my level of
involvement is the
56% same regardless of my
student's emotional
behavior risk status

 INTERPRETATION

Based on the data, More than half of respondents reported reduced involvement when
student’s exhibit heightened emotional behavior risks, whereas a smaller portion stated their
level of engagement remains unchanged irrespective of the student's emotional behavior risk
status.

6. How often do you attend parent classes or workshops at your child's school?
 4%

14%

44% Regularly
Occasionally
Rarely
Never

38%

 INTERPRETATION

The data reveals that a significant portion of parents engage with school activities, with a
majority attending classes or workshops regularly. While some participate occasionally, a
smaller proportion rarely or never joins these sessions.

7. How involved are you in monitoring your teen's academic and social life?
 4%

32%
30%
Very Involved
Somewhat Involved
Not Very Involved
Not involved at all

34%

 INTERPRETATION

Parents exhibit varying degrees of involvement in their teen's academic and social spheres,
with a majority showing some level of engagement. While some are highly active
participants, others are less so, but very few are completely disengaged. Overall, parental
attention to their teen's activities remains prevalent across the board.

8. Do you encourage your teen to take challenging courses and participate in

extracurricular activities?
 6%
6%

Yes, I believe it's

important for their
academic and personal
growth
Sometimes, if they
show interest
No, I prefer they focus
32% 56% only on the basics
I don't get involved in
their academic
decisions

 INTERPRETATION

The chart indicates that a majority of parents place significant importance on their teens
engaging in challenging courses and extracurricular activities for their overall growth.
Specifically, 56% of parents strongly support this idea. Another some parents also support
this, but conditionally; they encourage their teens to take on these activities only if the teens
themselves show an interest. A smaller group of parents, believes that their teens should
concentrate solely on basic subjects. Additionally, some of parents do not participate in
making academic decisions for their teens at all.

9. Do you feel that your child's school adequately addresses the needs of all students?
 16%

Yes, I believe the

8% school is inclusive and
responsive to diverse
44% needs
Somewhat, but there's
room for improvement
No, I think there are
significant gaps in
addressing diverse
student needs
I'm not sure

32%

 INTERPRETATION

When asked if their child's school meets the needs of all students, less than half of the parents
feel the school is inclusive and responsive. A notable portion believes there is room for
improvement, while a smaller group sees significant gaps, and some parents remain unsure.

10. Do you believe your involvement positively impacts your child's academic
success?
 14%

2%

Yes, I believe it plays a

significant role
Maybe, I'm not sure
how much of an impact
it has
No, I don't think
parental involvement
22% makes much of a
difference
62% I haven't thought about
it

 INTERPRETATION

The majority of parents strongly believe their involvement significantly benefits their
child's academic success. A notable portion is uncertain about the impact, while only a
few think it makes little difference, and some haven't considered it at all.

11. How do you think your child gets along with their friends at school?
 12%

8% very well - They have

strong relationships
with their friends.
Okay - They get along with most
of their
friends but sometimes have con-
flicts
Not very well - They
struggle to connect
with their friends
20% 60%
I'm not sure, I haven't observed
their
interactions with friends

 INTERPRETATION

From the above chart we can interpret that most parents believe their child gets along very
well with friends at school and has strong relationships. Some parents think their child
generally gets along but occasionally has conflicts, while a smaller number feel their child
struggles to connect with friends. A few parents are unsure about their child's
interactions with friends.

12. Have you encountered any barriers to being involved in your child's school?
 22%
26%

Yes, such as negative

attitudes towards the
school or feeling
disconnected
Sometimes, but they
haven't been significant
barriers
No, I haven't
14% encountered any
barriers
I'm not sure

38%

 INTERPRETATION

From the above chart we can interpret that approximately a quarter of parents perceive
negative attitudes or disconnection with the school, hindering their involvement. For many,
issues have arisen, though not major. Some have encountered no barriers, while others are
unsure if they've faced any.

13. How often do you provide academic advice and guidance to your child?
 4%
8%

Regularly, I offer
guidance and support
to help my child
succeed academically
42%
Sometimes, when they
need it
Rarely, I don't usually
provide academic
advice
Never, I let my child
figure things out on
their own

46%

 INTERPRETATION

The chart indicates that most parents actively offer academic advice and support to their
children. A significant portion regularly helps their child succeed, while many others provide
support as needed. A smaller group rarely offers advice, and a few prefer to let their children
figure things out independently.

14. Are you interested in learning strategies to increase your involvement in your
child's education?
 4%
6%

Yes, I'm eager to learn

more about how I can
help my child succeed
Maybe, if it seems
beneficial
No, I feel I'm already
34% doing enough
56%
I haven't thought about
it

 INTERPRETATION

From the above chart we can interpret that most parents are eager to learn how to get more
involved in their child's education, with a majority showing strong interest. Some might
consider it if they see clear benefits, while a few feel they are already doing enough, and a
very small number haven't thought about it yet.

15. Do you see yourself as an educational partner with your child's teachers?
 8%

16%
Yes, I actively assist in
my child's academic
44% development
Sometimes, I communicate with
teachers when necessary
No, I leave most of the educa-
tional
aspects to the school
I'm not sure

32%

 INTERPRETATION

The chart indicates that many parents consider themselves partners in their child's education.
Nearly half actively assist with learning, about a third communicate with teachers as
necessary, some rely mainly on the school, and a few are uncertain about their role.
16. What improvements would you suggest for enhancing parental involvement in
schools?

20%

More communication between

parents
and teachers
More workshops or seminars
for parents
14% Better access to information
about
school events and activities
66%

 INTERPRETATION

Most parents believe that increasing communication between them and teachers would
greatly enhance their involvement in schools. Additionally, some parents think that having
better access to information about school events and activities would help, while others
suggest that offering more workshops or seminars for parents would be beneficial.

17. Do you believe that schools should do more to encourage parental involvement?
 8%

10%

Yes, schools should actively

promote
parental involvement
Maybe, it depends on the situa-
tion
No, I think schools are doing
56% enough
already
26% I'm not sure

 INTERPRETATION

From the above chart we can interpret that the majority of people strongly believe schools
should encourage more parental involvement. Some think it depends on the situation, while a
small number feel schools are already doing enough, and a few are unsure.

18. Do you think your child has a strong connection with their teachers?
 12%

10%
36%
Yes, they feel supported and
encouraged by their teachers
Sometimes, it depends on the
teacher
No, they don't seem to have a
strong
connection with their teachers
I'm not sure, I haven't noticed

42%

 INTERPRETATION

The chart indicates that approximately one-third of children consistently feel supported and
encouraged by their teachers, while for nearly half, their perception varies depending on the
specific teacher. A smaller portion does not feel a strong connection with any teacher, and a
notable fraction of parents are uncertain about their child's feelings toward their educators.
 CHAPTER
5

FINDINGS,
SUGGESTIONS,
AND
CONCLUSION
 FINDINGS

1. The majority of interactions involve parents, with guardians forming a smaller

portion.

2. Students in 12th grade constitute the largest group, followed by those in 10th and 11th
grades, with the fewest in 9th grade.

3. Among parents/guardians, most are literate, with a significant portion having

completed high school or intermediate education, followed by those with graduate or
post-graduate degrees. There are also a few individuals with education beyond post-
graduation.

4. Parents strongly support their child's education through enhanced learning

opportunities, high expectations, and consistent encouragement, with only a small
minority not engaging in these supportive practices.

5. When students show signs of emotional behavior risks, over half of respondents
decrease their involvement, while a smaller group maintains their level of engagement
regardless of the students' emotional behavior.

6. A large number of parents are actively involved in school activities, primarily

attending classes or workshops regularly.

7. The majority of parents is involved to some extent in their teenager's academic and
social lives; with only a few showing complete disengagement.

8. The majority of parents value their teens' involvement in challenging courses and
extracurricular activities for their overall development.

9. Less than half of the parents feel their child's school is inclusive and responsive to the
needs of all students.

10. Parents overwhelmingly believe that their involvement positively impacts their child's
academic success.
11. Most parents perceive their child as having positive relationships and getting along
well with friends at school.

12. A quarter of parents feel disconnected from school, but most don't face major barriers
to involvement. Some have encountered issues, while others aren't sure.

13. Most parents are actively involved in providing academic advice and support to their
children, with a significant portion regularly assisting them in succeeding.

14. The majority of parents are keen to learn how to be more involved in their child's
education, demonstrating a strong interest in the matter.

15. Many parents see themselves as partners in their child's education, with almost half
actively helping with learning.

16. Parents feel that improving communication with teachers, providing better access to
information about school events, and offering workshops or seminars would enhance
their involvement in schools.

17. Most individuals advocate for increased parental involvement in schools, with varying
opinions on the extent of necessity, while a minority express satisfaction with the
current level, and some remain undecided.

18. Many children have inconsistent feelings of support and encouragement from their
teachers, with around one-third feeling consistently supported, while nearly half
experience varying perceptions depending on the teacher. Some children lack a strong
connection with any teacher, and many parents are uncertain about their child's
feelings towards their educators.
 SUGGESTIONS

1. Encourage parents to actively participate in their child's education by providing enhanced

learning opportunities, setting high expectations, and offering consistent encouragement.

2. Consider providing additional support and resources to parents when their children
exhibit heightened emotional behavior risks, to encourage continued engagement and
involvement in their child's education.

3. Encourage regular participation in school activities and workshops to foster stronger

parent-school partnerships and support student success.

4. Encourage parents who rarely or never participate in school activities to get involved by
highlighting the benefits and offering flexible opportunities for engagement.

5. Encourage parents to stay actively involved in both academic and social aspects of their
teen's life, even if it's through small gestures or regular communication.

6. Encourage parents to actively engage with their teens in discussing and supporting their
involvement in challenging courses and extracurricular activities, fostering holistic
growth and development.

7. Enhance communication channels between parents and school administrators to address

concerns and foster a more inclusive and responsive educational environment.

8. Encourage parents to actively participate in their child's education by highlighting the

positive impact their involvement can have on academic success and overall well-being.

9. Encourage parents to foster open communication with their children about their
friendships and provide support in resolving any conflicts that may arise.

10. Encourage regular communication between parents and school to address any perceived
barriers or concerns, fostering a supportive environment for parental involvement.
11. Encourage parents to maintain consistent and active involvement in offering academic
support and advice to their children, fostering a supportive environment for their
educational journey.

12. Encourage parents to explore opportunities for involvement in their child's education,
emphasizing the tangible benefits it can bring to their child's academic performance and
overall well-being.

13. Encourage parents to actively participate in their child's education through consistent
communication with teachers, involvement in learning activities, and seeking support
from the school when needed.

14. Improve parental involvement in schools by enhancing communication between parents

and teachers through increased updates on school events, activities, and offering
informative workshops or seminars.

15. Encourage consistent teacher-student relationships to foster a supportive and encouraging

learning environment for all children.
 CONCLUSION

Parental involvement plays a pivotal role in shaping a student's academic success. Research
consistently demonstrates that when parents actively engage in their children's education,
students tend to perform better academically. This involvement encompasses various forms,
including helping with homework, attending school events, and fostering a supportive
learning environment at home. Studies have shown that high levels of parental expectations
and consistent encouragement significantly correlate with improved academic performance,
irrespective of the family's socioeconomic background.

Furthermore, parental involvement extends beyond academic support to encompass

emotional and motivational encouragement. When parents show genuine interest in their
children's education, students are more likely to feel motivated and confident in their abilities.
This emotional support bolsters resilience and perseverance, crucial traits for navigating
academic challenges and pursuing long-term goals.

Moreover, parental involvement fosters stronger communication between home and school,
creating a collaborative partnership that enhances the overall learning experience. When
parents and teachers work together to support students' educational journey, they can identify
and address any potential issues early on, thereby preventing academic setbacks and
promoting continuous growth.

Additionally, parental involvement contributes to the development of essential life skills,

such as responsibility, time management, and problem-solving. Through engaging in
educational activities alongside their children, parents model these skills and provide valuable
guidance on how to navigate academic and personal challenges effectively.

In conclusion, parental involvement serves as a cornerstone of academic success, providing

students with the necessary support, motivation, and guidance to thrive in their educational
endeavors. By fostering a collaborative partnership between home and school, parents play a
crucial role in nurturing their children's academic potential and preparing them for future
achievements.
When parents are actively involved in their children's education, it's like giving them a boost
of confidence and support. It's not just about helping with homework or attending school
events; it's about creating an environment where learning is valued and encouraged at home.
This involvement leads to better academic performance, happier children, and stronger
connections between home and school. Even small efforts from parents can make a big
difference in their children's success in school.

The collective findings underscore the pivotal role of parental involvement in shaping the
academic success of teenagers. Regardless of family background, high parental expectations
coupled with consistent encouragement significantly enhance students' performance in
school. Efforts to foster parental engagement, especially in diverse school settings, are
crucial, with teachers requiring support to effectively collaborate with all parents.
Educational psychologists emphasize the multifaceted influences on academic achievement,
highlighting the significance of family dynamics, societal factors, and intrinsic motivation.
Studies consistently demonstrate that active parental involvement positively correlates with
improved academic outcomes across subjects, grade levels, and geographical locations.
Encouraging parental participation through various means not only benefits students but also
enriches the educational experience for all stakeholders. Further research is warranted to
explore additional strategies for promoting parental involvement and its enduring impact on
student success.

Success in 10th and 12th classes is like laying the foundation for future success in higher
education and careers. Doing well opens doors to many opportunities and career paths. These
classes help students develop important skills, like discipline and time management, that
they'll use throughout their lives. Plus, the subjects they choose can shape their future career
choices. Overall, performing well in these exams boosts confidence and sets students on a
path for future achievements.
 BIBLIOGRAPHY

 http://www.vendypublicschool.in/

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 Lambert, Matthew C., et al. "The role of parental involvement in narrowing the
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behavioral risks." Journal of Emotional and Behavioral Disorders 30.1 (2022): 54-66.

 Khajehpour, Milad, and Sayid Dabbagh Ghazvini. "The role of parental involvement
affect in children's academic performance." Procedia-Social and Behavioral Sciences
15 (2011): 1204-1208.

 Falbo, Toni, Laura Lein, and Nicole A. Amador. "Parental involvement during the
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 Catsambis, Sophia. "Expanding the Knowledge of Parental Involvement in Secondary

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 Vahedi, Majid, and Hossein Nikdel. "Emotional intelligence, parental involvement

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modeling analysis." The Journal of Experimental Education 70.1 (2001): 27-61.

 Qudsyi, Hazhira, et al. "Student engagement among high school students: Roles of
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 Jaiswal, SANDEEP KUMAR. "Role of parental involvement and some strategies that
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student achievement. Diss. The British university in Dubai (BUiD), 2012.


 ANNEXURE

1. Which of the following practices do you engage in to support your child's education?
 Setting high educational expectations
 Providing consistent encouragement
 Enhancing learning opportunities for your child
 None of the above

2. Do you notice any differences in your level of involvement based on your student's EBR
status?
 Yes, I'm less involved if my student has elevated EBR.
 No, my level of involvement is the same regardless of my student's EBR status.

3. How often do you attend parent classes or workshops at your child's school?
 Regularly
 Occasionally
 Rarely
 Never

4. How involved are you in monitoring your teen's academic and social life?
 Very involved
 Somewhat involved
 Not very involved
 Not involved at all

5. Do you encourage your teen to take challenging courses and participate in extracurricular
activities?
 Yes, I believe it's important for their academic and personal growth
 Sometimes, if they show interest
 No, I prefer they focus only on the basics
 I don't get involved in their academic decisions
6. Do you feel that your child's school adequately addresses the needs of all students?
 Yes, I believe the school is inclusive and responsive to diverse needs
 Somewhat, but there's room for improvement
 No, I think there are significant gaps in addressing diverse student needs
 I'm not sure

7. Do you believe your involvement positively impacts your child's academic success?
 Yes, I believe it plays a significant role
 Maybe, I'm not sure how much of an impact it has
 No, I don't think parental involvement makes much of a difference
 I haven't thought about it

8. Do you think parental involvement affects academic achievement across different

subjects and school levels?
 Yes, I believe it has a consistent impact regardless of the subject or school level
 Maybe, I'm not sure if it varies depending on the subject or school level
 No, I think the impact varies depending on the subject or school level
 I haven't thought about it

9. How do you think your child gets along with their friends at school?
 Very well - They have strong relationships with their friends.
 Okay - They get along with most of their friends but sometimes have conflicts.
 Not very well - They struggle to connect with their friends.
 I'm not sure, I haven't observed their interactions with friends.

10. Do you think your child has a strong connection with their teachers?
 Yes, they feel supported and encouraged by their teachers
 Sometimes, it depends on the teacher
 No, they don't seem to have a strong connection with their teachers
 I'm not sure, I haven't notice
11. Do you provide encouragement and support for your child's learning?
 Yes, I regularly encourage and support my child's learning efforts
 Sometimes, when they need it
 Rarely, I don't usually provide encouragement or support
 No, I don't actively encourage or support my child's learning

12. Have you encountered any barriers to being involved in your child's school?
 Yes, such as negative attitudes towards the school or feeling disconnected
 Sometimes, but they haven't been significant barriers
 No, I haven't encountered any barriers
 I'm not sure

13. How often do you provide academic advice and guidance to your child?
 Regularly, I offer guidance and support to help my child succeed academically
 Sometimes, when they need it
 Rarely, I don't usually provide academic advice
 Never, I let my child figure things out on their own

14. Are you interested in learning strategies to increase your involvement in your child's
education?
 Yes, I'm eager to learn more about how I can help my child succeed
 Maybe, if it seems beneficial
 No, I feel I'm already doing enough
 I haven't thought about it

15. Do you see yourself as an educational partner with your child's teachers?
 Yes, I actively assist in my child's academic development
 Sometimes, I communicate with teachers when necessary
 No, I leave most of the educational aspects to the school
 I'm not sure
16. What improvements would you suggest for enhancing parental involvement in schools?
 More communication between parents and teachers
 More workshops or seminars for parents
 Better access to information about school events and activities
 Other

17. Do you believe that schools should do more to encourage parental involvement?
 Yes, schools should actively promote parental involvement
 Maybe, it depends on the situation
 No, I think schools are doing enough already
 I'm not sure