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THE CRUCIAL ROLE OF PARENT INVOLVEMENT IN THE LEARNING PROCESS OF STUDENTS

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Josephine Agawin Deysolong at Department of Education
Josephine Agawin Deysolong
  • Department of Education
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Abstract

This article explores the significance of parent involvement in the learning process of students. It highlights the numerous benefits that arise from active parental engagement, including academic support, emotional and motivational support, reinforcement of discipline and responsibility, bridging the home-school gap, and increased academic achievement. By actively participating in their child's education, parents contribute to their academic success, emotional well-being, and overall development. The article emphasizes the importance of collaboration between parents and educators in creating a nurturing educational ecosystem that fosters a love for learning and empowers students to reach their full potential. Recognizing the pivotal role of parents in education is crucial for building a collaborative and inclusive educational system that prepares students for a bright future.
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THE CRUCIAL ROLE OF PARENT INVOLVEMENT IN THE LEARNING
PROCESS OF STUDENTS
Josephine A. Deysolong
Gusa Regional Science High School-X
josephine.deysolong@deped.gov.ph
ABSTRACT: This article explores the significance of parent involvement in the learning process of students.
It highlights the numerous benefits that arise from active parental engagement, including academic support,
emotional and motivational support, reinforcement of discipline and responsibility, bridging the home-school gap,
and increased academic achievement. By actively participating in their child's education, parents contribute to
their academic success, emotional well-being, and overall development. The article emphasizes the importance of
collaboration between parents and educators in creating a nurturing educational ecosystem that fosters a love for
learning and empowers students to reach their full potential. Recognizing the pivotal role of parents in education
is crucial for building a collaborative and inclusive educational system that prepares students for a bright future.
KEYWORDS: academic achievement1; academic support2; emotional support3; learning process4; parent
involvement5
Education is a collaborative endeavor that extends beyond the boundaries of the classroom.
While teachers play a pivotal role in shaping students' minds, the involvement of parents in the
learning process is equally vital. Parental involvement has been recognized as a key factor in
enhancing academic achievement, fostering positive attitudes toward learning, and promoting
overall student success. This article explores the importance of parent involvement and
highlights its various benefits for students.
Academic Support:
Parents serve as the first educators in a child's life, and their involvement in education
extends their support into the classroom. By staying informed about their child's curriculum,
assignments, and progress, parents can provide valuable academic assistance at home. They can
assist with homework, engage in discussions about school topics, and reinforce learning
objectives. This active participation helps students consolidate their understanding, reinforce key
concepts, and bridge any gaps in learning.
Emotional and Motivational Support:
Parental involvement goes beyond academics; it also plays a crucial role in nurturing
students' emotional well-being and motivation. When parents take an active interest in their
child's education, it sends a powerful message that learning is important and valued (Hill &
Tyson, 2009). Regular communication with teachers and participation in parent-teacher
conferences demonstrate a commitment to a child's educational journey. This support helps
students develop a positive attitude toward learning, boosts their self-confidence, and encourages
them to persevere through challenges.
Reinforcing Discipline and Responsibility:
Parents who are actively involved in their child's education often have a better
understanding of their routines, schedules, and responsibilities. They can help establish a
structured environment at home, reinforce discipline, and encourage students to take ownership
of their learning. By setting expectations, providing guidance, and monitoring progress, parents
can instill valuable life skills such as time management, organization, and accountability.
Bridging the Home-School Gap:
Effective parent involvement serves as a bridge between the home and school
environments, promoting a cohesive learning experience for students. When parents and teachers
work together, they can align their efforts to support a child's academic and social development.
Regular communication allows for sharing of information, insights, and concerns, fostering a
collaborative approach that addresses individual needs more effectively. This partnership creates
a nurturing educational ecosystem where students can thrive.
Increased Academic Achievement:
Research consistently demonstrates that students with involved parents tend to achieve
higher academic success. When parents take an active interest in their child's education, they are
more likely to monitor progress, provide necessary resources, and engage in activities that
promote learning. This involvement has a positive impact on attendance, grades, and
standardized test scores. Students with supportive parents also tend to have better study habits,
increased motivation, and a greater likelihood of pursuing higher education.
In conclusion, parental involvement is a cornerstone of a well-rounded education. By
actively participating in their child's learning process, parents contribute to their academic
success, emotional well-being, and overall development. The partnership between parents and
educators creates a supportive environment that fosters a love for learning, strengthens
educational foundations, and empowers students to reach their full potential. Recognizing the
pivotal role of parents in education is crucial for building a collaborative and inclusive
educational system that prepares students for a bright future.
References:
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.
(2002). School, family, and community partnerships: Your handbook for acon (2nd ed.).
Corwin Press.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-
analysis. Educational Psychology Review, 13(1), 1-22.
https://doi.org/10.1023/A:1009048817385
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic
assessment of the strategies that promote achievement. Developmental Psychology,
45(3), 740-763. https://doi.org/10.1037/a0015362
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban
elementary school student academic achievement. Urban Education, 40(3), 237-269.
https://doi.org/10.1177/0042085905274540
National Parent Teacher Association. (2022). Engaging parents in the learning process.
https://www.pta.org/home/family-resources/engaging-parents-in-the-learning-process
... The partnership between parents and educators creates a supportive environment that fosters a love for learning different skills and values, strengthens educational foundations, and empowers students to reach their full potential. This means the foundations of all skills, attitudes and values needed for children to succeed in today's and future lives are mainly fostered by the level at which parents are actively involved in their learning (Deysolong, 2023). ...
... While Vahedi and Nikdel (2011) supported that, children whose parents showed less or no interest in their homework were found to perform poorly academically. Deysolong (2023), further highlights that parents serve as the first educators in a child's life, and their involvement in education extends their support into the classroom. By staying informed about their child's curriculum, assignments, and progress, parents can provide valuable academic assistance at home. ...
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The purpose of this study is to investigate the challenges that prevent parents from effective involvement in CBC implementation in lower primary grades. This study was founded on J. E. a. Epstein Theory of parental involvement which tackles parental involvement in six facets. This study adopted descriptive research design where qualitative and quantitative data were collected and analysed. We collected data from 3 schools of Karongi District where 45 parents having children in the three schools; 45 lower primary grade learners; 9 lower primary grade teachers; 3 head teachers and 1 district education official were selected as a sample. This sample was calculated from the total population of 1053 Parents, 1065 children, 31 teachers and 3 head teachers using the Systematic Random Sampling technique. To collect the Primary data, the questionnaires were administered to parents and learners while teachers, head teachers and a district education official were interviewed. The secondary data were collected from existing literature in relation to the current study. The collected data was analyzed qualitatively and quantitatively using descriptive statistics and thematic analysis. The results were organized in an Excel spreadsheet to be analyzed by SPSS package version 28.0. In this context, descriptive statistics have been applied where means, percentages, and frequencies were calculated. Findings revealed that the main factor that prevents parents from effective involvement in CBC implementation is a lack of knowledge of CBC and awareness about where and how to give their hands in supporting their children. This calls for the Ministry of Education not only to train teachers in CBC but also parents as they are key partners in implementing CBC.
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... This fact is also supported empirically by other previous studies. In a similar tone, Deysolong (2023) found out that parents' participation in their children's education contributes to their children's academic success, emotional well-being, and overall development. Munz and Wilson (2017) also noted that parental engagement is crucial during children's transition. ...
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This study explored strategies to support children's transition from pre-primary to primary school. It employed a case study design, and semi-structured interviews were administered to nine head teachers and nine pre-primary school teachers from nine public primary schools in Mpwapwa and Chemba District, Tanzania. The collected data were subjected to content analysis. The study’s findings revealed that the provision of teaching and learning resources, stakeholder or community engagement, teacher motivation, a supportive school culture, and learning follow-up are essential pedagogical leadership strategies employed by head teachers to support children's transition from pre-primary to primary school. The study recommends the implementation of pre-headship training programmes and in-service training on Early Childhood Education (ECE) management for head teachers, as well as the provision of increased budgetary allocations for pre-primary education. Since this study was conducted in the pre-primary educational aspect, the study also recommends conducting further research on other aspects of school readiness in an attempt to enable children to easily navigate the transition process into the education system.
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Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement
Article
Full-text available
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Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
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A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
Article
  • May 2005
  • URBAN EDUC
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
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Parental Involvement and Students' Academic Achievement: A Meta-Analysis
Article
  • Mar 2001
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.
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