Parental Involvement, Classroom Environment, and Academic Performance: The Case of Selected Private and Government Secondary Schools in Addis Ababa
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2025-11
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Addis Ababa University
Abstract
A sequential explanatory mixed-methods research design was adopted for the study to explore the relationship between classroom environment, parental involvement, and academic performance of Grade 11 students in private and government schools in Addis Ketema sub-city. Using stratified random sampling, 214 students were selected: 107 from government schools and 107 from private schools. Quantitative data from questionnaires and academic records were analyzed using descriptive statistics, t-tests, correlation, multiple regression, and Mann-Whitney U tests. Qualitative data from semi-structured interviews were analyzed thematically. Findings presented a complex disparity. Quantitatively, private school students reported significantly higher levels in resource-sensitive dimensions: parental monitoring, expectations, and academic support, and teacher support and student involvement. Relational aspects, however, such as parental emotional support, autonomy support, and peer cohesion, did not present significant difference by school type. The thematic analysis of these patterns made sense, revealing qualitative contrasts in the nature of these experiences: private school students described "High Achievement Pressure" and "Resource-Based Support," whereas government school students reported "Practical Achievement Pressure" and "Encouragement-Oriented Support." Academic performance correlated moderately with both parental involvement (r = 0.398, p = 0.019) and classroom environment (r = 0.498, p = 0.002). Regression analysis, however, showed that together they account for only 21.6% of the variance in academic performance, with a slight lead of classroom environment (β = 0.30) as compared to the contribution of parental involvement (β = 0.26) as a predictor. It follows then that a great proportion of other factors exert influence. The study concludes that school type creates structural advantages in resource-dependent areas but that the core relational elements of a supportive educational setting can be cultivated within both systems. It offers recommendations for putting emphasis on quality teacher-student relationships and autonomy-supportive parenting practices irrespective of school contexts.
Keywords: Academic Performance; Parental Involvement; Classroom Environment; School Type; Socioeconomic Status; Mixed-Methods Research
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Academic Performance, Parental Involvement, Classroom Environment, School Type, Socioeconomic Status, Mixed-Methods Research