Parental Involvement on Late First Cycle Education and Students' Academic Success: In the Case of Gibson School System
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Date
2014-06-01
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Addis Ababa University
Abstract
The main aim of this study was to investigate the type and nature of parental involvement
on late first cycle education and the significant involvement difference between parents of
high achieving students and parents of low achieving students on their children 's
academic success in the case of Gibson School System. The method used for this study
was descriptive quantitative survey method. In all 64 parents of the two groups (parents
of high achieving students and parents of low achieving students) were respondents. The
statistics used for analysis were the total mean scores and the t- scores. The findings are
particularly helpful in that they indicated which kinds of parental involvement are
abundantly used and influence academic success and which one didn't. Most notably
parental expectations, reading and parental style each demonstrated a strong
relationship with scholastic outcomes. Thus, it 'was not a particular action such as
attending school functions, and checking student homework that yielded a statistically
significant effect on students ' academics. Rather, variables that reflected a general
atmosphere of involvement produced the strongest results. Parental expectations and
style may create an educationally oriented environment, which establishes an
understanding of a certain level of support and standards in the child's mind. Moreover,
it would be better if qualitative researches also supplement the findings of the current
study by ascertaining the ways teachers, parents, and students perceive that which
parental involvement benefits students the most
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Keywords
Parental Involvement on Late First Cycle Education