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RESEARCH TITLE: Strengthening Parental Engagement Towards

Academic Performance: Basis for a Proposed Action Plan

CITATION:
Romero, T. E., & Sumande, C. T. Strengthening Parental Engagement
Towards Academic Performance: Basis for a Proposed Action Plan.

LIFTED TEXT:
The dimensions of parental engagement examined—parenting,
communicating, volunteering, learning at home, decision making, and
collaborating with the community—show no significant relationship with
student performance in Mathematics, Science, and Filipino subjects.
However, for English, the dimensions of communicating and decision making
are significantly correlated with student performance.

PARAPHRASED:
The various aspects of parental involvement—such as parenting,
communication, volunteering, helping with learning at home, decision-making,
and community collaboration—do not have a noticeable impact on students'
performance in Mathematics, Science, and Filipino subjects. However, in the
case of English, there are significant correlations between student
performance and the dimensions of communication and decision-making
(Romero, T. E., & Sumande, C. T., 2024).

CITATION:
Ma, X., Shen, J., Krenn, H.Y., Hu, S., & Yuan, J. (2016). A Meta-Analysis of
the Relationship between Learning Outcomes and Parental Involvement
during Early Childhood Education and Early Elementary Education. University
of Kentucky, Western Michigan University, W. K. Kellogg Foundation.
Educational Psychology Review (Springer US), - Vol. 28, Iss: 4, pp 771-801.

LIFTED TEXT:
In an increasingly complex educational landscape, the role of parents in
their children's education has evolved beyond traditional parent-teacher
meetings and report card discussions. It is crucial for countries around the
world to understand the pivotal role of parents in the success of their children,
both in their socio-emotional development and academic success. Consistent
research over the past few decades has underscored the importance of
parental engagement in fostering scholastic achievement (Ma et al., 2016).

PARAPHRASED:
As the educational landscape becomes more intricate, parents'
involvement in their children's education has progressed beyond the
conventional interactions of parent-teacher meetings and conversations about
report cards. It is essential for nations worldwide to recognize the critical
impact parents have on their children's success, encompassing both socio-
emotional growth and academic achievement. Numerous studies conducted
over the past several decades have highlighted the significance of parental
engagement in promoting academic success (Ma et al., 2016).

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RESEARCH TITLE: Parental Involvement and Academic Performance of

Education Students in a State University in the Philippines

CITATION:
Pinatil, L. L., Trinidad, C. G. G., Englis, G. C., Miñoza, J. R., Corriente, I. C.
M., & Trinidad, G. A. (2022). Parental involvement and academic performance
of education students in a state university in the Philippines. Education
International Journal of Science and Management Studies (IJSMS), 5(3), 95-
99.

LIFTED TEXT:
The study is focused on investigating the Parental Involvement and
Academic Performance of Education Students in a State University in the
Philippines. The study utilizes a descriptive correlational method wherein it
describes and seeks to find out if there is a significant relationship between
the level of parental involvement and the academic performance of Education
students. The study’s respondents are the Education students of Cebu
Technological University – Naga Extension Campus. They were selected
using simple random sampling. The administration of the questionnaire was
done using the online platform. The study yielded that in terms of parental
involvement, the students perceived that their parents are relatively involved
with their schooling. Likewise, the education students enrolled in State
universities are performing very well academically. Furthermore, the study
also found a significant relationship between the level of parental involvement
and the academic performance of the student. Thus, the more the parents are
involved in the school life of their children, the better their academic
performance. It is recommended school authorities should design programs
and activities that would increase parents’ involvement in their children’s
school life.

PARAPHRASED:
This study aims to explore the relationship between parental
involvement and the academic performance of Education students at a State
University in the Philippines. Utilizing a descriptive correlational method, the
research describes and seeks to determine whether there is a significant
connection between the degree of parental involvement and the academic
success of these students. The respondents comprise Education students
from Cebu Technological University – Naga Extension Campus, selected
through simple random sampling. The questionnaire was administered via an
online platform. The findings revealed that students generally perceive their
parents as being moderately engaged in their education. Additionally, the
Education students enrolled in state universities demonstrated strong
academic performance. The study also identified a significant relationship
between parental involvement and students’ academic success; thus, greater
parental engagement in their children’s school life correlates with improved
academic outcomes. It is recommended that educational authorities develop
programs and activities to enhance parents' involvement in their children’s
educational experiences ( Pinatil, L. L., Trinidad, C. G. G., Englis, G. C.,
Miñoza, J. R., Corriente, I. C. M., & Trinidad, G. A. ,2022).

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LIFTED TEXT:

Parents' major obligation is to raise their children to become productive

and responsible citizens. A positive interaction between parents and school is
very beneficial to a child's cognitive and socio-emotional development.
Parental involvement is defined as a combination of active participation and
dedication by parents to their children's education. Every individual,
particularly their parents, requires adequate supervision and assistance from
their family. Parents are viewed as the most powerful influencer in their
children's lives, especially during this pandemic. They are essential in the
upbringing and development of youngsters. They are the primary source of
security. Parental involvement facilitates the formation of a strong link
between parents and their children. The dreams and desires of their children
are based on the foundation of their parents.

PARAPHRASED:
Parents have a fundamental responsibility to nurture their children into
becoming productive and responsible members of society. A positive
relationship between parents and educational institutions greatly aids in a
child's cognitive and socio-emotional growth. Parental involvement refers to
the active engagement and commitment of parents in their children's
educational journey. Every child, particularly, depends on proper guidance
and support from their family. Parents are considered the most significant
influencers in their children's lives, especially during challenging times like the
pandemic. They play a crucial role in the raising and development of young
people, serving as their primary source of security. Parental involvement also
strengthens the bond between parents and children, with parents serving as
the foundation for their children's dreams and aspirations ( Pinatil, L. L.,
Trinidad, C. G. G., Englis, G. C., Miñoza, J. R., Corriente, I. C. M., & Trinidad,
G. A. ,2022).

CITATION:
Farah, L. A. (2015). Somali parental involvement in education: Case studies
of two urban public schools in the United States of America.

LIFTED TEXT:
Parental involvement in their children's education is remarkable,
according to Farah (2015). In numerous studies, parental involvement in their
children's education has been linked to student accomplishment. It has the
potential to reduce dropout and truancy rates among students. Parental
involvement may positively impact academic progress by providing inspiration
and motivation to complete the project.

PARAPHRASED:
According to Farah (2015), parental engagement in their children's
education is noteworthy. Various studies have shown that such involvement is
associated with student success. It can help decrease dropout and
absenteeism rates among learners. Furthermore, parental participation can

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enhance academic advancement by offering encouragement and motivation

to complete assignments.

RESEARCH TITLE: PARENTAL INVOLVEMENT IN THE PHILIPPINES: A

REVIEW OF LITERATURES

CITATION:
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2017). Parental Involvement in
the Philippines: A Review of Literatures. International Journal of Early
Childhood Education and Care, 6, 41-50.

LIFTED TEXT:

Parental involvement refers to the amount of participation a parent has

when it comes to the schooling of his/her children. Some schools foster
healthy parental involvement, but sometimes parents has hesitations if they
will involve themselves with their children's education. It has been advocated
in Western countries. However, there is a body of literature that examines the
significance of social and cultural influences and the effects of parents’
involvement in and expectations of their children’s development and learning.
It is important for schools to recognize the existence of cultural variations in
parent involvement because there are differences among parents with diverse
background on when, why, and how they are involved in their children's
education. Parenting is important in the Philippine society because family is
viewed as a center to one's social world.

PARAPHRASED:
According to Bartolome, M. T., Mamat, N., & Masnan, A. H. (2017)
parental involvement encompasses the degree to which a parent engages in
their children's education. While some schools encourage positive parental
participation, parents often hesitate to take an active role in their children's
schooling. This concept has been promoted in Western countries. However,
there is extensive research that highlights the importance of social and
cultural factors, as well as how parents’ engagement and expectations
influence their children's learning and development. It is crucial for schools to
acknowledge cultural differences in parental involvement, as parents from
various backgrounds may vary in when, why, and how they engage with their
children's education. In Philippine society, parenting plays a vital role, as the
family is regarded as the cornerstone of an individual's social world.

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RESEARCH TITLE: The Influence of Parental Involvement On Student

Achievement

CITATION:
Cancino, J. (2016). The Influence of Parental Involvement on Student
Achievement. International Journal of Research Publication. https://www.
google. com/url.

LIFTED TEXT:
The study examined the relationship between the parental involvement
and student achievement and how parent involvement in terms of
encouragement, modeling, reinforcement and instruction influences student
achievement in Diliman Preparatory School SY 2021-2022. The data were
gathered utilizing a the adapted and modified questionnaire and administered
to 128 parents of the students enrolled in the intermediate grade level of
Diliman Preparatory School. Results showed that parents are strongly agree
that they encourage their children to believe that they are capable of learning
new things, that they can succeed in school. In terms of modeling, the parents
show to their child that they must not give up when things get tough in school
and they show that they gain as much knowledge as possible, and they can
learn new things. In terms of reinforcement, parents are strongly agree that
they show their child that they like it when their child is eager to learn new
things and skills to develop and maintain their child’s attributes which can
result with positive learning outcomes. In terms of Instruction, they teach their
child to ask questions when they are unsure about something. and adhere to
the teacher's instructions. Finally, the relationship between parental
involvement and child’s performance was found to be negative. However, the
strength of that relationship varied based on the type of assessment used to
measure student achievement. The current study found that majority of
parents are involved in their children’s education, however, more awareness
of the parental involvement is needed and more strategies on parental
involvement needs to be employed for the success of the new curriculum.

PARAPHRASED:
According to Cancino, J. (2016) the study investigated the link between
parental involvement and student achievement, specifically how various forms
of parental involvement—such as encouragement, modeling, reinforcement,
and instruction—affect students’ success at Diliman Preparatory School
during the SY 2021-2022. Data were collected through a modified
questionnaire administered to 128 parents of students in the intermediate
grade level. The findings indicated that parents strongly agree on the
importance of encouraging their children to believe in their ability to learn and
succeed academically. Regarding modeling, parents demonstrate
perseverance in the face of academic challenges and emphasize the value of
acquiring knowledge and learning new concepts. In terms of reinforcement,
parents strongly agree that they appreciate their child's motivation to learn
new skills, which helps develop positive attributes that contribute to favorable
learning results. With regard to instruction, they teach their children to ask
questions when uncertain and to follow their teachers' guidance. Overall,
while the study found a negative relationship between parental involvement

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and child performance, this relationship varied depending on the type of

assessment used to gauge student achievement. The majority of parents are
engaged in their children's education; however, there is a need for greater
awareness of parental involvement and the implementation of more strategies
to enhance this involvement for the success of the new curriculum.

CITATION:
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N.
(2020). Parental Engagement in Children’s Learning. Innocenti Research
Briefs, 09, 1–6. Retrieved from https://www.unicef-irc.org/publications/pdf/IRB
2020-09 CL.

LIFTED TEXT:
According to Brossard et al. (2020) revealed that parental involvement is
very important for remote learning to happen and succeed. As a result, all
policy decisions that form remote learning should be considered in order for
parents to be able to implement and assist their child in learning. Higher
student achievement, better interest in academics and homework, and
reduced dropout rates have allbeen linked to the parental involvement
especially in the education of their children.

PARAPHRASED:
Brossard et al. (2020) highlighted that parental involvement is crucial for
the success of remote learning. Consequently, it is important that all policy
decisions regarding remote education take into account how parents can
effectively support their children's learning. Research has shown that
increased parental involvement is associated with higher student
achievement, greater interest in academics and homework, and lower dropout
rates, particularly in the education of their children.

CITATION:
Strickland, S. (2015). The Effects of Parental Motivations on Home- Based
and School-Based Parental Involvement [Review of The Effects of Parental
Motivations on Home- Based and School-Based Parental Involvement.
Education Commons. https://scholarworks.waldenu.edu/dissertations

LIFTED TEXT:
According to Strickland (2015), parental involvement was proven to
have positive correlation with the scholastic accomplishment of the students in
the past few years, which is why it has gotten more attention in educational
system. Correlations have also been found with attendance, behavior,
retention of the student’s grades, as well as the satisfaction both of the
students and of the parents.

PARAPHRASED:

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Strickland (2015) noted that parental involvement has demonstrated a

positive correlation with students' academic achievements over recent years,
leading to increased focus on this aspect within the education system.
Additionally, correlations have been identified between parental involvement
and factors such as student attendance, behavior, grade retention, and
satisfaction levels for both students and parents.

CITATION:
Whitaker, M. C. (2019). The hoover-dempsey and sandler model of the parent
involvement process. In The Wiley Handbook of Family, School, and
Community Relationships in Education (pp. 419–443). wiley.
https://doi.org/10.1002/9781119083054.ch20

LIFTED TEXT:
Whitaker (2019) discussed the model originated by Hoover-Dempsey et
al. (2005) about the Parent Involvement Process. According to him, family
engagement procedure that starts with a decision by families to engage and
concludes with student outcomes. He also mentioned that academic
outcomes are included in the Student Achievement model, which many
educators, parents, and policymakers consider to be the one of the greatest
and important aspect of family involvement. When discussing the advantages
of family involvement, the most frequently stated as distal outcomes are
summative achievement indicators. Distal outcomes are assessments of
students' academic learning that are both Formative, the short quizzes and
even long test that evaluate the student’s comprehension during the process
of learning or acquiring the new skills and knowledge. Summative, the
assessments that evaluate how much student has learned at the end of the
whole lesson or throughout a course. Other than that, these may include also
the records of the attendance, rates of academic development, the grades in
each subject, GPA, results on a standardized test, rates of graduation, and
rates in college admission. This also suggests that family involvement has a
significant impact on socio-emotional learning. Socio-emotional learning is the
development of a set of abilities that represent a person's capacity to control
their emotions, set and achieve positive objectives and long term goals, take
an interest in social perspectives, and keep positive relationships going.
Parental level of educational attainment, occupational status, and

PARAPHRASED:
Whitaker (2019) discussed a model developed by Hoover-Dempsey et
al. (2005) concerning the Parent Involvement Process. He described this
process as beginning with families deciding to become involved and
concluding with outcomes for students. He noted that academic outcomes are
part of the Student Achievement model, which many educators, parents, and

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policymakers regard as a crucial aspect of family involvement. When

evaluating the benefits of family engagement, the most commonly cited distal
outcomes are summative achievement indicators. These distal outcomes
assess students' academic learning and include both formative assessments
—such as short quizzes and comprehensive tests that evaluate students'
understanding while they are learning new skills—and summative
assessments that measure how much students have learned by the end of a
lesson or course. Additionally, these outcomes encompass attendance
records, rates of academic progress, grades in individual subjects, GPA,
results from standardized tests, graduation rates, and college admission
rates. This indicates that family involvement also significantly influences
socio-emotional learning. Socio-emotional learning involves developing a
range of skills that enable individuals to manage their emotions, set and
achieve positive goals, engage with social perspectives, and maintain positive
relationships. Factors such as parents’ educational attainment and
occupational status also play a role in this process.

CITATION:
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A
review of the relationship between parental involvement indicators and
academic achievement. Educational Research Review, 24, 10–30.
http://doi:10.1016/j.edurev.2018.02.001

LIFTED TEXT:
Parental educational goals for their children, home structure,
communication of the parent and child discussing about school matters, and
parental involvement in activities that are related to school were all
investigated by Boonk (2018). They revealed that if the component of parental
participation is about their child’s school activities, there was no relation to
student’s achievement, on the other hand, other component which is
"household structure" had a slight negative association. They revealed on
their study that the parental involvement component which is the discussion
between the parent and the child had a moderate positive impact. Among the
other parental involvement components, the parental aspiration component
exhibited the largest positive link with accomplishment. He also mentioned
that among 8th graders, the communication between parent and child that
talks about the school matters at home had the strongest positive correlation
with student success. They also discovered that parental involvement in their
children's educational activities had a neutral effect on academic
performance. These are just a few illustrations of how findings on parental
involvement and its correlation to academic achievement, like many other
complex phenomena, are conflicting.

PARAPHRASED:

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Examined various factors related to parental educational goals for their

children, home structure, communication between parents and children about
school matters, and parental involvement in school-related activities. The
findings indicated that when parental involvement pertained specifically to
school activities, there was no correlation with student achievement.
Conversely, the element identified as "household structure" was found to have
a slight negative association with achievement. The study highlighted that
discussions between parents and children had a moderate positive impact on
academic success. Among the different components of parental involvement,
parental aspirations demonstrated the strongest positive relationship with
student accomplishment. Furthermore, it was noted that for 8th graders,
communication regarding school matters had the most significant positive
correlation with academic success. The research also revealed that parental
involvement in educational activities had a neutral effect on academic
performance. These findings illustrate the complexity and sometimes
contradictory nature of the relationship between parental involvement and
academic achievement (Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-
Gruwel, S. , 2018).

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RESEARCH TITLE: Level Of Parental Involvement as A Predictor of

Academic Achievement and School Adjustment

CITATION:
Caranguian, C. B. (2023). Level Of Parental Involvement as A Predictor of
Academic Achievement and School Adjustment.

LIFTED TEXT:
Children at pre-school, as well as their parents, stand to profit from their
parents' participation. This was demonstrated through a study that looked into
the extent of parental involvement that mother parents have in their children's
educational experiences. This research was carried out in Tuguegarao City at
a number of different private and public preschools, with the participation of
mother parents in direct participation. In particular, it determined the profile of
mother parents, their level of engagement, and the substantial variations
between the levels of involvement that mother parents had in relation to their
children's academic accomplishment and their ability to adapt to school. This
study, which took a descriptive approach, came to the conclusion that the
majority of the parents had at least a bachelor's degree and that they placed a
strong emphasis on maintaining open lines of communication between
themselves and their children's teachers, actively participating in
extracurricular activities, and providing support for their children's education at
home. Children benefit in a variety of ways from their parents' active
participation in their lives. In the formative years of their lives, the lessons that
they receive from their parents, and in particular from their mothers, have an
impact on the lives that they go on to lead. Learning at home receives a very
strong amount of support from mothers. They participate in the activities of
their preschoolers' schools to a very significant degree. When compared with
non-professional parents, professional parents have a very different level of
involvement in their children's education. Women in professional roles have a
participation rate that is noticeably greater than that of their peers. If parents
want their children to improve their academic performance and their social
adjustment, it is recommended that they increase the frequency of contact or
communication they have with the teachers of their children, that they take an
active role in participating in the extracurricular activities that their children are
involved in at school, and that they provide more support for learning at home.

PARAPHRASED:
The study of Caranguian, C. B. (2023) both preschool children and their
parents benefit from parental involvement in education. A study conducted in
Tuguegarao City explored the extent of mothers’ participation in their
children’s educational experiences across various private and public
preschools. This research focused on profiling the mothers, assessing their
engagement levels, and identifying significant differences in their involvement
concerning their children's academic achievements and adjustment to school.
Taking a descriptive approach, the study found that most participating
mothers held at least a bachelor's degree and prioritized maintaining open
communication with their children’s teachers. They actively engaged in
extracurricular activities and supported their children’s education at home.

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The findings indicate that children gain numerous advantages from the active
participation of their parents, especially their mothers, during their formative
years, which profoundly influences their future lives. Mothers provide
substantial support for learning at home and are significantly involved in their
preschoolers' school activities. In contrast to non-professional parents, those
in professional roles exhibited a markedly higher level of engagement in their
children’s education, with professional mothers demonstrating a significantly
greater participation rate than their counterparts. To enhance their children's
academic performance and social adjustment, it is recommended that parents
increase communication with teachers, engage actively in school-related
extracurricular activities, and provide additional academic support at home.

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RESEARCH TITLE: Effects of parental involvement on academic

achievement: a meta-synthesis

CITATION:
Wilder, S. (2023). Effects of parental involvement on academic achievement:
a meta-synthesis. In Mapping the field (pp. 137-157). Routledge.

LIFTED TEXT:
The impact of parental involvement on student academic achievement
has been recognized by teachers, administrators, and policy-makers who
consider parental involvement to be one of the integral parts of new
educational reforms and initiatives. This study synthesized the results of nine
meta-analyses that examined this impact and it identified generalizable
findings across these studies. The results indicated that the relationship
between parental involvement and academic achievement was positive,
regardless of a definition of parental involvement or measure of achievement.
Furthermore, the findings revealed that this relationship was strongest if
parental involvement was defined as parental expectations for academic
achievement of their children. However, the impact of parental involvement on
student academic achievement was weakest if parental involvement was
defined as homework assistance. Finally, the relationship between parental
involvement and academic achievement was found to be consistent across
different grade levels and ethnic groups. However, the strength of that
relationship varied based on the type of assessment used to measure student
achievement.

PARAPHRASED:
The study of Wilder, S. (2023) the influence of parental involvement on
students' academic success has been acknowledged by teachers,
administrators, and policy-makers, who view it as a crucial element of
contemporary educational reforms and initiatives. This study compiled
findings from nine meta-analyses that explored this impact, identifying
consistent outcomes across the research. The results showed a positive
correlation between parental involvement and academic achievement,
irrespective of how parental involvement was defined or how achievement
was measured. Notably, the strongest association was found when parental
involvement was framed as parents' expectations for their children's academic
success. Conversely, the impact was weakest when parental involvement
centered around providing homework assistance. Additionally, the connection
between parental involvement and academic achievement remained
consistent across various grade levels and ethnic groups, though the strength
of that connection varied depending on the type of assessment used to
evaluate student achievement.

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RESEARCH TITLE: Parental Involvement on Kindergarten Literacy

Development in Cervantes District, Ilocos Sur

CITATION:
Angligen, R. (2022). Parental Involvement on Kindergarten Literacy
Development in Cervantes District, Ilocos Sur.

LIFTED TEXT:
This study determined the level of parental involvement on literacy
development of kindergarten along learning to read, early writing and early
counting. The descriptive correlational analysis was used as the research
design and the researcher used the questionnaire as the main tool in
gathering data where 332 kindergarten parents of Cervantes District served
as respondents. Frequency count, percentages, mean values and Pearson r
were used in the analysis and interpretation of data gathered. Data
processing was done through the use of computer. The conclusions revealed
that the profile of the respondents varied as to their sex, age, civil status,
educational attainment, economic status, primary language spoken at home,
and sex of the child; the level of parental involvement on literacy development
of kindergarten in Cervantes District along learning to read, early writing, and
early counting are moderately involved, and; there is a significant relationship
between the profile of the respondents along primary language spoken at
home and parental involvement of kindergarten on learning to count. Sex,
age, civil status, educational attainment, and economic status has no
significant relationship along the dimensions considered.

The following recommendations were offered; as a parent, differences

of sex, age, civil status, educational attainment, economic status, primary
language spoken at home and sex of the child could not affect their
involvement, duties and responsibilities to the literacy development of a child;
parents should a lot atleast 30-45 minutes a day for their reading, writing and
counting session. They will attend trainings and seminars on some of the
strategies and activities to be applied t home in reading, writing, counting or
may apply reward over punishment or punishment over reward. They may
also use gudgets like cellphones, tablets, laptops, desktops to introduce to
them the phonics and rhyming number but with their strict guidance, and; both
parents will involve theirselves on the literacy development of their children
because the strategies of a mother and father are different and the learning
styles of children are different, too. Parents will learn the medium of
instruction used at school to teach their children.

PARAPHRASED:
The study of Angligen, R. (2022) assessed the level of parental
involvement in the literacy development of kindergarteners, focusing on
reading, early writing, and early counting skills. A descriptive correlational
analysis was employed as the research design, utilizing questionnaires to
collect data from 332 parents in the Cervantes District. The analysis involved
frequency counts, percentages, mean values, and Pearson correlation
coefficients, with data processing conducted using computer software.

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The findings indicated that the respondents' profiles varied in terms of

sex, age, civil status, educational attainment, economic status, language
spoken at home, and the sex of the child. The level of parental involvement in
supporting literacy development for learning to read, early writing, and early
counting was found to be moderately engaged. Additionally, there was a
significant relationship between the respondents' primary language spoken at
home and their involvement in their children's counting skills. However, factors
such as sex, age, civil status, educational attainment, and economic status
did not show a significant relationship with the dimensions studied.

Based on these findings, several recommendations were made: parents

should recognize that differences in sex, age, civil status, educational
background, economic status, home language, and the child's sex do not
impact their involvement in supporting literacy development. They are
encouraged to dedicate at least 30-45 minutes daily to reading, writing, and
counting activities. Parents should also attend training and seminars to learn
effective strategies for literacy enhancement at home, considering both
reward and punishment approaches. Utilizing technology such as
smartphones, tablets, and computers can be beneficial for introducing phonics
and rhyming; however, this should be done under strict supervision.
Furthermore, both parents should actively participate in their children's literacy
development, as their strategies differ and children’s learning styles vary.
Lastly, parents should familiarize themselves with the instructional methods
used in schools to aid their children’s learning.

CITATION:
Garcia, A. (2018). "Parental Involvement Among Low-income Filipinos: A
Phenomenological Inquiry". Public Access Theses and Dissertations.
Education and Human Sciences college of (CEHS). University of Nebraska-
Lincoln.

LIFTED TEXT:
Garcia (2018) mentioned that a child with parents with higher
educational attainment tends to have put much effort into teaching the child.
The same researcher quoted that a child with parents with low educational
attainment only rely to the teacher. She also added that parental involvement
is affected not only on educational attainment but also in the socio-economic
status of the family. She supported the previous idea that parents with low
income have less time to get involved with their child's learning because of
financial stress and pressure, while parents with Garcia (2018) mentioned that
a child with parents with higher educational attainment tends to have put
much effort into teaching the child. The same researcher quoted that a child
with parents with low educational attainment only rely to the teacher. She also
added that parental involvement is affected not only on educational attainment
but also in the socio-economic status of the family. She supported the
previous idea that parents with low income have less time to get involved with
their child's learning because of financial stress and pressure, while parents
with

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PARAPHRASED:
Garcia (2018) noted that children whose parents have higher
educational attainment tend to benefit from increased parental involvement in
their education. Conversely, she pointed out that children of parents with
lower educational levels tend to depend more on their teachers for support.
Garcia also emphasized that parental involvement is influenced not only by
educational attainment but also by the family's socio-economic status. She
reinforced the notion that parents with lower incomes often have less time to
engage in their child's learning due to the financial stress and pressures they
face.

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RESEARCH TITLE: PARENTAL INVOLVEMENT IN RELATION TO

STUDENTS’ READING PERFORMANCE

CITATION:
Bendanillo, M. (2021). Parental Involvement in Relation to Students Reading
Performance. Globus Journal of Progressive Education A Refereed Research
Journal, 11(2), 94-98.

LIFTED TEXT:
The study focused on the Parental Involvement in Relation to Students’
Reading Performance. There were seventy-seven (77) students used as
respondents in this study and conducted at Pinucauan High School,
Pinucauan, Vallehermoso, Negros Oriental. The extent of parental
involvement to respondents’ reading performance in terms of parent
involvement capabilities had a moderate parental involvement result. Mean
and Standard Deviation were used. In Reading performance of respondents,
frequency count and percentage were used and the result was high
percentage of frustrated readers. The school must determine appropriate
strategies to decrease the number of struggling readers and design
interventions to help respondents improve their reading performance.
However, the relationship between respondents’ extent of parental
involvement and their reading performance, the result was significant. The
descriptive used in this research. -correlatio

PARAPHRASED:

According to Bendanillo, M. (2021) the relationship between parental

involvement and students’ reading performance, involving seventy-seven (77)
student respondents from Pinucauan High School in Pinucauan,
Vallehermoso, Negros Oriental. The findings indicated that the level of
parental involvement in relation to the students' reading performance,
assessed through parental involvement capabilities, was moderate. Mean and
Standard Deviation were utilized in the analysis. For the reading performance
aspect, frequency counts and percentages were employed, revealing a high
percentage of frustrated readers among the respondents. The school needs
to identify effective strategies to reduce the number of struggling readers and
develop interventions to enhance the reading performance of the students.
Additionally, a significant relationship was found between the extent of
parental involvement and the reading performance of the respondents, using
descriptive and correlational methods in the research.

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RESEARCH TITLE: Understanding parental involvement with schools

and parental engagement with learning across schools in areas of
socioeconomic deprivation in Wales

CITATION:
Bond, A., Moore, G., & Hawkins, J. (2024). Understanding parental
involvement with schools and parental engagement with learning across
schools in areas of socioeconomic deprivation in Wales. Educational Review,
1-21.

LIFTED TEXT:
Parents’ involvement and engagement with their child’s school and
learning are important in children’s educational outcomes and their overall life
successes, and both parental involvement and engagement are seen to be
socioeconomically distributed. This paper aims to explore to what extent and
how parents from areas of socioeconomic deprivation are involved in their
children’s school and engaged in their children’s learning. Semistructured
interviews were conducted with children, parents, and school staff from four
schools in areas of socioeconomic deprivation across Wales. These
interviews primarily explored parental involvement with schools and parental
engagement with learning. Findings revealed that parents were involved in a
range of parental involvement activities and events. However, there were
differences in the levels of parental engagement reported by families and
schools, with schools reporting limited parental engagement with learning.
Variations stemmed from differences in how parents and schools
conceptualised “learning”. Barriers to parental involvement and engagement
showed schools’ limited understanding and consideration of the poverty faced
by families, and deficit approaches towards parents were evidenced. To
understand parental engagement with learning further, there is a need for a
broader conceptualisation of learning and its value, to encompass non-
academic and less formal development opportunities. Further research to
explore and assess the impact of parental engagement with learning, both
formal and informal, on children’s academic and non-academic outcomes is
recommended. In addition, the research recommends schools attempt to
further understand the complexities of families and their wider environment to
tailor involvement and engagement approaches.

PARAPHRASED:

According to Bond, A., Moore, G., & Hawkins, J. (2024) parental

involvement and engagement in their children's education play a crucial role in
shaping educational outcomes and overall life success, with both factors often
varying by socioeconomic status. This paper aims to investigate the extent
and nature of parental involvement in schools and engagement in learning
among families from socioeconomically deprived areas. Semi-structured
interviews were conducted with children, parents, and school staff from four
schools located in such areas across Wales. These interviews focused
primarily on how parents engage with schools and participate in their
children's learning.

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The findings indicated that parents took part in various activities and
events related to parental involvement. However, there was a noticeable
discrepancy between the levels of engagement reported by families and those
noted by schools, with educational institutions observing limited parental
engagement in learning. These differences arose from varying perceptions of
what “learning” entails among parents and schools. Barriers to parental
involvement and engagement reflected schools' insufficient understanding of
the challenges faced by families, with evidence of deficit-focused attitudes
towards parents.

To gain a deeper understanding of parental engagement in learning, it is

necessary to adopt a broader perspective on learning that includes non-
academic and informal developmental opportunities. The study also suggests
further research to examine the effects of both formal and informal parental
engagement with learning on children's academic and non-academic
outcomes. Additionally, it recommends that schools seek to better
comprehend the complexities of families and their surrounding environments
to tailor their approaches to involvement and engagement accordingly.

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RESEARCH TITLE: Parental Involvement and Students’ Academic

Performance: Basis for an Intervention Program

CITATION:
Esteban, Z. (2024). Parental Involvement And Students' Academic
Performance Basis For An Intervention Program. Available at SSRN 5001607.

LIFTED TEXT:
This study was conducted to investigate the impact of parental
involvement on the academic performance of students at Rizza National High
School, Antipolo City, during the school year 2023-2024, serving as a basis
for an intervention program. A descriptive research design was utilized in this
study, employing a modified survey questionnaire as the data gathering
instrument. The respondents consisted of 50 parents and 30 teachers at
Rizza National High School. Various statistical treatments were employed by
the researcher for the analysis and interpretation of the gathered data, such
as weighted mean, z test, and Pearson r correlation. Both teachers and
parents provided different levels of perceptions regarding parental
involvement in various aspects of academic performance.as regards the
academic performance of the students, the study demonstrates that one -third
of the students received got the poor performance or fairly satisfactory.
Moreso, there is a significant relationship between the academic performance
of the students and parental involvement. In response to the findings, the
researcher formulated and proposed an intervention program aimed at
alleviating the perceived challenges of parents and teachers, fostering a
positive attitude and involvement in the academic performance of the
students.

PARAPHRASED:
The study of Esteban, Z. (2024) effect of parental involvement on
students' academic performance at Rizza National High School in Antipolo
City during the 2023-2024 school year, which will inform the development of
an intervention program. A descriptive research design was employed,
utilizing a modified survey questionnaire to collect data. The study included 50
parents and 30 teachers from Rizza National High School as respondents.
Various statistical methods were applied for data analysis and interpretation,
including weighted mean, z test, and Pearson r correlation.

The findings revealed differing perceptions of parental involvement in

various aspects of academic performance among teachers and parents.
Additionally, it was noted that one-third of the students exhibited poor or fairly
satisfactory academic performance. More importantly, the study established a
significant relationship between students' academic performance and parental
involvement. In light of these results, the researcher developed and proposed
an intervention program aimed at addressing the perceived challenges faced
by parents and teachers, with the goal of promoting a positive attitude toward
and greater involvement in students' academic success.

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CITATION:
Liu, Y., Hu, T., Ge, T., & Auden, E. (2019). The relationship between home-
based parental involvement, parental educational expectation and academic
performance of middle school students in mainland China: A mediation
analysis of cognitive ability. International Journal of Educational Research, 97,
139–153. https://doi.org/10.1016/j.ijer.2019.08.003

LIFTED TEXT:
According to Liu, Y., Hu, T., Ge, T., & Auden (2019), parental
involvement in children’s education means engagement and participation of
parents in the educational activities of their children. Their study also found
out that parental involvement can impact their children's academic
performance in two different ways: at home, where it takes the form of helping
with homework and other academic discussions, or at school, where it takes
the form of involvement in school activities and meetings.

PARAPHRASED:
Liu, Y., Hu, T., Ge, T., and Auden (2019) define parental involvement in
children's education as the active engagement and participation of parents in
their children's educational activities. Their research revealed that parental
involvement influences children's academic performance in two primary ways:
at home, through assistance with homework and academic discussions, and
at school, through participation in school activities and meetings.

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RESEARCH TITILE: The effects of parental involvement on student

performance in Dutch compulsory education

CITATION:
Cabus, S. J., & Ariës, R. J. (2017). What do parents teach their children?–
The effects of parental involvement on student performance in Dutch
compulsory education. Educational review, 69(3), 285-302.

LIFTED TEXT
Theory and evidence indicate that, if family size grows, the younger
children will get less parental involvement than the older children. These
differences in parental involvement through birth order may impact academic
achievement if, and only if, parental involvement is an important determinant
of children’s educational attainment. The oldest child then benefits the most in
terms of educational outcomes. Estimates for the Netherlands show a robust
negative relationship between birth order and parental involvement, and
significant positive medium to large effects of parental involvement through
birth order on various measures of academic achievement. Furthermore, our
findings indicate that academic achievement is rooted in a school-supportive
home climate, and often created by the mother. However, when it comes to
math performance and grade retention, it is better that both parents unduly
interfere with school. We also find that parents with low socio-economic status
and from immigrant families are as much involved in the education of their
children as the average Dutch family, but their involvement is less effective in
terms of children’s learning outcomes.

PARAPHRASED
According to Cabus, S. J., & Ariës, R. J. (2017) family size increases,
younger children receive less parental attention compared to their older
siblings. This variation in parental involvement based on birth order may
influence academic performance, but only if parental engagement plays a
crucial role in a child's educational success. As a result, the eldest child tends
to gain the most academically. Evidence from the Netherlands demonstrates
a strong negative correlation between birth order and parental involvement, as
well as significant positive effects of parental engagement—ranging from
moderate to substantial—on various academic performance indicators.
Additionally, findings suggest that a supportive home environment fosters
academic success, with mothers often playing a key role in creating this
atmosphere. However, when it comes to math performance and grade
retention, a more intensive level of involvement from both parents appears to
be beneficial. Moreover, parents from lower socio-economic backgrounds and
immigrant families are equally engaged in their children's education as the
average Dutch household, but their efforts tend to be less effective in
enhancing academic outcomes.

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RESEARCH TITILE: A Systematic Review of Parental Involvement in the

Education of Their Children

CITATION:
Romsaitong, P., & Brown, S. S. (2020). A systematic review of parental
involvement in the education of their children. Asean Journal of
Education, 1(6), 33-40.
LIFTED TEXT
This systematic review takes a comprehensive look at the literature
surrounding the issue of parent involvement in the education of their children.
The study provides an in-depth examination into scholars and their
theoretically grounded study to explore the correlation between parent
involvement in their children’s education and the academic success of
children. This systematic review finds that, while this is a complicated topic
and the nature of parental involvement in education can vary, there is a well-
supported consensus among social scientists that there is a positive impact
on a child’s development when parents are involved in their child’s education
in some capacity. Parent-teacher relationships have proven to enhance
education as well. By fostering, developing, and maintaining a strong
relationship between parents and teachers, parents will be confident in their
ability to support their child’s education. Heterogenous parents vary in their
conceptual understanding of education thus impacting their beliefs on
engagement. Despite such benefits of parental involvement, barriers inclusive
of under-educated parents and broken school systems adversely affect the
quality of their child’s education. Race and ethnicity hamper African American
and Latino parents as well as parents from Kenya and ASEAN from fully
engaging in their child’s education. This review demonstrates how the
relationship between parents, children, and educators can be better organized
to maximize this positive effect. The study ends with suggestions as to how
these findings can be implemented towards a better education experience.
PARAPHRASED
According to Romsaitong, P., & Brown, S. S. (2020) examines that
existing literature on parental involvement in children's education. It explores
various scholarly perspectives and theoretical frameworks that analyze the
correlation between parental engagement and children's academic
achievement. The review highlights that, although parental involvement takes
different forms, there is a widely accepted consensus among researchers that
such engagement positively influences a child's development. Additionally,
strong parent-teacher relationships have been shown to enhance educational
outcomes, as they help parents feel more confident in supporting their child's
learning. However, parental involvement is shaped by diverse understandings
of education, which influence beliefs about engagement. Despite its benefits,
several barriers—such as limited parental education and dysfunctional school
systems—hinder effective involvement. Furthermore, racial and ethnic factors
present challenges for African American, Latino, Kenyan, and ASEAN
parents, limiting their full participation in their children's education. This review
discusses ways to strengthen the relationships among parents, children, and
educators to maximize the benefits of parental involvement. Finally, the study
provides recommendations on how these insights can be applied to improve
the educational experience.

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RESEARCH TITLE: Examination of Parental Involvement in Relation to a

Child’s Academic Success

CITATION:
Fuller, K. (2017). Examination of parental involvement in relation to a child's
academic success (Doctoral dissertation, Auburn University).
LIFTED TEXT
Parents are their child’s first teacher, and education begins in the home.
This study has been conducted to investigate the relationship between
parental involvement and academic success. The study used a quantitative
design which included preexisting data from the National Household of
Education Surveys in which participating parents (N = 17,563) completed the
Parental and Family Involvement in Education Survey. The study examined
the relationships between parental involvement and the parents’ income,
education, gender, and employment status. Also, observed in the study were
the children’s gender, grades earned, grades repeated, and behavior at
school. The results of the chi-square test revealed that there was a significant
finding between children’s grades and gender. In addition, the chi-square test
also showed a strong positive-negative relationship between children serving
in-school suspensions and parent participation in school activities The
findings from this study indicated that parents who were unemployed can still
help their children with completing homework as well as increase the number
of opportunities to assist their children with homework assignments. The
findings suggested that parents who have college degrees, increase the
possibility of their children maintaining higher GPA’s. Recommendations for
future study include conducting further studies representing parents or
children with learning disabilities, using a different dataset that includes
continuous variables and using studies that include responses from teachers
as well.
PARAPHRASED
The study explores the connection between parental involvement and
students' academic achievement, emphasizing the role of parents as a child's
first educators. Utilizing a quantitative approach, the research analyzes
preexisting data from the National Household of Education Surveys, where
17,563 parents participated in the Parental and Family Involvement in
Education Survey. The study investigates how factors such as parents’
income, education level, gender, and employment status relate to their
involvement in their child's education. Additionally, it examines children’s
gender, academic performance, grade repetition, and school behavior.
Findings from a chi-square test indicate a significant correlation between
children's grades and gender. Moreover, the results reveal a strong
association between parental participation in school activities and a child’s
likelihood of receiving in-school suspensions. The study suggests that
unemployed parents can still contribute to their child's education by assisting
with homework. Furthermore, children of parents with college degrees are
more likely to achieve higher GPAs. Future research should explore the
experiences of parents and children with learning disabilities, incorporate
continuous variables, and include teacher perspectives for a more
comprehensive analysis (Fuller, K. , 2017).

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RESEARCH TITLE: Parental Involvement Of Indonesian Senior High

Students: Contribution Towards Academic Success

CITATION:

Rasyid, F. (2018). PARENTAL INVOLVEMENT OF INDONESIAN SENIOR

HIGH STUDENTS: CONTRIBUTION TOWARDS ACADEMIC
SUCCESS. JL3T (Journal of Linguistics, Literature and Language
Teaching), 3(1), 30 - 50. https://doi.org/10.32505/jl3t.v3i1.333

LIFTED TEXT

The research was carried out to investigate whether there was any
significant contribution of family background and parental involvement
towards students’ achievement, and which spesific parental involvement
aspects best predict students English performance. To this end, English test
was administered to Indonesian senior high school students (n= 222), and
questionnaire was to their parents.Path analysis with smartPLS was utilized to
analyze the data. The results revealed that the contribution of family
background towards parental involvement is significant. However, there are
no significant contributions of parental involvement and family background
towards students’ achievement. No significant contribution is also found
between family background and students’ achievement through intermediary
variable of parental involvement. Other finding indicated that parents’
aspiration and expectation along with enhancing learning opportunities at
home had the strongest effects on students’ achievement.

PARAPHRASED
This study aimed to determine whether family background and parental
involvement significantly influence students' academic achievement and to
identify which specific aspects of parental involvement best predict students'
English performance. To achieve this, an English test was administered to
222 Indonesian senior high school students, and a questionnaire was
distributed to their parents. Data analysis was conducted using path analysis
with SmartPLS.

Findings indicated a significant relationship between family background

and parental involvement. However, neither parental involvement nor family
background showed a significant direct impact on students' academic
achievement. Additionally, no significant indirect effect was observed between
family background and student achievement through parental involvement as
a mediating factor. Nonetheless, parents' aspirations and expectations, along
with efforts to enhance learning opportunities at home, were found to have the
most substantial impact on students' academic performance (Rasyid, F. ,
2018).

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RESEARCH TITLE: THE IMPACT OF PARENTAL INVOLVEMENT ON

STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE
PERSPECTIVE OF PARENTS AND TEACHERS

CITATION:
Newchurch, A. (2017). THE IMPACT OF PARENTAL INVOLVEMENT ON
STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE
PERSPECTIVE OF PARENTS AND TEACHERS. ResearchGate. Retrieved
March 16, 2025, from https://www.researchgate.net/publication/321747089_
THE_IMPACT_OF_PARENTAL_INVOLVEMENT_ON_STUDENT_SUCCESS
_SCHOOL_AND_FAMILY_PARTNERSHIP_FROM_THE_PERSPECTIVE_O
F_PARENTS_AND_TEACHERS[__LINK_ICON]

LIFTED TEXT
The purposes of this study was to examine the perceptions of parents
and teachers regarding their awareness and responsiveness concerning
parental involvement and search for ways to improve the home-school
relationship through effective parental involvement. Additionally, the study
strived to identify efficient yet useful ways that families and schools can build
strong partnerships and to discover the role of the school in at home parenting
and learning through a collaborative partnership based on Epstein’s six
typologies of parental involvement. Conversely, this study focused on two
uncommon involvement typologies in Epstein’s framework. Those two are
parenting and learning at home. This inquiry was conducted using a
qualitative approach with a narrative implication. The research analyzed the
participant’s stories, commonalities of participant’s stories, and non-
commonalities of participant’s stories linked to the themes. This inquiry
includes information on parent and teacher perceptions of the impact of
parental involvement on student success. The participants consisted of three
parents of 5th grade students, three 5th grade students, and two teachers of
the 5th grade students. The results were categorized by the three themes that
emerged during the interviews. Each of the findings justified the importance of
parenting, learning at home, and communication in student success while
building a stronger home-school partnership. This research provided insight
on parent and teacher perspectives of school and family involvement, how to
improve school and parent partnerships, and developing effective and
strategic communication. The results may inform the practice in several ways.
School administrators and stakeholders could use the results to help organize
parent programs to better support students at home. Administrators could use
the communication strategies from the research to increase parental support,
which could increase involvement. Furthermore, school leaders may find this
research informative because of the logical results in the study. This research
provides parents and teachers collaborative strategies that represent best
practices for developing the whole child. School administrators can also use
the findings in this research to inform parental involvement improvement
efforts at the school level.

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PARAPHRASED
This study aimed to explore the perceptions of parents and teachers
regarding their awareness and responsiveness to parental involvement and to
seek ways to enhance the home-school relationship through effective parental
participation. Additionally, the research endeavored to identify efficient and
practical methods for families and schools to forge strong partnerships and to
uncover the school's role in at-home parenting and learning through a
collaborative partnership based on Epstein's six typologies of parental
involvement. In contrast to previous studies, this research focused on two less
commonly explored involvement typologies in Epstein's framework: parenting
and learning at home.

A qualitative approach with a narrative design was employed for this

investigation. The study analyzed the participants' stories, as well as the
commonalities and differences among their stories related to the themes. The
research included information on parents' and teachers' perceptions of the
impact of parental involvement on student success. The participants
comprised three parents of fifth-grade students, three fifth-grade students,
and two teachers of the fifth-grade students.

The results were categorized according to the three themes that

emerged from the interviews. Each of the findings underscored the
significance of parenting, learning at home, and communication in student
success while strengthening the home-school partnership. This research
offered insights into parents' and teachers' perspectives on school and family
involvement, how to improve school-parent partnerships, and how to develop
effective and strategic communication.

The results can inform practice in several ways. School administrators

and stakeholders could utilize the results to assist in organizing parent
programs to better support students at home. Administrators could implement
the communication strategies identified in the research to increase parental
support, which could in turn enhance involvement. Moreover, school leaders
may find this research valuable due to the logical outcomes of the study. This
research provides collaborative strategies for parents and teachers that
represent best practices for the holistic development of the child. School
administrators can also use the findings of this research to inform efforts to
improve parental involvement at the school level ( Newchurch, A. , 2017).

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RESEARCH TITLE: Foster and Kinship Parent Involvement in Education:

Pathways of Support for Participation in the Home-School Partnership

CITATION:
Sharer, C. (2022). Foster and Kinship Parent Involvement in Education:
Pathways of Support for Participation in the Home-School Partnership. North
CarolinaState University.

LIFTED TEXT:
Research has consistently demonstrated that children who experience
maltreatment and OOH placements often experience educational challenges
and poorer academic outcomes when compared with peers who have not
experienced OOH placements or maltreatment (Piescher, et al., 2014). These
poorer outcomes include higher rates of school dropout, lower graduation
rates, and a higher likelihood of attaining a GED ratherthan a diploma for
those who remain in school (Pecora, et al., 2006; Trout et al., 2007). Youth
placed in foster care tend to have lower scores on standardized assessments
ofacademic achievement and demonstrate slower academic progress
compared withpeers who have not experienced maltreatment or OOH
placement (Burley & Halpern, 2001; Frerer, et al., 2013). Academic
performance continues to lag behind peers evenwhen controlling for
economic disadvantage, such that youth in care may perform
worsecomparatively even when accounting for placement in under-funded
and underperforming academic settings (Finkelstein, et al., 2002). This may
lead to poorer longer-term outcomes for youth in OOH placement compared
with non-maltreated youth who remain in their homes, including involvement
in the criminal justice system, unemployment, or reliance on public assistance
(Hook & Courtney, 2011). As a result, some experts in the field suggest that
youth in OOH placements can be considered a vulnerable, or overburdened
and under-resourced, population in terms of educational outcomes (Zetlin &
Weinberg, 2004). A deeper exploration into the existing research reveals a
complex relationship among numerous factors that may explain these poorer
educational outcomes for youth in care.

PARAPHRASED:
Children who experience maltreatment and are subsequently placed in
out-of-home (OOH) care, such as foster care, face substantial educational
hurdles, leading to demonstrably poorer academic outcomes compared to
their peers. Research consistently reveals this disparity, highlighting that
these children are more likely to drop out of school, less likely to graduate with
a traditional diploma, and more prone toobtaining a GED instead. For those
who remain in the educational system, standardized assessments reveal
lower achievement scores and slower academic progress. This academic
disadvantage persists even when researchers account for economic hardship,
indicating that factors beyond financial limitations contribute to the poorer
outcomes. Specifically, even when placed in the same under-resourced
schools as economically disadvantaged peers, children in OOH care still
exhibit comparatively worse academic performance. This persistent
educational lag has significant long-term consequences, increasing the
likelihood of involvement in the criminal justice system, unemployment, and

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reliance on public assistance. Consequently, experts recognize children in

OOH care as a highly vulnerable group within the education system, facing a
multitude of challenges. The existing body of research underscores a complex
web of interconnected factors that contribute to these adverse educational
outcomes, warranting further investigation to develop effective interventions
(Sharer, C. 2022).

RESEARCH TITLE: The Relationship Between Parent Engagement in

Student Academic Achievement in Technology-Rich Classrooms Post-
COVID-19 Pandemic

CITATION:
Crockett, S. (2024). The Relationship Between Parent Engagement inStudent
Academic Achievement in Technology-Rich Classrooms Post-COVID-19
Pandemic (Doctoral dissertation, University of St. Thomas (Houston)).

LIFTED TEXT:
According to a study by Hope (2020), parental involvement has long
been a subject of ill content and is a present problem today. Nevertheless,
there is evidence that parental involvement plays a significant role in
academic achievement, social outcomes, and a sense of school commitment
(Hope, 2020; Howard, 2017). Research shows that barriers depend on
parental involvement at home or school (Howard, 2017). Some
barrier trends seem to be consistent over time, i.e., parents’ lack of knowledge
and skills to help children, parents’ sense of cultural and socioeconomic
status (SES) between home and school, and parents’ belief that their
involvement is no longer wanted or valued (Ames & Dickerson, 2004; Howard,
2017; NCES, 1998). New developments from the research show that
technology has become a new way of communicating. Considering this
direction, teachers integrate technology into their lessons and communicate
with parents (Hosick, 2018; McDowell, 2013). While this is a new trend, some
teachers and parents must play catch up to this new wave of the 21st
century(McDowell, 2013). Parent engagement is the next step of parent
involvement and includes the varied components of ways that parents are
involved with their students in school and out of school. According to the
American Psychological Association [APA] (2014), parent engagement is
defined as parents and school staff working together to support and improve
student learning, development, and children's health. Parent engagement
promotes positive education and health behaviors, which includes increasing
student attendance. Additionally, parent engagement provides opportunities
for parents to engage in various activities and frequent occasions to be fully
involved by creating opportunities to volunteer, support learning at home, and
encourage parents to be part of decision-making in schools and collaborate
with the community. To sustain parent engagement, schools must address
common problems that parents face, such as transportation, scheduling
conflicts, making parents feel welcome in the school, and promoting and

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supporting parent-teacher relationships (APA, 2014; Centers for Disease

Control and Prevention, 2018).

PARAPHRASED:
While parental involvement in education has been a persistent and often
contentious issue, research consistently demonstrates its positive impact on
students' academic success, social development, and feelings of connection
to school. However, obstacles to effective parental involvement exist, varying
depending on whether the involvement occurs at home or within the school
setting. Some long-standing barriers include parents lacking the knowledge or
skills to support their children's learning, perceived cultural and
socioeconomic disparities between home and school, and parents feeling
their involvement is unwanted or undervalued. More recently, technology has
emerged as a key communication tool, with teachers integrating it into their
lessons and using it to connect with parents. Nonetheless, this technological
shift presents challenges, as both teachers and parents may struggle to
adapt. Building upon parental involvement, parent engagement emphasizes
collaborative partnerships between parents and school staff to enhance
student learning, development, and well-being. This engagement involves
various activities, such as volunteering, supporting home learning, and
participating in school decision-making. To foster sustained parent
engagement, schools must address practical barriers like transportation and
scheduling conflicts, while also creating a welcoming environment and
nurturing strong parent-teacher relationships (Crockett, S. 2024).

RESEARCH TITLE: Exploring the effects of a home-based literacy

intervention on the family literacy practices of Māori preschool children

CITATION:
Derby, M. (2021). Exploring the effects of a home-based literacy intervention
on the family literacy practices of Māori preschool children. The Australian
Journal of Language and Literacy, 44(3), 48-59.

LIFTED TEXT:
This paper reports on findings from a study that explored the efficacy of
a home-based literacy intervention in advancing preschool children’s
foundational literacy skills. A secondary line of enquiry in the study sought to
determine the effects of the intervention on the family literacy practices, in
particular, the way in which families engaged with their children in shared
book-reading, and the variety of literacy activities that occurred in homes. The
intervention, adapted from Tender Shoots, consisted of two main areas of
focus - one, named Rich Reading and Reminiscing (RRR), concentrated on
stimulating children’s oral language skills, and the other, called Strengthening
Sound Sensitivity (SSS), aimed to generate shifts in children’s phonological
awareness abilities. Data sets were gathered with eight Maori preschool
children and their families over a twelve-week period, which corresponded
with the duration of the intervention. The study employed a crossover design,
where four children and their families participated in the RRR component of

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the intervention, which ran for six weeks, followed by the SSS portion of the
intervention. The remaining four children participated in the same parts of the
intervention but in reverse order of delivery. The crossover approach
established a control in the study, and allowed the effects of each part of the
intervention on family literacy practices to be more clearly revealed. The
findings showed the intervention resulted in positive shifts in family literacy
practices. More particularly, families were more likely to use an interactive
approach during shared book-reading, and incorporated elements of the
intervention into their daily practice after the intervention had ceased.

PARAPHRASED:
This research evaluated the effectiveness of a home-based literacy
intervention designed to improve foundational literacy skills in Maori preschool
children, while also exploring its influence on family literacy practices. The
intervention, adapted from the Tender Shoots model, was structured around
two key components: 'Rich Reading and Reminiscing' (RRR), which focused
on enhancing oral language skills, and 'Strengthening Sound Sensitivity'
(SSS), which targeted phonological awareness. Eight Maori preschool
children and their families participated in a twelve-week study,employing a
crossover design where half of the participants began with the RRR
component and then transitioned to the SSS component, and the other half
did the reverse. This design allowed for a controlled comparison of the two
components. The findings revealed that the intervention positively impacted
family literacy practices, leading to increased use of interactive reading
strategies during shared book-reading and the sustained application of
intervention techniques beyond the program's conclusion (Derby, M. 2021).

RESEARCH TITLE: The impact of family involvement on students'

social-emotional development: The mediational role of school
engagement

CITATION:
Martinez-Yarza, N., Solabarrieta-Eizaguirre, J., & Santibáñez-Gruber, R.
(2024). The impact of family involvement on students’ social-emotional
development: The mediational role of school engagement. European Journal
of Psychology of Education, 39(4), 4297-4327.

LIFTED TEXT:
Family involvement has been identified as a mechanism that explains
the differences in academic performance and well-being between students
from different socioeconomic backgrounds. The implications of family
involvement in students' non-academic outcomes have often been
overshadowed by a focus on the academic domain. This study focuses on
one type of non-academic attributes which is currently most critical to navigate
in school and beyond: social-emotional development. In addition to that, the
potential mediating role of school engagement in the association between
family involvement and students' social-emotional development remains to be
explored. This study aimed to investigate whether family involvement was

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associated with students' school engagement and social-emotional

development and to clarify the underlying mechanism in the relationship. The
sample consisted of 170 students from 8 to 17 years old and their parents
who live in economically vulnerable situations and experience social
exclusion. The analyses were performed using Jamovi statistical software and
a GLM Mediation Model module. To address the research objectives, a series
of mediation analysis were performed to fit the hypothesized relations among
the study variables. The mediational analysis suggested that home-based
family involvement could not predict students' social-emotional development,
and that the effect of home-based family involvement on students' social-
emotional development was fully mediated by school engagement, a variable
not included in previous research. The results suggest that families who are
actively engaged in their child's education at home positively influence
students' level of participation in school, which, in turn, promotes the
development of students' social-emotional competences.

PARAPHRASED:
Family involvement is recognized as a key factor in explaining academic
and well-being disparities among students from varying socioeconomic
backgrounds. While its impact on academic performance is well-documented,
its role in students' non-academic outcomes, particularly social-emotional
development, has been less explored. This study examined how family
involvement relates to both school engagement and social-emotional
development in students from economically disadvantaged and socially
excluded families, aged 8 to 17. The researchers also investigated whether
school engagement acts as a mediator between family involvement and
social-emotional development. Using statistical analysis, the study found that
home-based family involvement did not directly predict social-emotional
development. Instead, it significantly influenced school engagement, which, in
turn, positively impacted students'
social-emotional skills. This suggests that when families actively support their
children's education at home, it increases their engagement at school, leading
to improved social-emotional competencies (Martinez-Yarza, N., Solabarrieta-
Eizaguirre, J., & Santibáñez-Gruber, R. 2024).

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RESEARCH TITLE: A Meta-Analysis of the Effect of Parental

Involvement on Students’ Academic Achievement

CITATION:
Erdem, C., & Kaya, M. (2020). A Meta-Analysis of the Effect of Parental
Involvement on Students' Academic Achievement. Journal of Learning for
Development, 7(3), 367-383.

LIFTED TEXT:
Family involvement has been identified as a mechanism that explains
the differences in academic performance and well-being between students
from different socioeconomic backgrounds. The implications of family
involvement in students' non-academic outcomes have often been
overshadowed by a focus on the academic domain. This study focuses on
one type of non-academic attributes which is currently most critical to navigate
in school and beyond: social-emotional development. In addition to that, the
potential mediating role of school engagement in the association between
family involvement and students' social-emotional development remains to be
explored. This study aimed to investigate whether family involvement was
associated with students' school engagement and social-emotional
development and to clarify the underlying mechanism in the relationship. The
sample consisted of 170 students from 8 to 17 years old and their parents
who live in economically vulnerable situations and experience social
exclusion. The analyses were performed using Jamovi statistical software and
a GLM Mediation Model module. To address the research objectives, a series
of mediation analysis were performed to fit the hypothesized relations among
the study variables. The mediational analysis suggested that home-based
family involvement could not predict students' social-emotional development,
and that the effect of home-based family involvement on students' social-
emotional development was fully mediated by school engagement, a variable
not included in previous research. The results suggest that families who are
actively engaged in their child's education at home positively influence
students' level of participation in school, which, in turn, promotes the
development of students' social-emotional competences.

PARAPHRASED:
Research has consistently shown that family involvement plays a crucial
role in explaining disparities in academic success and overall well-being
among students from diverse socioeconomic backgrounds. However, the
impact of family involvement on non-academic outcomes, particularly social-
emotional development, has often been overlooked. This study aimed to
address this gap by exploring the relationship between family involvement,
school engagement, and social-emotional development in students facing
economic vulnerability and social exclusion. Specifically, it investigated
whether home-based family involvement directly affected social-emotional
development and whether school engagement acted as a mediating factor.
Through statistical analysis of data from 170 students aged 8 to 17 and their
parents, the study found that home-based family involvement did not directly
predict social-emotional development. Instead, it significantly enhanced
school engagement, which, in turn, positively influenced social-emotional

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competencies. This highlights the importance of home-based family

involvement in fostering school engagement, which then facilitates the
development of crucial social-emotional skills in students (Erdem, C., & Kaya,
M. , 2020).

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Research Title: "Parental Involvement and Academic Performance of

Elementary Students in the Philippines"

Citation:
Escol, E. M., & Alcopra, A. R. (2024). Parental Involvement and Learners’
Academic Performance. International Journal of Multidisciplinary Research
and Analysis (IJMRA), 7(7).

Lifted Text:
"This study aimed to determine the level of parental involvement in their
child's education, learners' academic performance and significant relationship
between parental and learners' academic performance during the Second
Quarter of School Year 2023-2024. It employed descriptive correlational
design with documentary analysis. The respondents were the parents of
learners at the different schools of Manolo Fortich IV District, Division of
Bukidnon. The instrument was adapted and modified to determine parental
involvement while academic performance of their children were taken from the
School Form 5 of the adviser. Mean and standard Deviation and Pearson
Moment Correlation were used to determine the analysis of the variables.
Results found that parents are highly involved in the education of their
children. It also showed a very satisfactory performance of learners during the
Second Quarter of School Year 2023-2024. Significant relationships were
demonstrated between parental involvement and learners’ academic
performance. Parents may continue to assist at home, talk with the teachers,
and be involved in their children's education."

Paraphrased:
In their study, Escol, E. M., & Alcopra, A. R. (2024) aimed to assess the
extent of parental involvement in their children's education and its correlation
with the students' academic performance during the second quarter of the
2023-2024 school year. Utilizing a descriptive correlational design
complemented by documentary analysis, the study surveyed parents from
various schools in the Manolo Fortich IV District, Bukidnon Division. A
modified instrument measured parental involvement, while students' academic
performance data were sourced from School Form 5 provided by advisers.
Statistical analyses, including mean, standard deviation, and Pearson
Moment Correlation, revealed that parents were highly engaged in their
children's education. Correspondingly, students exhibited very satisfactory
academic performance during the specified period. A significant positive
relationship was identified between the degree of parental involvement and
students' academic success. The study suggests that continued parental
support at home, regular communication with teachers, and active
participation in educational activities can further enhance students' academic
achievements. (Escol, E. M., & Alcopra, A. R.) (2024)

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Research Title: "The Role of Parental Involvement in Education"

Citation:
Miaohui, Q., & Farhana, D. N. (2024). The Role of Parental Involvement in
Education. Informative Journal of Management Sciences (IJMS), 3(3).
Retrieved from https://www.cubicjournals.com/index.php/IJMS/article/view/41

Lifted Text:
"This study seeks to answer the question, 'How does parental
involvement affect students' academic performance?' by examining three
critical aspects: the regularity of home-school contact, the amount of parental
help with homework, and student participation in extracurricular activities. The
results show that when there is open and regular communication between the
school and the family, it helps students succeed because it creates a network
of mutual support."

Paraphrase:
In their study, Miaohui and Farhana (2024) explore the influence of
parental involvement on students' academic outcomes by analyzing three
pivotal factors: the consistency of communication between home and school,
the extent of parental assistance with homework, and the degree of student
participation in extracurricular activities. The research reveals that maintaining
open and regular communication channels between families and educational
institutions establishes a mutual support system that significantly enhances
student achievement. Furthermore, while parental help with homework can
reinforce learning, it is essential to balance this assistance to promote student
independence. Additionally, active involvement in extracurricular activities is
associated with increased student motivation, better attendance, and
improved academic performance. The study also acknowledges challenges
such as cultural differences and demanding work schedules that may hinder
parental involvement, suggesting that schools should implement inclusive and
flexible strategies to encourage broader participation. Overall, the research
underscores the critical role of strong home-school partnerships in optimizing
student success and well-being. (Miaohui, Q., & Farhana, D. N.) (2024).

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Research Title: "Effect of Parental Involvement on the Academic

Performance of Public Secondary School Students in Maiduguri, Borno
State, Nigeria"

Citation:
Kulloma, M., & Kolo, M. A. (2023). Effect of Parental Involvement on the
Academic Performance of Public Secondary School Students in Maiduguri,
Borno State, Nigeria. African Journal of Humanities and Contemporary
Education Research, 12(1), 168–179. Retrieved from
https://publications.afropolitanjournals.com/index.php/ajhcer/article/view/582

Lifted Text:
"The study examined the effect of parental involvement on the
academic performance of public secondary school students in Maiduguri
Metropolis, Borno state, Nigeria. The objectives of the study were to
determine the influence of parental involvement on student's academic
performance in public senior secondary schools in Maiduguri Metropolis,
Borno State, to investigate whether parental involvement can improve
students’ self-efficacy in public senior secondary schools in Maiduguri
metropolis, Borno State, to examine the link between the socio-economic
status of the parents and students' academic performance in public senior
secondary schools in Maiduguri metropolis, Borno State, to determine
whether parent-teacher relationship influences students’ academic
performance in public senior secondary schools in Maiduguri metropolis,
Borno State. Four null hypotheses were tested at 0.05 level of significance.
The study employed correlational research design and the population of the
study was 19,600 from public senior secondary schools in Maiduguri
Metropolis. Out of this population, 363 were used as a sample of the study.
The instrument used for the study was a self-developed questionnaire entitled
“Effect of parental involvement on academic performance of senior public
secondary school students in Maiduguri Metropolis”. The data collected was
analyzed using descriptive statistics and Pearson’s Product Moment
Correlation (PPMC). The result findings show that there is a strong positive
relationship between parental involvement and student's academic
performance, students' self-efficacy, the socio-economic status of parents
such as educational attainment, gender, and occupation has a significant
effect on students' academic performance and the relationship between the
parent-teacher relationship and students' academic performance is
statistically significant. Based on the findings, the recommendations were
made."

Paraphrase:
This study of Kulloma, M., & Kolo, M. A. (2023) investigated how
parental involvement influences the academic performance of public
secondary school students in Maiduguri Metropolis, Borno State, Nigeria. The
research aimed to assess the impact of parental engagement on students'
academic outcomes, examine whether such involvement enhances students'
self-efficacy, explore the relationship between parents' socio-economic status
and students' academic performance, and determine if parent-teacher

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relationships affect students' academic success. Employing a correlational

research design, the study sampled 363 students from a population of 19,600
public senior secondary school students in Maiduguri Metropolis. Data were
collected using a self-developed questionnaire titled “Effect of Parental
Involvement on Academic Performance of Senior Public Secondary School
Students in Maiduguri Metropolis” and analyzed using descriptive statistics
and Pearson’s Product Moment Correlation. The findings revealed a strong
positive correlation between parental involvement and students' academic
performance and self-efficacy. Additionally, parents' socio-economic factors—
such as educational attainment, gender, and occupation—significantly
affected students' academic outcomes. The study also found a statistically
significant relationship between parent-teacher interactions and students'
academic performance. Based on these findings, several recommendations
were proposed to enhance parental involvement and, consequently, student
academic success. (Kulloma, M., & Kolo, M. A.) (2023).

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RESEARCH TITLE: A 3 Year study of school based parental

involvement program in early literacy

CITATION:
Crosby, S. A., Rasinski, T., Padak, N., & Yildirim, K. (2015) A 3 Year study of
school based parental involvement program in early literacy, The Journal of
Educational Research, 108, 165- 172.

LIFTED TEXT
Although parental involvement in children’s literacy development has
been recognized for its potential in helping children develop early literacy
achievement, studies of the effectiveness and sustainability of school-based
parent involvement programs are not numerous.

PHARAPRASED
This study examines by Crosby, S. A.., Rasinski, T., Padak, N., &
Yildirim, K. (2015) the effectiveness and durability of a school-based parent
involvement program that was implemented by school staff without external
supervision over 3 consecutive years in a public school. Results indicate that
implementation of the program was associated with higher levels of children’s
achievement in foundational literacy competencies. Moreover, the program
has sustained over 3 years and actually grew in the levels of parental
participation over time. The authors argue that effective and systemic parental
involvement programs are possible and can be guided by certain principles of
program development and if implemented by a committed teaching staff.

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RESEARCH TITLE: Parent involvement and academic outcomes among

urban adolescents: examining the role of school engagement

CITATION:
Dotterer, A M. & Wehrspann, E. (2016). Parent involvement and academic
outcomes among urban adolescents: examining the role of school
engagement, Educational Psychology, 36, 812- 830.

LIFTED TEXT
This study examines the relationship between parental involvement and
academic achievement among adolescents and potential mechanisms
underlying this relationship. Using data from six waves of the Korean Children
and Youth Panel Survey, this study estimated fixed effects models to account
for individual-level heterogeneity. Sobel mediation tests were employed to
examine the mediating roles of four aspects of school adjustment, namely: (a)
academic engagement, (b) compliance with school rules, (c) positive peer
relationships, and (d) positive teacher–student relationships. Results revealed
that parental involvement is positively associated with adolescents’ academic
achievement (b = 0.172). Proposed mechanism variables explain
approximately 68.6% of the association, with academic engagement being the
most salient pathway. The findings highlight the importance of parental
involvement in helping adolescents adjust to school environments and
improve their academic performance.

PARAPHRASED

This study investigates by Dotterer, A M. & Wehrspann, E. (2016) on

how parental involvement affects adolescents’ academic performance and the
possible reasons behind this connection. Using data from the Korean Children
and Youth Panel Survey over six years, researchers applied statistical
methods to account for individual differences. They examined four factors that
might explain this relationship: (1) student engagement in learning, (2)
adherence to school rules, (3) positive relationships with peers, and (4) strong
teacher-student connections. The results indicate that students perform better
academically when their parents are more involved (b = 0.172). About 68.6%
of this effect is linked to these factors, with academic engagement playing the
most significant role. The study highlights the importance of parental
involvement in helping students adjust to school life and achieve higher
academic success.

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RESEARCH TITLE: A structural model of parental involvement with

demographic and academic variables

CITATION
Choi, N., Chang, M., Kim, S., & Reio, T. G. (2015), A structural model of
parental involvement with demographic and academic variables, Psychology
in the Schools, 52. 154- 167

LIFTED TEXT
Parental involvement is well documented as a significant contributor to
the self‐efficacy and academic achievement of students. A structural equation
model of parent involvement with family socioeconomic status, student
gender, parents’ aspirations for their children, mathematics efficacy, and
mathematics achievement was tested to examine whether parent involvement
in the 10th grade remains relevant to achievement.

PARAPHRASED
Parental involvement is widely recognized by Choi, N., Chang, M., Kim,
S., & Reio, T. G. (2015) as a key factor in boosting students’ confidence and
academic performance. A structural equation model was applied to explore
the connections between parental participation, family socioeconomic status,
student gender, parents’ expectations, math self-confidence, and math
achievement. The study sought to assess whether parental involvement in
10th grade continues to impact students’ academic success.
Research has shown that parental involvement plays a crucial role in shaping
students’ confidence and academic success. A structural equation model was
used to analyze the relationship between parental involvement, family
socioeconomic background, student gender, parental expectations,
mathematics self-efficacy, and mathematics performance. The study aimed to
determine whether parental involvement in 10th grade continues to influence
academic achievement.

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RESEARCH TITLE:The impact of parental involvement and education on

academic Achievement in elementary school

CITATION
Larwin, K. H. (2019). The impact of parental involvement, education level, and
disability on student academic achievement. School Psychology, [Journal
Name, Volume(Issue), Page Numbers].
LIFTED TEXT

Academic achievement of students in schools is subject to a variety of

factors, many of which are beyond the control of the student. Factors such as
parental involvement, parental level of education, and disability all influence
the academic achievement and learning of students. The study
analyzednation-wide survey data on students in elementary school and
investigates the relationship between student achievement and multiple
variables. The variables were parental involvement, and the existence of
Autism SpectrumDisorder (ASD) or other disability. Results indicated that
students, both ASD and typically developing, have lower parent involvement if
they are successful in school.

Paraphrased
According to Larwin,K.H.(2019) student academic achievement in
schools is influenced by various factors, many of which are beyond students’
control. Key influences include parental involvement, parents’ educational
background, and the presence of disabilities. This study examines nationwide
survey data on elementary students to explore how different variables relate
to academic performance. Specifically, it investigates the impact of parental
involvement and the presence of Autism Spectrum Disorder (ASD) or other
disabilities. Findings suggest that both students with ASD and typically
developing students experience lower levels of parental involvement when
they perform well in school.

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Research Title: A Systematic Review of Literature on Parental

Involvement and Its Impact on Children Learning Outcomes

CITATION:
Musengamana, I. (2023). A systematic review of literature on parental
involvement and its impact on children learning outcomes. Open Access
Library Journal, 10(10), 1–21. https://doi.org/10.4236/oalib.1110755

LIFTED TEXT
It has long been thought that parents and their involvement in their
children’s academics impact both the learning outcomes and cognitive
development of their children. The objective of this comprehensive review of
literature is to explore influence parental involvement in children’s studies has
on performance academically. This review included empirical studies that
matched the study’s objectives and were published between 2018 and 2022
in English in scholarly journals (Web of Science and Scopus databases) that
met the inclusion criteria. Initial stage of search resulted into a total of 621
research articles which were identified through searching with different
keywords of parental involvement, parental practices, learning outcomes,
academic achievement and performance. After careful assessment and
analysis of each record based on objective of the study, 24 scholarly articles
were retained for this review by following the 2020 PRISMA (Preferred
Reporting Items for Systematic Review and Meta-analysis Protocols
Statement). The first presentation of the results was a synthesis of studies
that reported how parental involvement’s dimensions are associated with and
has impact on students’ learning success. This review defined parental
involvement based on Epstein’s parental involvement model which includes 3
dimensions: home, school, and community-based involvement. Through the
lens of existing literature, we further reviewed and critically analyse study
findings on how individual student level characteristics play a role to moderate
parental involvement’s effect on children academic success. As per results,
parental involvement dimensions like: learning at home, homework
assistance, and school-family communication is found to positively impact
children’s academics, whereas other dimensions such as strict parenting and
high expectation for children’s performance might negatively influence
children’s studies. This review was restricted to limited databases, time frame,
and language which may be the direction for other research studies in the
future.

Paraphrase
According to Musengamana, I. (2023)research has long suggested that
parental involvement plays a crucial role in children’s academic performance
and cognitive development. This comprehensive literature review examines
the impact of parental engagement on students’ academic success. The
review includes empirical studies published between 2018 and 2022 in
English, sourced from scholarly journals in the Web of Science and Scopus
databases that met the inclusion criteria. An initial search using keywords
such as parental involvement, parental practices, learning outcomes,
academic achievement, and performance identified 621 research articles.
Following a thorough assessment based on the study’s objectives, 24

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scholarly articles were selected, adhering to the 2020 PRISMA (Preferred

Reporting Items for Systematic Review and Meta-analysis Protocols)
guidelines.

The review synthesizes findings on how different dimensions of parental

involvement influence students’ learning outcomes. Using Epstein’s parental
involvement model, which categorizes involvement into home, school, and
community-based dimensions, the study examines the effects of these factors
on academic performance. Additionally, the review considers how individual
student characteristics may moderate the impact of parental involvement on
academic success. Findings indicate that parental practices such as learning
support at home, assistance with homework, and school-family
communication positively influence children’s academic performance.
However, other practices, including strict parenting and excessively high
expectations, may have a negative impact. The study acknowledges
limitations, including the restricted databases, timeframe, and language
scope, suggesting potential directions for future research.

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RESEARCH TITLE: Parental Involvement Supporting Student Success:

Overview and Synthesis

CITATION:
Charchuk, J. (2022). Parental Involvement Supporting Student Success:
Overview and Synthesis.

LIFTED TEXT:
Improving parental involvement can lead to increased student success,
yet schools struggle to engage more parents in the education process. How
can schools encourage more parental involvement? How can parents best
support their children, teachers, and school leaders to increase student
success? This study aimed to gain insight into the understanding of parental
involvement, identify perceived barriers preventing involvement, and develop
recommendations for improving parental involvement in a small, rural school
in Northern Alberta. Data for this study were collected through semi-structured
interviews with parents and a teacher to explore their understandings of
parental involvement and barriers preventing involvement. Key ideas from the
findings included the importance of building positive and collaborative
relationships between school and home, making communication a focus, and
making parents feel welcomed, heard, and an essential part of the education
process. COVID has affected education and relationships with home, and
staff and parents must work to rebuild these relationships. Staff may need
further education on effectively interacting with parents, and parents may
need support and encouragement to develop the skills and knowledge to
support their child’s success. Improving student success may be more
attainable if we can better engage parents in all aspects of their children’s
learning.

PARAPHRASED:
This research focused on how to increase parental involvement in a
small, rural school in Northern Alberta, aiming to boost student success. The
study recognized that while parental involvement is crucial, schools often
struggle to engage parents effectively. Researchers interviewed parents and a
teacher to understand their views on what parental involvement means, what
stops parents from participating, and how to improve the situation.The key
findings highlighted the importance of building strong, positive relationships
between the school and home. Open and frequent communication was seen
as essential, along with making parents feel welcome, heard, and valued as
partners in their children's education. The COVID-19 pandemic had negatively
impacted school-home relationships, requiring efforts to rebuild trust and
communication. The study suggested that school staff might need additional
training on how to engage with parents, and parents might need support to
develop the skills and confidence to help their children succeed. Ultimately,
the research concluded that better engaging parents in all aspects of their
children's learning is essential for improving student outcomes (Charchuk, J.
2022).

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RESEARCH TITLE: Effects of Family Educational Cultures on Student

Success at School: Directions for Leadership

CITATION:
Jeynes, W. H. (2017). Effects of family educational cultures on student
success at school: Directions for leadership. How school leaders contribute to
student success: The Four Paths Framework, 311-328.

LIFTED TEXT:
Jeynes writing and research is widely regarded as among the most
robust sources of evidence about the effects of parental influence on student
success at school, how schools can assist parents to provide more productive
educational cultures in the home and what those in school leadership roles
can contribute to these outcomes. Most of Jeynes research has used meta-
analytic review techniques and this chapter will reflect those techniques. The
chapter will build on Jeynes’ previous research including, for example, one of
his previous meta-analysis of 52 studies assessing the influence of parental
involvement on the educational outcomes of urbansecondary school children.
Analyses examined the overall impact of parental involvement, as well as
specific components of parental involvement. Four different measures of
educational outcomes were used – an overall measure of all components of
academic achievement combined, grades, standardized tests, and other
measures that generally included teacher rating scales and indices of
academic attitudes and behaviors. The differing effects of parental
involvement by race and socioeconomic status were also examined. Results
indicated that the influence of parental involvement, overall, is significant for
secondary school children. Parental involvement as a whole had significant
effects on all of the academic variables in the study (.5 to.55 of a standard
deviation unit). The chapter for this book will include evidence about school
leader practices which assist parents to support the success of their children
at school.

PARAPHRASED:
Jeynes is a highly respected researcher whose work provides strong
evidence on how parents influence their children's academic success. He
focuses on how schools can empower parents to create supportive learning
environments at home, and what school leaders can do to facilitate this. His
research primarily utilizes meta-analysis, a technique that combines and
analyzes the results of numerous independent studies, offering a broad and
robust understanding of the topic.This chapter will draw upon Jeynes'
extensive body of work, particularly his meta-analysis of 52 studies focusing
on urban secondary school students. This analysis investigated the overall
impact of parental involvement on various educational outcomes, including
overall academic achievement, grades, standardized test scores, and other
measures such as teacher ratings and indicators of academic attitudes and
behaviors. The research also explored whether the effects of parental
involvement varied based on students' race and socioeconomic status.The

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findings from Jeynes' research consistently demonstrate that parental

involvement has a significant positive influence on secondary school students'
academic performance. Specifically, the study revealed that parental
involvement, as a whole, resulted in substantial improvements across all
measured academic variables, with effects ranging from 0.5 to 0.55 of a
standard deviation unit. This means that students with higher levels of
parental involvement showed notably better academic outcomes compared to
those with lower levels (Jeynes, W. H. 2017).

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RESEARCH TITLE: Navigating Institutions: Parents’ Knowledge of the

Educational System and Students’ Success in Education

CITATION:
Forster, A. G., & Van de Werfhorst, H. G. (2020). Navigating institutions:
Parents’ knowledge of the educational system and students’ success in
education. European Sociological Review, 36(1), 48-64.

LIFTED TEXT:
This study investigates whether families navigate educational institutions
more successfully if they have a higher knowledge of the pathways in the
educational system that are available to their children. We also study whether
this kind of knowledge mediates secondary effects of social origin, i.e.
differences in educational pathways once achievement differences between
children are accounted for. The role of parents’ knowledge is consistent with
various sociological theories concerning educational inequality. Knowledge
can affect families’ ability to make rational choices for education but it can
also be understood as a form of cultural capital. We use longitudinal student
cohort data from the Netherlands combined with individual-level register data
on educational attainment to study the importance of knowledge for short-term
outcomes (up- and downward transitions in secondary education as well as
track placement) and final educational attainment. Our results show that
parents’ knowledge is a significant predictor of educational success net of
parents’ education, socio-demographic characteristics, and demonstrated
ability. If we apply a stricter test to the measure, however, we can see that
knowledge matters for downward transitions and obtaining a tertiary degree
but that the effect is negligible for upward transitions and track placement if
other mechanisms such as cultural capital and aspirations are considered.
Further, we conclude that knowledge matters especially for transitions in the
educational system that require a move to a new and unknown school
environment such as post-secondary or tertiary education. The study shows
that knowledge is one useful avenue to investigate when we are confronted
with the question why social disparities in educational decision-making arise.

PARAPHRASED:
This study explores if parents with better knowledge of the education
system help their children navigate it more successfully. It also checks if this
knowledge explains why kids from different social backgrounds have different
educational paths, even when they perform similarly in school. Using data
from the Netherlands, researchers looked at how parental knowledge affects
students' progress in secondary school and their final education level.The
study found that parents' knowledge does help predict their children's
educational success, even when considering the parents' own education,
social background, and the children's abilities. However, when tested more
rigorously,the researchers found that knowledge mainly helps prevent
students from moving to lower educational tracks and helps them achieve
higher education degrees. It has less of an impact on moving to higher tracks
or initial track placement. Essentially, parents' knowledge is most important

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when students face transitions to new school environments, like moving to

college or university. The study suggests that understanding how knowledge
influences educational decisions is crucial for explaining social inequalities in
education (Forster, A. G., & Van de Werfhorst, H. G.,2020).

RESEARCH TITLE: Educational success among elementary school

children from low socioeconomic status families: A systematic review of
research assessing parenting factors

CITATION:

Watkins, C. S., & Howard, M. O. (2015). Educational success among

elementary school children from low socioeconomic status families: A
systematic review of research assessing parenting factors. Journal of Children
and Poverty, 21(1), 17-46.

LIFTED TEXT:
Prior research has focused primarily on the educational benefits of high
socioeconomic status (SES). Little is known about educationally successful
youth from low-SES backgrounds, and no published review has systematically
evaluated the methodological characteristics of research in this area. The
primary aim of this report was to systematically review methodological
characteristics of research identifying parenting factors conducive to the
educational success of low-SES youth. A secondary aim was to briefly
summarize the substantive findings of research in this area. A bibliographic
search of 11 electronic databases, a manual search of two journals, and
reference harvesting yielded 30 English-language studies published between
1994 and 2014 employing quantitative, qualitative, and mixed-method designs
that met a-priori study eligibility criteria. Studies of parent–school involvement,
parental expectations for current and long-term academic performance, and
warm, responsive, and consistent parenting styles identified the strongest
predictors of academic achievement among low-SES elementary school
children. Findings for parent–school involvement differed depending on
whether the parent behaviors were performed in the home (e.g., helping with
homework) or school environment (e.g., attending parent–teacher
conferences), with home-based parent-involvement activities found to have
stronger positive associations with children's academic achievement. Further
investigation of parenting behaviors and beliefs that are positively associated
with the academic success of children from low-SES families is needed.

PARAPHRASED:
This research reviewed studies on how low-income families help their
children succeed in school, a topic less explored than the advantages of high-
income families. The study's main goal was to analyze the research methods
used in these studies, and its secondary goal was to summarize what those
studies found.Researchers searched through several databases and journals,
finding 30 relevant English-language studies from 1994 to 2014. These

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studies, using various research methods, looked at factors like parent

involvement in school, parental expectations for their children's education, and
parenting styles.The review found that helping with homework, having high
expectations, and using warm, consistent parenting styles were the strongest
predictors of academic success for low-income elementary school children.
Interestingly, home-based parental involvement (like homework help) was
more effective than school-based involvement (like attending meetings).The
study concluded that more research is needed to understand the specific
parenting behaviors and beliefs that help low-income children achieve
academic success (Watkins, C. S., & Howard, M. O.,2015).

TITLE RESEARCH: School Involvement Of Parents Of Linguistic And

Racial Minorities And Their Children's Mathematics Performance.

CITATION:
Chang, M., Choi, N., & Kim, S. (2015). School involvement of parents of
linguistic and racial minorities and their children's mathematics
performance. Educational Research and Evaluation, 21(3), 209-231.

LIFTED TEXT:
The goal of the study was to provide empirical findings on the effects of
different types of parents’ school involvement (PSI) on their children's
mathematics performance. For PSI, we explored parent participation in
parent–teacher conferences, voluntary parental involvement in school
activities, parent informal contact with school or teachers, and parental phone
contact with school or teachers. In addition, we paid focused attention to
families of linguistic and racial minority groups who may have different
dynamics of PSI for children's schooling and academic achievement. We
conducted comprehensive descriptive statistics and multilevel longitudinal
modelling using a nationally representative database, the Early Childhood
Longitudinal Study (ECLS-K), to establish study conclusions with high validity
and generalizability. The results showed that four different types of PSI had
differential effects for different linguistic and racial groups. The study findings
have practical suggestions and implications for educational researchers and
practitioners.

PARAPHRASED:
Accoding to Chang, M., Choi, N., & Kim, S. (2015). This study empirically
examined how various forms of parental school involvement (PSI) influence
children's mathematics performance. Specifically, it analyzed parent
participation in teacher conferences, voluntary involvement in school
activities, informal contact with teachers, and phone communication with
schools. The study also focused on linguistic and racial minority families,
recognizing potential differences in PSI dynamics. Using comprehensive
descriptive statistics and multilevel longitudinal modeling with the nationally
representative Early Childhood Longitudinal Study (ECLS-K) dataset, the
study ensured high validity and generalizability. Findings revealed that
different types of PSI had varying effects across linguistic and racial groups,
offering valuable insights for educational researchers and practitioners.

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RESEARCH TITLE: Role Of School Leadership And Climate In Student

Achievement: The Mediating Role Of Parental Involvement

CITATION:
Alhosani, A.A., Singh, S.K. and Al Nahyan, M.T. (2017), "Role of school
leadership and climate in student achievement: The mediating role of parental
involvement", International Journal of Educational Management, Vol. 31 No.
6, pp. 843-851. https://doi.org/10.1108/IJEM-05-2016-0113

LIFTED TEXT:
The purpose of this paper is to develop a conceptual model on students’
academic achievement that is well grounded in the academic research in the
domain. The paper aims to weave together the divergent research findings
into a comprehensive model for use by all the stakeholders.
It is a literature review-based paper wherein research papers on the factors
that influence the academic achievement of the students were studied. The
empirical evidence from literature that fits the context of this study was
analyzed and used to propose a workable model.
A framework to understand the role of factors affecting students’ academic
achievement was proposed. It was found that school leadership and climate
together affect the academic achievement of the students, but mediated by
the involvement of the parents of the students.
As this paper is a literature review, a framework on the determinants of
academic achievements of the students has been proposed but yet to be
tested empirically.
The schools leadership and the policy-makers can effectively leverage the
findings of the study to enhance the academic achievement of students in a
school context.
There are few research-based studies on the determinants of the academic
achievement of students. This paper has identified key variables which play a
significant role in helping enhance academic achievement of the students.

PARAPHRASED:
According to Alhosani, A.A., Singh, S.K. and Al Nahyan, M.T. (2017) This
paper develops a conceptual model of student academic achievement based
on existing academic research. It synthesizes diverse findings into a
comprehensive framework for use by various stakeholders. As a literature
review, the study analyzes research on factors influencing academic
performance, incorporating empirical evidence to propose a practical model.
The findings suggest that school leadership and climate impact student
achievement, with parental involvement acting as a mediator. While the
proposed framework has yet to be empirically tested, it provides valuable
insights for school leadership and policymakers seeking to improve student
outcomes. Given the limited research on academic achievement
determinants, this study identifies key variables that significantly contribute to
student success.

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RESEARCH TITLE: Examining The Effects Of Adhd Symptoms And

Parental Involvement On Children’s Academic Achievement

CITATION:
Condo, J. S., Chan, E. S., & Kofler, M. J. (2022). Examining the effects of
ADHD symptoms and parental involvement on children’s academic
achievement. Research in developmental disabilities, 122, 104156.

LIFTED TEXT:
Our understanding of the role of parental involvement in academic outcomes
for children with ADHD is limited, with mixed evidence suggesting a positive
association between parental involvement and academic achievement for
pediatric ADHD but limited evidence regarding how this varies based on
ADHD symptom severity, ADHD symptom domains, or co-occurring ODD
symptoms. In this context, the present study aimed to examine the effects of
parental involvement, ADHD symptoms, and comorbid ODD on children’s
overall, reading, and math achievement.
A well-characterized clinically-evaluated sample of 162 children recruited
through a university-based children’s learning/behavioral health clinic and
community resources (ages 8–13; 50 girls; 69% Caucasian/Non-Hispanic)
were administered standardized academic achievement tests, with parents
and teachers completing measures of parental involvement and ADHD
symptoms, respectively.
Inattention, but not hyperactivity-impulsivity, was associated with lower
academic achievement in all tested models (β= -.16 to -.22, all p < .03).
Surprisingly, parental involvement had significant negative associations with
math and overall academic achievement (β= -.13 to -.26, both p < .05) and did
not moderate the relations between ADHD symptoms and academic
achievement in any tested model. Comorbid ODD symptoms did not
significantly predict academic achievement or interact with parental
involvement in any tested model. These findings were robust to control for
child IQ, age, sex, SES, anxiety, and depression.
Parental involvement may not serve as a protective factor against academic
underachievement for children with clinically elevated ADHD symptoms, and
may predict lower rather than higher academic achievement for clinically
evaluated children in general.

PARAPHRASED:
According to Condo, J. S., Chan, E. S., & Kofler, M. J. (2022). The role of
parental involvement in the academic outcomes of children with ADHD
remains unclear, with mixed evidence suggesting a positive association but
limited understanding of how this varies by ADHD symptom severity,
symptom domains, or co-occurring ODD symptoms. This study examined the
impact of parental involvement, ADHD symptoms, and comorbid ODD on
children's overall, reading, and math achievement.
A clinically evaluated sample of 162 children (ages 8–13) from a university-
based behavioral health clinic and community resources completed
standardized academic assessments, while parents and teachers provided

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data on parental involvement and ADHD symptoms. Results showed that

inattention—but not hyperactivity-impulsivity—was linked to lower academic
achievement across all models (β = -0.16 to -0.22, p < .03). Unexpectedly,
parental involvement was negatively associated with math and overall
achievement (β = -0.13 to -0.26, p < .05) and did not moderate the
relationship between ADHD symptoms and academic performance. Comorbid
ODD symptoms did not significantly impact achievement or interact with
parental involvement. These findings held after controlling for child IQ, age,
sex, SES, anxiety, and depression.
Overall, parental involvement did not appear to protect against academic
underachievement for children with clinically significant ADHD symptoms and,
in some cases, was associated with lower academic performance.

RESEARCH TITLE: A Study On The Effects To Students' Stem Academic

Achievement With Chinese Parents' Participative Styles In School
Education

CITATION:
An, G., Wang, J., Yang, Y., & Du, X. (2019). A Study on the Effects to
Students' STEM Academic Achievement with Chinese Parents' Participative
Styles in School Education. Educational Sciences: Theory and
Practice, 19(1), 41-54.

LIFTED TEXT:
There is currently a significant body of research confirming that parental
participation in school education has a positive influence on students'
academic achievement. However, more research is needed concerning how
different styles of parents' participation and parents' demographic
characteristics influence academic achievement in STEM subjects, especially
considering empirical evidence from China's social context. This research is
conducted to explore the influence of family environment and parents'
cognitive, emotional and behavioral participation in children' school education
on students' overall STEM academic achievement. In general, in the
socioeconomic environment of a family, parents' education level has the
greatest impact on the academic achievement of children, and the impact of
family income is relatively weak. In the three models in which parents
participate in their children's school education, emotional participation has the
greatest impact on children' STEM academic achievement, and can
compensate for the negative effects brought about by some adverse family
factors.

PARAPHRASED:
According An, G., Wang, J., Yang, Y., & Du, X. (2019) Extensive research
confirms that parental involvement in education positively impacts students’
academic achievement. However, further studies are needed to examine how
different parental involvement styles and demographic factors influence STEM
performance, particularly within China’s social context. This study explores
the effects of family environment and parents' cognitive, emotional, and
behavioral involvement in their children’s education on overall STEM
achievement.

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Findings indicate that among socioeconomic factors, parents’ education level

has the strongest influence on children's academic success, while family
income has a comparatively weaker impact. Among the three forms of
parental involvement, emotional participation has the greatest effect on STEM
achievement and can help mitigate the negative impact of adverse family
conditions.

RESEARCH TITLE: The Effects Of Parental Motivations On Homebased

And School-Based Parental Involvement

CITATION:
Strickland, S. (2015). Effects of Parental Motivations on Home-Based and
School-Based Parental Involvement (Doctoral dissertation, Walden
University).

LIFTED TEXT:
Students at a Title I middle school in Georgia have scored low on
standardized state tests for several years. Of the many possible ways to
address low test scores, the school focused on increasing parental
involvement, which can have a strong positive correlation with academic
success. Researchers have indicated that parental involvement programs are
more successful when created based on the specific motivations of parents.
Therefore, the purpose of this study was to examine the effects of parental
motivation on parents’ home-based and school-based involvement behaviors.
The theoretical framework for this study was the work of Hoover-Dempsey
and Sandler who determined 3 kinds of motivation to influence parental
involvement behavior including personal motivation for involvement,
invitations for involvement, and life context. A survey was used to collect data
on the 3 kinds of motivation from 174 parents of 6th graders. Regression
analysis revealed invitations for involvement to have a strong, positive effect
on school-based involvement and a slight positive effect on home-based
involvement behaviors. Life context had a moderate positive effect on home-
based involvement. Personal motivations had no significant effect on either
type of involvement behaviors. These results support some prior findings, but
conflict with others, emphasizing that each school site is different and needs a
customized approach. Recommendations included increasing invitations for
parental involvement, which would increase both school-based and
homebased involvement behaviors. Such use of the findings may positively
affect social change by increasing parental involvement and ultimately the
academic success of students.

PARAPHRASED:
According to Strickland, S. (2015). A Title I middle school in Georgia has
struggled with low standardized test scores for several years. To address this
issue, the school prioritized increasing parental involvement, which is strongly
linked to academic success. Research suggests that parental involvement
programs are most effective when aligned with parents’ specific motivations.
This study examined how parental motivation influences home-based and
school-based involvement behaviors, using the theoretical framework of
Hoover-Dempsey and Sandler. According to this model, three key factors

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shape parental involvement: personal motivation, invitations for involvement,

and life context. Data were collected via surveys from 174 parents of 6th
graders, and regression analysis revealed that invitations for involvement had
a strong positive impact on school-based involvement and a slight positive
effect on home-based involvement. Life context moderately influenced home-
based involvement, while personal motivation showed no significant effect on
either type of involvement.
These findings align with some prior research but contradict others,
highlighting the need for school-specific strategies. The study recommends
increasing invitations for parental involvement to enhance both home-based
and school-based participation. Implementing these findings could foster
positive social change by improving parental engagement and ultimately
boosting student academic success.

RESEARCH TITLE: A Seasonal Comparison Of The Effectiveness Of

Parent Engagement On Student Literacy Achievement

CITATION:
Hillier, C. (2021). A seasonal comparison of the effectiveness of parent
engagement on student literacy achievement. Canadian Journal of
Education, 44(2), 496-529.

LIFTED TEXT:
Parent engagement is often promoted as a remedy for reducing achievement
gaps between students from high socio-economic and low socio-economic
backgrounds. However, researchers have found mixed results when
examining parent engagement and student outcomes. Drawing on a study
investigating the effectiveness of summer literacy camps offered by schools in
Ontario, I compare the influence of parent engagement on two outcomes: (1)
spring snapshot of cumulative learning, and (2) summer literacy growth/loss.
In considering summer learning in regression analysis, I aim to investigate the
effect of parent engagement without the influence of schools during the
academic year. Out of 14 parent engagement measures, I find only three
(parents’ aspirations, home resources, discussions of school with children)
are positive predictors of spring literacy outcomes and that none predict
summer literacy growth/loss. Family socio-economic status remains a
powerful predictor of achievement for both outcomes. I interpret my findings
within three proposed mechanisms of parent engagement: cultivation ethic,
realist reaction, and expressive logic.

PARAPHRASED:
According Hillier, C. (2021).Parent engagement is often promoted as a
solution for closing achievement gaps between students from high and low
socio-economic backgrounds. However, research on its impact has yielded
mixed results. This study examines parent engagement in the context of
summer literacy camps in Ontario, comparing its influence on two outcomes:
(1) a spring snapshot of cumulative learning and (2) summer literacy growth
or loss.
By analyzing summer learning through regression analysis, this study isolates
the effects of parent engagement without school influence during the

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academic year. Among 14 parent engagement measures, only three—

parents' aspirations, home resources, and discussions about school—
positively predicted spring literacy outcomes, while none were linked to
summer literacy growth or loss. Socio-economic status remained a strong
predictor of achievement for both outcomes.

RESEARCH TITLE: Fostering The Academic Success Of Their Children:

Voices Of Mexican Immigrant Parents

CITATION:
Goldsmith, J. S., & Kurpius, S. E. R. (2018). Fostering the academic success
of their children: Voices of Mexican immigrant parents. The Journal of
Educational Research, 111(5), 564-573.

LIFTED TEXT:
Latinos, particularly Mexican immigrants, are the fastest-growing population in
the United States but lag behind others in educational attainment. Parent
involvement in their child's education has been linked to positive student
academic outcomes, but few studies have focused specifically on Latino/a
parents. To identify and promote culturally salient parent involvement
approaches for Mexican immigrant parents, this qualitative strength-based
study investigated motivations, actions, and culture of 11 Mexican immigrant
parents of students who attended a selective college preparatory high school.
The study found that a parent's effort to help their children succeed is not
dependent on high levels of parent education or income. Rather, the home-
based strategies, many of which are rooted in the Latino culture, and specific
outreach by educators influenced parent involvement.

PARAPHRASED:
According to Goldsmith, J. S., & Kurpius, S. E. R. (2018)Latinos, particularly
Mexican immigrants, represent the fastest-growing population in the U.S. but
continue to lag in educational attainment. While parental involvement is linked
to positive academic outcomes, few studies have specifically examined
Latino/a parents. This qualitative, strength-based study explored the
motivations, actions, and cultural influences of 11 Mexican immigrant parents
whose children attended a selective college preparatory high school.
Findings revealed that a parent's ability to support their child's success is not
necessarily tied to their education level or income. Instead, culturally rooted
home-based strategies and targeted outreach from educators played a key
role in shaping parental involvement. These insights highlight the importance
of culturally relevant engagement approaches to better support Latino/a
students.

RESEARCH TITLE: Connecting School And Home: Examining Parental

And School Involvement In Readiness For College Through Multilevel
Sem

CITATION:

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George Mwangi, C. A., Cabrera, A. F., & Kurban, E. R. (2019). Connecting

school and home: Examining parental and school involvement in readiness for
college through multilevel SEM. Research in Higher Education, 60, 553-575.

LIFTED TEXT:
Parental involvement is widely acknowledged as a critical factor influencing
the college choice process among families. What is not clear, though, is
whether this parental driven factor also takes place at the school level along
with school related factors. Using a national sample of 9th grade students
drawn from about 900 schools, we found that parental involvement also
operates at the school context along with a high school’s academic press.
Moreover, at both individual- and school-level contexts, parental involvement
creates a “college-going” cultural capital in the form of attainment of
milestones towards college.

PARAPHRASED
According to George Mwangi, C. A., Cabrera, A. F., & Kurban, E. R. (2019).
Parental involvement is widely recognized as a key factor in the college
selection process for students. However, it remains unclear whether this
influence extends to the school level alongside school-related factors. Using a
national sample of 9th-grade students from approximately 900 schools, this
study found that parental involvement plays a role not only at the individual
level but also within the school context, alongside a high school’s academic
press. At both levels, parental involvement contributes to a “college-going”
cultural capital by supporting the achievement of key milestones toward
college enrollment.

RESEARCH TITLE: Education Outcomes of Immigrant Youth: The Role

of Parental Engagement

CITATION:
Liu, Z., & White, M. J. (2017). Education outcomes of immigrant youth: The
role of parental engagement. The ANNALS of the American Academy of
Political and Social Science, 674(1), 27-58.

LIFTED TEXT:
Using the 2009 to 2012 waves of the High School Longitudinal Survey, this
article examines the role of parental engagement in academic achievement in
the United States. Specifically, we examine the influence of parental
engagement while also investigating the academic trajectories of racial/ethnic
and immigrant groups, controlling for other standard factors. Results suggest
that the progression of students’ academic performance varies substantially
by race/ethnicity and by immigrant generational status. After controlling for
ninth-grade test scores and family and other school-level characteristics, we
find that first-generation immigrant youth generally have higher eleventh-
grade test scores and lower probability of dropping out compared to native-
born students who are second or third generation. Greater levels of parental

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engagement predict superior test scores and lower rates of dropout for youth
of various racial and immigrant generation backgrounds, even in the presence
of a variety of controls

PARAPHRASED:
According to Liu, Z., & White, M. J. (2017).Using data from the 2009–2012
waves of the High School Longitudinal Survey, this study explores the impact
of parental engagement on academic achievement in the United States. It
specifically examines how parental involvement influences student
performance while also analyzing academic trajectories across racial/ethnic
and immigrant groups, accounting for other standard factors.
Findings indicate that students' academic progress differs significantly based
on race, ethnicity, and immigrant generational status. After controlling for
ninth-grade test scores, family background, and school-level characteristics,
results show that first-generation immigrant students generally achieve higher
eleventh-grade test scores and have a lower dropout risk compared to
second- and third-generation native-born peers. Higher levels of parental
engagement are associated with improved test scores and reduced dropout
rates across racial and immigrant groups, even when adjusting for various
other influences.

RESEARCH TITLE: School Climate, Family Structure, And Academic

Achievement: A Study Of Moderation Effects.

CITATION:
O'Malley, M., Voight, A., Renshaw, T. L., & Eklund, K. (2015). School climate,
family structure, and academic achievement: A study of moderation
effects. School Psychology Quarterly, 30(1), 142–157.

LIFTED TEXT:
School climate has been lauded for its relationship to a host of desirable
academic, behavioral, and social–emotional outcomes for youth. The present
study tested the hypothesis that school climate counteracts youths’ home–
school risk by examining the moderating effects of students’ school climate
perceptions on the relationship between family structure (i.e., two-parent, one-
parent, foster-care, and homeless households), and academic performance
(i.e., self-reported [grade point average] GPA). The present sample consisted
of 902 California public high schools, including responses from over 490,000
students in Grades 9 and 11. Results indicated that, regardless of family
structure, students with more positive school climate perceptions self-reported
higher GPAs. Youths with two-parent, one-parent, and homeless family
structures displayed stepwise, linear improvements in self-reported GPA as
perceptions of climate improved. Foster-care students’ positive school climate
perceptions had a weaker effect on their self-reported GPA compared with
students living in other family structures. A unique curvilinear trend was found
for homeless students, as the relationship between their school climate
perceptions and self-reported GPA was stronger at lower levels. Overall, the

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moderation effect of positive school climate perceptions on self-reported GPA

was strongest for homeless youth and youth from one-parent homes,
suggesting that school climate has a protective effect for students living in
these family structures. A protective effect was not found for youth in foster-
care. Implications for research and practice are discussed. (PsycInfo
Database Record (c) 2022 APA, all rights reserved)

PARAPHRASED:
According to O'Malley, M., Voight, A., Renshaw, T. L., & Eklund, K. (2015)
School climate is widely recognized for its positive impact on academic,
behavioral, and social-emotional outcomes in youth. This study tested
whether school climate moderates the relationship between family structure—
including two-parent, one-parent, foster-care, and homeless households—and
academic performance, measured by self-reported GPA.
The study analyzed data from 902 California public high schools,
incorporating responses from over 490,000 students in Grades 9 and 11.
Findings revealed that, regardless of family structure, students who perceived
a more positive school climate reported higher GPAs. A stepwise
improvement in GPA was observed for students from two-parent, one-parent,
and homeless households as their school climate perceptions became more
positive. However, for foster-care students, the effect of school climate on
GPA was weaker compared to other groups. Additionally, homeless students
exhibited a unique curvilinear trend, where school climate had a stronger
impact on GPA at lower levels of perception.
Overall, the moderating effect of school climate on GPA was strongest for
students from one-parent and homeless households, suggesting a protective
role. However, no such protective effect was found for youth in foster care.
The study highlights the importance of fostering a positive school climate to
support students, particularly those from high-risk family structures.
Implications for future research and educational practice are discussed.

RESEARCH TITLE: One Size Does Not Fit All: Understanding Parent
Engagement In The Contexts Of Work, Family, And Public Schooling

CITATION:
Posey-Maddox, L., & Haley-Lock, A. (2020). One size does not fit all:
Understanding parent engagement in the contexts of work, family, and public
schooling. Urban education, 55(5), 671-698.

LIFTED TEXT:
We examined how parents and educators in a low-income school
conceptualize parental engagement, and how school, work, and family
domains together shape these parties’ practices as well as understandings of
how and why parents engage. From interviews with the principal, five
teachers, and 17 mothers of children at a Title I elementary school, we
observed mothers’ varied approaches to juggling employment and caregiving
responsibilities with desires to be involved in their children’s education,
strategies often unknown and mismatched to the focuses of school staff. The
study suggests the value of engagement opportunities tailored to families’
unique circumstances and assets.

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PARAPHRASED:
This study explored how parents and educators in a low-income school
perceive parental engagement and how the intersection of school, work, and
family influences both their practices and understandings of parental
involvement. Interviews with the principal, five teachers, and 17 mothers at a
Title I elementary school revealed that mothers employed diverse strategies
to balance work and caregiving while seeking to participate in their children’s
education. However, these efforts were often unrecognized or misaligned with
the expectations of school staff. The findings highlight the importance of
designing engagement opportunities that are tailored to families' unique
circumstances and strengths.

RESEARCH TITLE: Association Between Parental Involvement And

Academic Achievement Of Deaf Children At Mulago School For The
Deaf, Kampala, Uganda

CITATION:
Akellot, J., & Bangirana, P. (2019). Association between parental involvement
and academic achievement of deaf children at Mulago school for the deaf,
Kampala, Uganda. African health sciences, 19(2), 2270-2281.

LIFTED TEXT:
Deaf children face many challenges in dealing with educational opportunities
and ensuring attainment of academic skills. A parent's involvement in the
child's education has the potential to enhance academic performance. We
sought to study the association between parental involvement and academic
achievement among deaf children in Uganda.Using purposive consecutive
sampling, one hundred and eight parents of deaf children (Primary 1 to 7)
were recruited from Mulago School for the Deaf in Kampala, Uganda. The
Parental Involvement Questionnaire was used to measure parents’
involvement in school activities while the Wide Range Assessment Test, third
edition, was used to measure academic achievement (reading, spelling and
arithmetic). Linear regression was used to test the association between
parental involvement and academic achievement. One hundred and five
children with mean age 11.09 years (SD = 2.89) were enrolled of whom 56
(35.3%) were female. With a Beta coefficient of 0.07, a 7% unit increase of
summed parental involvement showed no significant association between
parental involvement and academic achievement (p = 0.46) of the deaf
children.Parental involvement was not associated with academic achievement
among deaf children in Kampala. Other factors associated with academic
achievement need to be identified to enhance deaf children's performance at
school.

PARAPHRASED:
Deaf children encounter significant challenges in accessing educational
opportunities and developing academic skills. Parental involvement in their
education has the potential to improve academic performance. This study

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examined the relationship between parental involvement and academic

achievement among deaf children in Uganda.
Using purposive consecutive sampling, researchers recruited 108 parents of
deaf students (Primary 1 to 7) from Mulago School for the Deaf in Kampala.
Parental involvement in school activities was assessed using the Parental
Involvement Questionnaire, while academic achievement (reading, spelling,
and arithmetic) was measured using the Wide Range Assessment Test, third
edition. Linear regression analysis was conducted to evaluate the association
between these variables.
A total of 105 children, with a mean age of 11.09 years (SD = 2.89),
participated in the study, including 56 girls (35.3%). Results showed that a 7%
increase in parental involvement (Beta coefficient = 0.07) did not significantly
correlate with academic achievement (p = 0.46). These findings indicate that
parental involvement was not a key factor in academic performance among
deaf children in Kampala. Further research is needed to identify other factors
influencing academic success in this population

RESEARCH TITLE: Linking Iep Status To Parental Involvement For High

School Students Of First-Generation And Native-Born Families

CITATION:

Freeman, J. A., & Jacob Kirksey, J. (2023). Linking IEP status to parental
involvement for high school students of first-generation and native-born
families. Exceptional Children, 89(2), 197-215.

LIFTED TEXT:
As educators and policymakers increasingly use parental involvement as a
mechanism to increase student achievement, scholars know surprisingly little
about the disparities in frequencies of parental involvement for first-generation
immigrant compared to native-born parents as well as how involvement may
differ for parents of students with Individualized Education Programs (IEPs).
Using HSLS:2009, we compared parental involvement of first-generation
immigrant parents and native-born parents of high school students with and
without IEPs. Our descriptive results indicate that first-generation parents
exhibit lower frequencies of school-based involvement compared to native-
born parents. In our propensity score matching analysis, we found that IEP
status is associated with an increase in school-based parental involvement for
both first-generation immigrant and native-born families. We also found that
IEP status was negatively associated with academic socialization for both
first-generation immigrant and native-born families.

PARAPHRASED

According to Freeman, J. A., & Jacob Kirksey, J. (2023). As educators and

policymakers increasingly promote parental involvement to enhance student
achievement, there is limited research on how involvement differs between
first-generation immigrant and native-born parents, particularly for students

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with Individualized Education Programs (IEPs). Using data from HSLS:2009,

this study compared parental involvement among these groups.
Descriptive findings indicate that first-generation immigrant parents engage in
school-based involvement less frequently than their native-born counterparts.
However, propensity score matching analysis revealed that having a child with
an IEP is linked to increased school-based involvement for both immigrant
and native-born families. Conversely, IEP status was associated with lower
levels of academic socialization across both groups.

RESEARCH TITLE: AMIDST THE ONLINE LEARNING IN THE

PHILIPPINES: THE PARENTAL INVOLVEMENT AND ITS RELATIONSHIP
TO THE STUDENT'S ACADEMIC PERFORMANCE

CITATION:
Tus, J. (2021). Amidst the online learning in the Philippines: the parental
involvement and its relationship to the student's academic
performance. International Engineering Journal for Research &
Development, 6(3), 1-15.

LIFTED TEXT:
Parental involvement is one of the determinants of the academic success of
the students. Thus, the COVID-19 pandemic affected the living conditions of
societies, specifically, the families. Further, this resulted in the implementation
of the new normal of education: online learning modalities. Therefore, it
challenges the students with their parents to be active in learning in-home
while the isolation is relative to their success in their educational goals.
Moreover, the study investigates the relationship between parental
involvement and the academic performance of the 493 participants in private
schools in the Philippines. The study's statistical analysis resulted in a
significant relationship between parental involvement and students' academic
performance. Thus, the following conclusions were derived: The parents were
still in the process of developing their involvement in school, specifically, in
this challenging time. Also, the level of academic performance showed that
the mean score of the respondents' academic performance was very
satisfactory. This revealed that the students performed well in class during
online learning modalities.

PARAPHRASED:
According to Tus, J. (2021).Parental involvement is a key factor in students'
academic success. The COVID-19 pandemic significantly impacted families,
leading to the adoption of online learning as the new normal. This shift
required students and parents to take a more active role in home-based
learning, where isolation played a role in achieving educational goals.
This study examined the relationship between parental involvement and
academic performance among 493 students in private schools in the
Philippines. Statistical analysis revealed a significant positive correlation

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between parental involvement and student achievement. Findings suggest

that parents were still adapting to their role in supporting their children's
education during this challenging period. Additionally, students demonstrated
strong academic performance, with the average scores indicating a ‘very
satisfactory’ level, suggesting they effectively navigated online learning.

RESEARCH TITLE: Parental Engagement In Children's Education:

Motivating Factors In Japan And The U.S.

CITATION:

Yamamoto, Y., Holloway, S. D., & Suzuki, S. (2016). Parental engagement in

children's education: Motivating factors in Japan and the US. School
Community Journal, 26(1), 45-66.

LIFTED TEXT:
In spite of evidence indicating the benefits of parental engagement for
children's achievement, little is known about the factors that contribute to
parental engagement in countries outside the United States. In this study, we
addressed this gap in the literature by examining teachers' outreach in
addition to maternal psychological elements (maternal role construction and
parenting self-efficacy) in predicting Japanese and American mothers' home-
and school-based engagement at the second grade level. We found that
these factors uniquely and significantly contributed to home-based
engagement (homework supervision and engagement in cognitive activities)
and school-based engagement in both countries. Furthermore, these factors
accounted for between-country differences in the extent of home-based
engagement. Between-country differences in school-based engagement
remained significant even after the three factors were entered, suggesting a
need for additional theorizing in contexts outside the U.S. Findings of this
study also highlight the importance of teacher invitations in stimulating
parents' engagement.

PARAPHRASED:
According to Yamamoto, Y., Holloway, S.D.,& Suzuki, S. (2016). While
research supports the benefits of parental engagement in children's academic
success, little is known about the factors influencing parental involvement
outside the United States. This study addresses this gap by examining the
role of teachers' outreach and maternal psychological factors—specifically,
maternal role construction and parenting self-efficacy—in predicting home-
and school-based engagement among Japanese and American mothers of
second-grade students.
Results indicate that these factors significantly contribute to both home-based
(e.g., homework supervision and cognitive activities) and school-based
parental engagement in both countries. Additionally, they help explain cross-
country differences in home-based involvement. However, differences in
school-based engagement persisted even after accounting for these factors,

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suggesting the need for further research in non-U.S. contexts. The study also
underscores the crucial role of teacher invitations in encouraging parental
participation.

RESEARCH TITLE: Pathways To Parental Engagement: Contributions Of

Parents, Teachers, And Schools In Cultural Context

CITATION:
Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019).
Pathways to parental engagement: Contributions of parents, teachers, and
schools in cultural context. Early Education and Development, 30(3), 315-336.

LIFTED TEXT:
This study examined correlates of parents’ reported school engagement in an
ethnically diverse, rural sample (N = 346) of parents and teachers in
kindergarten through Grade 2. Of particular interest were role expectations
and family–school relationships in American Indian families, who historically
have been marginalized by schools. In terms of role expectations, parents and
teachers agreed that they should support each other’s roles, parents should
have more responsibility than schools for teaching social skills, and families
and schools should have shared responsibility for children’s academic
success. Teachers had higher expectations than parents for parent
engagement, which in turn was greater when parent–teacher communication
was more frequent and the school climate was more welcoming. American
Indian parents more strongly endorsed a separation of family and school roles
and felt less welcomed at school; ethnicity moderated correlates of reported
parent engagement. Practice or Policy: These findings have practical promise
given that parent–teacher communication, school climate, and role
expectations are more easily altered than are structural barriers that also may
hinder parents’ involvement in supporting their children’s early education.

PARAPHRASED
According to Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J.
(2019). This study explored factors influencing parents' reported school
engagement in an ethnically diverse, rural sample of 346 parents and
teachers of kindergarten to second-grade students. A key focus was on
American Indian families, who have historically faced marginalization in the
education system.
Findings revealed that both parents and teachers agreed on shared
responsibility for children's academic success, with parents bearing greater
responsibility for teaching social skills. However, teachers held higher
expectations for parental involvement than parents did. Parental engagement
was higher when parent–teacher communication was more frequent and
when the school environment was more welcoming. American Indian parents
were more likely to support a clear separation between family and school

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roles and reported feeling less welcomed at school. Ethnicity also influenced
the factors associated with parental engagement.
Practice or Policy Implications: These findings suggest that improving parent–
teacher communication, fostering a more welcoming school climate, and
clarifying role expectations may enhance parental involvement, as these
factors are more adaptable than structural barriers that can also hinder
engagement in early education.

RESEARCH TITLE: Empowering The Future Of Elementary Education:

The Role Of Parents In Strengthening Home-School Connections

CITATON:
Kaur, H. (2024). Empowering the Future of Elementary Education: The Role
of Parents in Strengthening Home-School Connections. In Transformative
Leadership and Change Initiative Implementation for P-12 and Higher
Education (pp. 85-108). IGI Global.

LIFTED TEXT:
This chapter explores the crucial role of parental involvement in fortifying the
connection between home and school within the primary educational
framework. The examination concentrates on the substantiation of this
collaboration in fostering student achievement and development, drawing on
extensive research and practical insights. The analysis delves into various
avenues through which parental participation manifests, encompassing
effective communication strategies, involvement in school activities, and
support for home-based learning. The chapter highlights the advantages of
having a good home-school interaction, including improved community and
social and emotional development. It highlights how important it is for parents,
teachers, and administrators to work together to establish a caring
atmosphere. The collaborative approach emphasizes the value of active
engagement in building a robust educational system and promotes open
communication and shared accountability.

PARAPHRASED

According to Kaur, H. (2024).This chapter examines the vital role of parental

involvement in strengthening the home-school connection within primary
education. It explores how this collaboration supports student achievement
and development, drawing from extensive research and practical insights.
The analysis highlights various forms of parental participation, including
effective communication, engagement in school activities, and support for
home-based learning. It also emphasizes the benefits of strong home-school
interactions, such as enhanced community ties and improved social-emotional
development. The chapter underscores the importance of collaboration
among parents, teachers, and administrators in creating a supportive learning
environment. By fostering open communication and shared responsibility, this
cooperative approach contributes to a more effective and well-rounded
educational system.

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RESEARCH TITLE: INFLUENCE OF HOME ENVIRONMENT THROUGH

PARENTAL INVOLVEMENT ON PUPILS’ ACADEMIC PERFORMANCE IN
PUBLIC PRIMARY SCHOOLS IN AINABKOI SUB-COUNTY KENYA

CITATION

Kaptich, P., Munyua, J. K., & Kiplangat, H. K. (2019). INFLUENCE OF HOME

ENVIRONMENT THROUGH PARENTAL INVOLVEMENT ON
PUPILS’ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN
AINABKOI SUB-COUNTY KENYA. European Journal of Education Studies.

LIFTED TEXT

Are poor results in Kenyan public schools a result of lack of parental support
and poor learning environment at home? What impact would parental
involvement in their children's schoolwork have on their academic
performance? These are the key questions that this paper seeks to address.
Focusing on public primary schools in Ainabkoi Sub County, Kenya, the
authors sought to determine the influence of home environment through
parental involvement on the academic performance of their children. The
study was guided by Joyce Epstein’s framework of six types of parental
involvement and adopted ex-post facto research design. The target population
comprised 2404 Class 8 pupils and 61 class teachers in public primary
schools in Ainabkoi Sub County. Stratified and simple random sampling
methods were used to select 331 class eight pupils who participated in the
study. Census approach was employed in which all the class teachers were
involved in the study. Questionnaire and interview schedule were used as
data collection instruments. Validity of the instruments was ensured through a
pilot study while test-retest technique was employed to check the reliability of
the questionnaire. Data was analyzed using descriptive and inferential
statistics. Descriptive statistics were analyzed in form of percentages,
frequencies and means, and then presented using pie charts and tables. Chi-
square was used to test the hypotheses of the study which established that
there was a positive and significant relationship between home environment
as indicated by (x2=7.325; p=.001) and pupils’ academic performance in
Ainakboi sub County. The study concluded that home environment had a
statistically significant influence on pupils’ academic performance in public
primary schools. The study recommends that parents should provide their
children with the required learning materials at home such as basic needs to
create a conducive home environment that will improve their academic
performance.

PARAPHRASED

According to Kaptich, P., Munyua, J. K., & Kiplangat, H. K. (2019). This study
investigates whether poor academic performance in Kenyan public schools is
linked to a lack of parental support and an unfavorable home learning

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environment. Specifically, it examines the impact of parental involvement on

students' academic success in public primary schools in Ainabkoi Sub-
County, Kenya.
Guided by Joyce Epstein’s framework of six types of parental involvement, the
study employed an ex-post facto research design. The target population
included 2,404 Class 8 pupils and 61 class teachers. A stratified and simple
random sampling method was used to select 331 pupils, while all class
teachers participated through a census approach. Data collection involved
questionnaires and interviews, with instrument validity ensured through a pilot
study and reliability assessed using the test-retest technique.
Descriptive statistics—including percentages, frequencies, and means—were
presented using pie charts and tables. Inferential statistics, specifically the
chi-square test (χ² = 7.325; p = .001), confirmed a positive and significant
relationship between the home environment and pupils' academic
performance. The study concluded that home environment plays a crucial role
in student achievement.
Based on these findings, the study recommends that parents provide
essential learning materials and create a conducive home environment to
support their children's academic success.

RESEARCH TITLE: Parents’ and teachers’ academic influences,

behavioral engagement, and first- and fifth-grade achievement.

CITATION

Bryce, C. I., Bradley, R. H., Abry, T., Swanson, J., & Thompson, M. S. (2019).
Parents’ and teachers’ academic influences, behavioral engagement, and
first- and fifth-grade achievement. School Psychology, 34(5), 492–502.

LIFTED TEXT

Parents and teachers—primary socializers across elementary grades—offer

potentially differential support mechanisms for children’s healthy functioning
across developmental periods. Utilizing child, parent, teacher, and
observational data from the National Institute of Child Health and Human
Department Study of Early Child Care and Youth Development (n = 1,031),
we employed a longitudinal path model to examine indirect associations
between parents’ and teachers’ academic influences (i.e., direct parental
involvement, the student–teacher relationship, instructional support) and
achievement (reading and math) through behavioral engagement at 1st and
5th grades. Results indicated indirect associations linking direct parental
involvement (positively, 1st grade only), student–teacher conflict (negatively,
both grades), and instructional support (positively, both grades) to
achievement via behavioral engagement, after accounting for the co-
occurrence of parents’ and teachers’ academic influences and other child
characteristics. School psychologists may opt for interventions focusing on
parents’ and teachers’ academic influence to indirectly effect achievement by
promoting elementary school behavioral engagement. (PsycInfo Database
Record (c) 2020 APA, all rights reserved)

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PARAPHRASED

This study explores how parents and teachers—key socializers during

elementary school—provide different forms of support that influence children's
academic success. Using data from the National Institute of Child Health and
Human Development Study of Early Child Care and Youth Development (n =
1,031), a longitudinal path model was employed to assess how parental
involvement, student–teacher relationships, and instructional support
indirectly affect reading and math achievement through behavioral
engagement in 1st and 5th grades.
Findings revealed that direct parental involvement positively influenced
achievement in 1st grade but not in 5th grade. Student–teacher conflict had a
negative impact on achievement in both grades, while instructional support
positively influenced achievement across both grades. These relationships
remained significant even after accounting for other child characteristics and
the combined effects of parental and teacher influences.
The study suggests that school psychologists could design interventions that
enhance both parental involvement and instructional support while reducing
student–teacher conflict to foster behavioral engagement, ultimately improving
academic performance in elementary school students.

RESEARCH TITLE: PARENT INVOLVEMENT AND STUDENT

ACHIEVEMENT IN THE GULF COOPERATION COUNCIL COUNTRIES: A
COMPARISON USING PIRLS 2016 DATA

CITATION

AlHashmi, S. (2019). Parent involvement and student achievement in the Gulf

Cooperation Council countries: A Comparison using PIRLS 2016 Data. The
Pennsylvania State University.

LIFTED TEXT

This research builds on the literature about the influence of parental

involvement on student achievement by looking at this relationship in the Gulf
Cooperation Council countries. The purpose of the study is three-fold. First,
the study sought to determine whether parents’ education and occupation
influence the level of parent involvement in children’s schooling indicated
through: early literacy activities, the expectation of educational attainment,
help with homework, and time spent reading outside of school. Second, the
study examines whether these indicators are significant predictors of student
achievement. Third, the study looks at the moderation effect of school
composition on the relationship between some of the parent involvement
variables and reading achievement. Data were obtained from the Program of
International Reading Literacy Study (2016), specifically the responses from
parent and student questionnaires. Analysis employing the method of ordinary
least regression confirms that there is a significant, positive relationship
between parent education and occupation and parent involvement indicators
in addition to a significant positive relationship between the later and student

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achievement with the single exception of help with homework, which had a
negative relationship with parent education and occupation and with student
achievement. Implications of the findings emphasize the importance of
education policies that promote parental-school partnership with consideration
of the family socioeconomic background.

PARAPHRASED

This study expands on existing research regarding the impact of parental

involvement on student achievement, focusing on Gulf Cooperation Council
(GCC) countries. The research aimed to address three key objectives: (1)
examining whether parents' education and occupation influence their level of
involvement in children's schooling—measured through early literacy
activities, educational expectations, homework assistance, and time spent
reading outside of school; (2) assessing whether these parental involvement
indicators significantly predict student achievement; and (3) investigating the
moderating effect of school composition on the relationship between specific
parental involvement variables and reading achievement.
Data were sourced from the Program of International Reading Literacy Study
(2016), utilizing responses from parent and student questionnaires. An
ordinary least squares regression analysis revealed a significant positive
relationship between parental education and occupation and most parental
involvement indicators. These indicators, in turn, were generally linked to
higher student achievement, with one exception: parental help with
homework, which was negatively associated with both parental education and
student achievement.
The findings highlight the need for education policies that foster strong parent-
school partnerships while considering socioeconomic factors. This research
underscores the importance of targeted parental engagement strategies that
enhance student success.

RESEARCH TITLE: Perceptions of Home-Based P ceptions of Home-

Based Parental Inv ental Involvement and Middle ement and Middle
School Students' Science Outcomes

CITATION

Anthony, S. (2020). Perceptions of home-based parental involvement and

middle school students’ science outcomes (Doctoral dissertation, Walden
University).

LIFTED TEXT

A low-income, urban school district has consistently failed to achieve the

state’s target science performance index for several years at the middle
school level. Studies have suggested that parental involvement affects
student achievement. Middle school administrators and science teachers lack
an understanding of home-based parental involvement behaviors regarding
students’ science outcomes. There is a need for increased home-based
parental involvement to enhance science outcomes among middle school

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students. The purpose of this basic qualitative study was to fill the gap in
practice by exploring administrators’ and science teachers’ perceptions of
home-based parental involvement behaviors regarding middle school
students’ science outcomes. The conceptual framework for this study was
based on the Level 2 learning mechanisms of home-based parental
involvement behaviors as developed by Hoover-Dempsey and Sandler.
Research questions focused on administrators’ and science teachers’
perceptions of home-based parental involvement behaviors regarding middle
school students’ science outcomes. Qualitative data were collected through
one-to-one semistructured interviews of 8 administrators and 8 science
teachers from the middle schools. Data were analyzed through in vivo coding,
open coding, and axial coding, from which themes emerged. The findings
revealed that participants recognized and identified a need for improved home
and school collaboration, programs to enhance home-based parental
involvement in science education, and quality interactions between parent and
student. Themes suggested how administrators and teachers can support
parents in influencing students’ overall academic outcomes, thereby providing
information to address the social problem of low science performance in
urban low-income, middle schools.

PARAPHRASED

This qualitative study examines the role of home-based parental

involvement in science achievement among middle school students in a
low-income, urban school district that has consistently failed to meet the
state’s science performance index. While research suggests that parental
involvement influences student success, middle school administrators and
science teachers lack a clear understanding of how home-based
engagement affects science outcomes.
Guided by Hoover-Dempsey and Sandler’s Level 2 learning mechanisms
framework, this study explores the perceptions of 8 administrators and 8
science teachers through semi-structured interviews. Thematic analysis
using in vivo, open, and axial coding revealed key findings:
 The need for stronger collaboration between home and school.
 The importance of programs to enhance parental involvement in science
education.
 The role of quality parent-student interactions in fostering science
learning.
These insights highlight ways administrators and teachers can better support
parental engagement, ultimately aiming to improve science performance
and address academic disparities in low-income, urban middle schools.

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