The Impact of Parental Involvement on Academic Performance of Children - Research Paper Example

? How Does Parental Engagement Influence A Child's Academic Achievement? How Does Parental Engagement Influence A Child's Academic Achievement? Parents play a crucial role in the academic development of their children. This is because after birth, parents spend the most time with their children. During this time, the child learns from the parent who become main educators of their children before they reach school going age. Before children attend school, their parents need to understand that good home parenting positively influences the development and growth of a child. According to Goodall, Vorhaus and Carpentieri (2011), parents are responsible of participating in early childhood education. Even after a child begins attending school, it is vital to note that, they spend only 15 percent of their time in school. Though the school and its environment are vital factors in the academic development of children, different studies support the idea that parents have a crucial role in influencing academic achievement (Emerson, Fear, Josh, Stacey & Sanders 2012) The North Carolina State University (2010) found that parental involvement entails activities such as attending school meetings, checking on the progress and completion of homework, attending school events and discussing academic activities with their children at home (Goodall et al, 2011). Sciarra (2004) suggests that parents should create opportunities and appropriate environments for the academic achievement of their children (Sciarra 49). Parents need to remove disruptions such as noise, excessive films and television and the invitation of friends during home studying hours. The home and learning environment need to be favorable for the learning of the child. The learning environment coupled with parental involvement boost the learning process of children. The participation of parents in these activities powerfully influences the academic performance of a child (Emerson, Fear & Sanders et al, 2012) Early studies on the impact of parental engagement in the academic achievement of a child gave conflicting results. For instance, some studies concluded that parental engagement did not have any effects on the academic achievements of a child (Bussey, 2008). Other researchers found that parental involvement had positive effects on the academic outcome of a child, while some researchers found that parental involvement had negative effects to the educational outcomes of a child (Sciarra 72). Studies that found negative impacts of parental engagement implied that parental engagement diminished the academic achievement of a child. These inconsistencies can be explained on different grounds. It is vital to note that different researchers have different definitions of the term parental engagement. Some of the researchers considered parental engagement as good parenting while other researchers considered parental engagement as the formation of favorable relationships between parents and teachers (Desforges and Abouchaar, 2003). Early studies showed positive links between parental engagement in the academic activities of their children and their children’s academic progress. Taken collectively, it is possible to establish that parental involvement through the creation of interests in the academic affairs of a child has positive effects on the child’s academic achievement and behavior. A different study published by the Review of Economics and Statistics found that parent efforts in activities such as meeting with teachers and reading stories aloud to their children immensely impact on the educational achievement of children (Hiatt-Michael, 2005). This means that parental involvement has a bigger impact on academic achievement than the effort expended by teachers (Desforges and Abouchaar, 2003). The study also stated that schools would have to increase their budget by $1,000 in case parents take a backseat in the academic activities of their children. This means that the impact of parent involvement in the academic activities of their children has a direct impact on the budget of schools. Over the past five years, educational and social researchers have sought to establish and quantify the influence of parental engagement on the academic outcomes of school going children (Emerson, Fear & Sanders et al 2012). Educators support the notion that parental involvement offers the primary vehicle for elevating the academic achievements of children. Parental engagement is a crucial factor in the academic achievement of children in urban areas. Social studies into this phenomenon imply that parental engagement in urban areas is vital because of the unique sociological pressures in the urban areas and the high family dissolution rates (Urdan and Frank 2004). The influence of parental involvement in the academic achievement of a child raises several questions. The first question is, “can parental involvement improve the educational outcome of children”? The second question is, “to what degree is parental engagement associated with high levels of academic achievement of students”? The third question is, “do school-based programs that require parental involvement support the academic achievement of children”? (Desforges and Abouchaar, 2003). In order to answer these questions, it is vital to understand the aim of the study. The study seeks to show how parental engagement can influence the academic achievement of their child. Parents contribute to the academic achievement of their children by enhancing their performance in school. Parents who teach their children songs and participate in activities such as drawing and playing play a crucial role in the practical and cognitive development of their children (Desforges and Abouchaar, 2003). In most cases, these parents support their children to sign-up to the library and engage in academic discussions with their friends. Through these activities, parents are also improving the social perceptions and development of their children, which also influences their academic achievement. The participation of parents in these activities enables them to understand their children’s preferred co-curricular activities, in addition to the facilitation of the understanding of their talents (Laverick and Mary, 2011). Parents are also able to know the friends of their children through their participation in academic activities. Parental influence on academic outcomes and cognitive development of their children has been studied and explored by different researchers. Sylva et al (1999) and Melhuish et al (2001) conducted a longitudinal study titled the Effective Provision of Pre-School Education Project, EPPE. The study focused on the assessment of the academic and cognitive development and attainment of children aged 3-7 years. The researchers recruited 3,000 children and conducted the study in 100 centers (Desforges and Abouchaar, 2003). The researchers used different methods to explore how parents influence a child’s provisions on adjustment and attainment. This study led to the establishment of an important aspect of how parents influence the academic achievement of their children. In this case, parents influenced the academic achievement of their children through their interactions with school personnel. The main point of interest is the impact of parental involvement through the creation of favorable relationships between educators and parents. The abilities of parents and educators to share their educational aims and outline good learning progress translate to improved academic achievements for their children. Parents greatly influence the academic achievements of their children through the creation of ideal home learning environments. Home learning environments refer to a range of learning related provisions that are found in a home. Parents usually control these provisions. Home learning environments include library visits, reading at home, drawing, teaching through play, playing with numbers and home tuition. Melhuish et al (2001) found that supportive home learning environments were associated with increased levels of conformity and cooperation, in addition to improved levels of confidence and sociability (DEEWR, 2011). Home learning environments also played a crucial role in lowering anti-social behaviors and improving cognitive developments. According to Melhuish et al (2001), the effects of home learning environment are stronger than the effect of the socio-economic status of a family, or parent’s educational qualification (Desforges and Abouchaar, 2003). Despite the fact that they live in material unpromising circumstances, some students have shown that they can succeed in school. The abilities of these students to succeed in school are determined by two vital factors that are vulnerability and resilience. Parental engagement in the academic affairs of their children is implicated concerning these two factors. It is possible to identify factors that protect children from vulnerability or factors that promote resilience. Protective factors include the presence of an educated mother, parental involvement in schooling and the presence of a helpful father. The content of conversations between parents and their children also influences the academic achievement of children. The University of Chicago notes that parents who talk about numbers and counting while at home influence their children to focus on these learning aspects (Desforges and Abouchaar, 2003). These children grow with extensive mathematical knowledge because they were introduced to counting and numbers during an early age. The University also found that the amount of conversations involving spatial properties predicts a child’s abilities to solve problems (Hertz-Lazarowitz & Horovitz, 2002). Though the conversations at home may change as the child grows, the effects of the verbal exchanges will manifest in the academic achievements of the child. According to Harvard University researcher Nancy Hill, parents influence the academic socialization of their children (Michigan Department of Education, 2001). They play an immense role in making connections between future goals and current behaviors, in addition to setting expectations. Engaging in these conversations sets the tone for the academic achievement of these children. Collaboration between students and parents leads to better academic outcomes. According to Sciarra (2004), children account for 50 percent of their academic achievement while parents account for 20 percent of their academic outcome. Teachers account for 30 percent of the educational outcomes of a child (Deslandes, 2001). Therefore, collaboration between students and parents helps in improving the academic achievement of the child because of the combination of efforts. This also helps the teacher by reducing the workload (Berthelsen and Walker 2008). It is vital to note that the socio-economic background of a child does not affect the academic outcomes of a child. Parents’ involvement is important as children, teachers and parents seek to improve academic achievements. Sciarra (2004) also suggests that parents with background problems such as drug abuse, mental disorders and sickness affect the academic outcome of their children. These factors disrupt the participation of the child in education. Additionally, their parents do not take a central role in creating a favorable environment (DEEWR, 2008). Children from these families are exposed to antisocial behaviors and dangerous activities such as peddling drugs or abusing drugs. A set of studies, Ma (2001), Fan (2001), and Carr and Hussey (1999), showed that parental aspirations were great factors that influenced the academic achievements of students. These studies validate the significance of parental values and aspirations in influencing academic achievement. Fan (2001) established the influence of parental aspirations on the academic achievement of U.S children. Ma (2001) showed that parental expectations on academic achievement influenced their children’s mathematical abilities. Carr and Hussey (1999) also showed that parents were vital and influential social agents on a child’s task orientation, physical competence and intrinsic motivation. This study showed that mother’s beliefs to help their child improve their learning and academic achievement influenced a child’s self-belief. It is vital to consider the effects of parental involvement in the academic achievement of children in school and at home (Ferlazzo, 2011). Parental involvement in school benefits the child of the parent. The benefit flows from the parent’s involvement that focuses on the challenges that their child is experiencing in school. In most cases, parents contact teachers and school with an aim of ensuring that teachers focus on their child. Conclusion Education and social researchers have sought to establish and enumerate the influence of parental engagement on the academic outcomes of school going children. Educators support the notion that parental involvement offers the primary vehicle for elevating the academic achievements of children. Parental engagement in urban areas is vital because of the unique sociological pressures in the urban areas and the high family dissolution rates. Parents crucially influence the academic development of their children. After birth, parents spend the most time with their children. The child learns from the parent during this period. Therefore, parents are the main educators of their children before they reach school going age. Parents have a responsibility of participating in early childhood education. Even after a child begins attending school, it is vital to note that they spend only 15 percent of their time in school. Though the school and its environment are vital factors in the academic development of children, different studies support the idea that parents have a crucial role in influencing academic achievement. Parental involvement involves activities such as attending school meetings, checking on the progress and completion of homework, attending school events and discussing academic activities with their children at home. Parent engagement also involves parenting, which means that the parent provides health, housing and safety to the child. Parents also volunteer and communicate with their children. These activities are aimed at facilitating parent-child interactions. Parents should create opportunities and appropriate environments for the academic achievement of their children (Teese & Lamb, 2009). Parents need to remove learning barriers and disruptions such as noise. The home and learning environment need to be favorable for the learning of the child. The learning environment coupled with parental involvement boost the learning process of children. The participation of parents in these activities powerfully influences the academic performance of a child. Different studies have shown that parental aspirations and values are great factors that influenced the academic achievements of students. These studies validate the significance of parental values and aspirations in influencing academic achievement. Fan (2001) established the influence of parental aspirations on the academic achievement of U.S children. Ma (2001) showed that parental expectations on academic achievement influenced their children’s mathematical abilities. Carr and Hussey (1999) also showed that parents were vital and influential social agents on a child’s task orientation, physical competence and intrinsic motivation. References Berthelsen, D. and Walker, S. (2008). Parent Involvement in Their Children’s Education. Family Matters,79. 34-41. Bussey, C. (2008). Parental Involvement and School Success: Views of English-Speaking and Spanish-Speaking Mothers. Department of Education, Employment and Workplace Relations (DEEWR). (2011). Telling their stories: School case studies in parental engagement. Retrieved from http://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment%203_Telling%20their%20Stories%20-%20Case%20Studies%20Full%20Version_FINAL.pdf Department of Education, Employment and Workplace Relations (DEEWR). (2008). Strengthening family and community engagement in student learning resource. Retrieved April 20, 2013, from http://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment%205_Strengthening%20family%20and%20community%20engagement%20in%20student%20learning%20resource.pdf Desforges, C. & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. Department for Education and Skills. Deslandes, R. (2001). A Vision of Home-School Partnerships: Three Complementary Conceptual Frameworks. A Bridge to the Future-Collaboration between School, Parents and Communities. Emerson, L. Fear, J. Fox, Stacey & Sanders, Emer (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth for the Family-School and Community Partnership Bureau. Ferlazzo, L. (2011). Involvement or Engagement? Educational Leadership. 2011 Vol. 68, (8). 10-14. Goodall, J., Vorhaus, J., Carpentieri, J., Brooks, G., Akerman, R., & Harris, A. (2011, September). Review of best practice in parental engagement .Department for Education, Retrieved from http://www.niace.org.uk/sites/default/files/documents/projects/Family/External_research/DEPARTMENT-FOR-EDUCATION-Good-Practice-in-Parental-Engagement.pdf. Hertz-Lazarowitz, R. & Horovitz, H. (2002). The Impact of School Family Partnership (SFP) On Parents’ Attitudes and Children Reading And Writing In First Grade. Paper Presented At The Eleventh International Roundtable On School, Family, And Community Partnership. New Orleans, LA. Hiatt-Michael, D. (2005). Promising Practices For Family Involvement In Schooling Across The Continents. Greenwich, Conn: Information Age, 2005. Print. Laverick, D. & Mary R. J. (2011). Transitions to Early Care and Education: International Perspectives On Making Schools Ready For Young Children. Dordrecht: Springer, Internet Resource. Michigan Department of Education. (2001). What research says about parent involvement in children's education: In relation to academic achievement .Retrieved from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf Teese, R., & Lamb, S. (2009). Low achievement and social background: patterns, processes Sciarra, Daniel T. School Counseling: Foundations and Contemporary Issues. Belmont, CA: Thomson/Brooks/Cole. Urdan, T. and Frank, P. (2004). Educating Adolescents: Challenges and Strategies. Greenwich, Conn: Information Age Pub Read More