The performance of children in their academics relies on several issues but researchers argue that parental involvement is a major element that determines children’s academic performance. Some may argue that the academic performance of the children is solely based on the ability of children to grasp whatever their teachers teaches them whereas others claim that the school curriculum is the key determinant whether the students will succeed in their studies. The arguments may seem strong and warranted, but it is clear that although such factors are key determinants, parental participation in the children’s education is just as important if not more important (Ghazi, et, al., 2010).
Parents’ participation is not limited to discipline only but the relationship between the teachers, parents, and the children, which makes school life worthwhile for the students (Regner, Loose, & Dumas, 2009). The subject of parental participation or involvement in children’s education has dominated the education sector with multiple claims that the current graduates are less skilled compared to previous graduates due to the decreased parental involvement with the children’s education (El Nokali, Bachman, & Votruba-Drzal, 2010, Hornby, & Witte, 2010). These arguments have increased the need for parents to get more involved with their children’s academics but the current economic constraints have limited their involvement due to the lack of time, the changing curriculum that parents have limited knowledge ( Topor, Keane, Shelton, & Calkins, 2010) . Multiple studies concur on the benefits of parental involvement with their children’s education hence the consensus of this research paper to focus on the barriers inhibiting parental participation and determining the most suitable way to eradicate the challenges (Hill, & Tyson, 2009). The study focuses on determining the extent of parent participation in education, the stages the participation is most important in the children’s school life, and ways of overcoming the barriers of parental involvement in education.
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The paper intends to uses qualitative data analysis from past studies addressing the topic. The literature review will aid in formulating the basis of the study whereby it will be possible to determine the extent of the problem involved with both parental involvement and failure of involvement. The wide range of researches will be beneficial in determining the cognitive effects of involving parents in their children’s school life and help settle the debate on the significance of the parents’ involvement in education.
The research main objective is to answer three questions surrounding the topic.
At, which point in school life of a child, most dependent on the parent’s participation?
Why do some parents want more involvement whereas some are unwilling to participate in their children’s academic apart from paying for the education?
What are the barriers inhibiting parental participation in education and what is the best strategy to eliminate the challenges?
By answering the above questions, the paper will be able to tackle all the major factors and elements involving the topic. Studies addressing the issues in various levels and education and acknowledges that pre-school and middle school are the levels where parental involvement is most important ( Trung, & Ducreux, 2013, Cripps, & Zyromski, 2009, Park, & Holloway, 2013 ) . The studies argue that during the early childhood education, the child is reliant on the teacher and the parent as the main source of education thus the need for much participation from the parents (Fantuzzo, Tighe, McWayne, Davis, & Childs, 2003). These arguments leads to complications on whether the parent should limit their participation in education once their children are past these stages (Chen, & Gregory, 2009). The economic constraints in the current global economy calls for parents to spend most of their time working but to what extent should the parents sacrifice their time to aid their children’s academics (Hill, & Craft, 2003). These questions will ensure that the paper determines the most suitable way of determining such issues without negatively affecting the parents’ income, as it is needed to pay the school fees.
Lastly, the paper is significance in shaping the quality of graduates in the future and making them worthy of the senior positions in different companies. Education being a continuous process is dependent on ability to equip the students with the required skills at all levels of their learning process and ensure that their talents are enhanced to ensure success and improved living standards. The solutions provided by the paper will be beneficial to schools intending to increase parental participation in future and future researchers can use the paper to improve on the study on the topic.
References
Chen, W., & Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. Journal of Educational Research, 103, 53–62.
Cripps, K., & Zyromski, B. (2009). Adolescents' psychological well-being and perceived parental involvement: Implications for parental involvement in middle schools. Research in Middle Level Education, 33 (4), 1-13.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School. Child Development , 81 (3), 988–1005. http://doi.org/10.1111/j.1467-8624.2010.01447.x
Fantuzzo, J., Tighe, E., McWayne, C., Davis, G., & Childs, S. (2003). Peer-Reviewed Papers: Parent Involvement in Early Childhood Education and Children's Peer-Play Competencies: An Examination of Multivariate Relationships. NHSA Dialog: A Research-To-Practice Journal For The Early Intervention Field , 6 (1), 3-21. http://dx.doi.org/10.1207/s19309325nhsa0601_2
Ghazi, S., Ali, R., Shahzad, S., Khan, M., & Hukammad, M. (2010). Parental involvement in children academic motivation. Asian Social Science, 6 (4), 93-99
Hill, N. B., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement . Developmental Psychology, 45, 740–763.
Hill, N. E., & Craft, S. A., (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 96, 74–83.
Hornby, G., & Witte, C. (2010). A survey of parental involvement in middle schools in New Zealand. PastoralCare in Education, 28 (1), 59–69.
Park, S., & Holloway, D. S. (2013). No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Socio demographically Diverse Population. The Journal of Educational Research.
Regner, I., Loose, F., & Dumas, F. (2009). Student’s perception of parental and teacher academic involvement: Consequences on achievement goals. European Journal of Psychology of Education, 24 (2), 263-277.
Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community , 38 (3), 183–197 . http://doi.org/10.1080/10852352.2010.486297
Trung Lam, B., & Ducreux, E. (2013). Parental Influence and Academic Achievement among Middle School Students: Parent Perspective, Journal of Human Behavior in the Social Environment, 23 (5), 579-590.
