PROJECT WORK Effect of parental involvement on the academic performance of students at secondary level: A case study of Government Secondary School Lingi Payong South Sikkim Post-Graduate Diploma in Educational Planning & Administration PGDEPA (2020-2021) FACULTY ADVISOR INVESTIGATOR Dr. N K Mohanty Mr. Suraj Kumar Sharma Assistant Professor Headmaster NIEPA Government Secondary School New Delhi – 110016 Lingi Payong South Sikkim Sikkim 737134 DEPARTMENT OF TRAINING AND CAPACITY BUILDING IN EDUCATION NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION (NIEPA) (Deemed to be University) 17-B, SRI AUROBINDO MARG, NEW DELHI-110016
DECLARATION I hereby declare that the research project work done on the topic “Effect of parental involvement on the academic performance of students at secondary level: A case study of Government Secondary School Lingi Payong South Sikkim” is an original piece of research work done by me. I further declare that the material contained in this dissertation is end result of my own work and that I have specified by means of references, from where the information has been taken. Due acknowledgement has been given in the bibliography and references to all sources, be they printed, electronic or personal. To the best of my knowledge, my study is not substantially the same as those which may have already been submitted for the degree of any other university or abroad. (Suraj Kumar Sharma) PGDEPA Participant 2020-2021 i
CERTIFICATE This is to certify that the research project work on the topic “Effect of parental involvement on the academic performance of students at secondary level: A case study of Government Secondary School Lingi Payong South Sikkim” which is being submitted by Suraj Kumar Sharma, in the requirement for the certificate of Post-Graduate Diploma in Educational Planning and Administration (PGDEPA), is as per my knowledge, a bonafide record of research work carried out by him/her under my guidance and supervision. (Dr. N K Mohanty) Assistant Professor Department of Educational Planning NIEPA, New Delhi Dated: Place: NIEPA, New Delhi ii
DEDICATION I dedicate this piece of work to my father, who all of a sudden left this world when I was attending the three months contact class through Google meet. He was immensely proud that I was doing some course from a national level institute. No one else would have been happier than him had he been able to see the completion of my course. He was a simple man who uses to be take pride in every action of his children. He along with my mother and sisters was an unwavering supporter through the seemingly endless journey of my academic career. I am sorry that Baba did not get to see me completing my course. So, it is with honour, pride and affection that I dedicate this project work to my father Ganga Ram Sharma (1946-2020) iii
ACKNOWLEDGEMENTS At the outset, I would like to thank my guide Dr. N K Mohanty for his countless hours of reflecting, reading, encouraging, and most of all patience throughout the entire process. This work would not have been completed had there been no blessings from my father who all of a sudden left us for his heavenly abode. My mother Mrs. Jashoda Sharma had always been a source of inspiration to all of us for she being the toughest, strongest and the best mother of all. This acknowledgement will remain incomplete if I fail to mention the names of my eldest sister Ms. Chanda Sharma who had been with me though all my good and bad days. My special thanks to two of my sweetest sisters Ms. Ashma Sharma (Assistant Lecturer, Sikkim Manipal College of Nursing, Sikkim Manipal University) and Ms. Apsara Sharma (Junior Engineer, Rural Development Department, Government of Sikkim) who spared their time to help me organise the contents of the research works do the necessary data analysis. Special mention to my dearest sister Ms. Tara Sharma who had been there to guide her younger siblings to help me during my project works. My special mention to my dear sister Ms. Kiran Sharma and brother-in-law Mr. Sonam Chewang Bhutia who had been a support for me all throughout my toughest times. I would like to offer my sincere thanks to Dr. Bhoj Acharya (Associate Professor & HoD, Department of Zoology, Sikkim University) for guiding me to compile and analyse the data. No words can express my gratitude to the parents and the students of Government Secondary School Lingi Payong South Sikkim who had readily made themselves available to undertake the survey despite having their own pre engagements. I would like to acknowledge and thank my staff at Government Secondary School Lingi Payong who had been patient enough to bear with me during my research works. Last but not the least, I would like to express my thanks to everyone who provided valuable suggestions and insights in building up this document. iv
Abstract Parenting is the most important invention of mankind in every new realm that aims at human good. During the last few decades parental involvement has grown a vast consideration of practitioners and researchers due to its positive association with students’ educational achievement. The involvement of parents in schools gives them opportunity to monitor and observe school activities and cooperate with teachers to stimulate and inspire students’ behavior to complete homework assignments The present study aims to study the relation between the parental involvement and its effect on the academic performance of their children. The study also tries to measure the effect of the parental involvement in the academic activities of the students that would help to improve their academic performance at secondary level. The title of the present study is “Effect of parental involvement on academic performance of the students at Secondary level: A case study of Government Secondary School, Lingi Payong South Sikkim”. The study aimed to study the correlation between parental involvement and academic performance of their children at secondary level. It also seeks to study whether the parental involvement affected the academic performance of the students at secondary level. The study is limited to the parents and the students of Class X Government Secondary School Lingi Payong of South District of Sikkim from 2018 to 2020. The study is also delimited to the performance of the students in the board exam conducted by Central Board of Secondary Education (CBSE) in Class X. The study was empirical in nature and based on both primary and secondary data. Hence, there were two sets of instruments to collect qualitative and quantitative data. The primary data and information has been collected from the children and their parents by administering a structured schedule (Household/Parent Questionnaire) which contained the details about the household and parents of the passed out children (Class X). The secondary data has been collected from the sample school selected for the study by using a structured schedule. All the 40 children who have passed out from the school in the last years have been taken for study. However, due to time constraints, 50 per cent of the parents (20 Nos) of the sample children were selected for the study based on random v
sampling. Data collected from the field and from secondary sources were subjected to multivariate analysis on the basis of the data analysis plan. Mostly the analysis of the data had been done using descriptive as well as parametric statistics. Quantitative data had been analyzed using EXCEL and SPSS Software. Qualitative data had been subjected to content analysis. Overall, study findings showed that the parents of the majority of the respondents were involved in their academic activities. Correspondingly almost the same proportionate of the respondents showed better academic achievements. The study showed a positive relationship between the parental involvement in the academic activities of the students at their home and their academic performance in the board exams. The study found a significant positive relationship (r = 0.5) between the parental involvement in the academic activities of the children in the school and their academic performance thereafter. The study found that the students are equally aware of the involvement of their parents (r = 0.5) in their academic activities and they are motivated by their involvement to show better academic performance. The study found that there are few students who stay with their guardian other than their biological parents have comparatively poor academic performance than those who are staying with their parents. There is a slight difference in the attitude of few parents towards academic activities of their children at home. It was found that there was a positive relationship between the educational qualification of the parents and their involvement in the academic activities of their children at home and school. On the other hand, most of the parents whose educational qualification is below secondary level cannot fully devote themselves in the academic activities of their children. It was found out that those parents with higher/better occupations (government and private) have more involvement in the academic activities of their children than those who are engaged in other occupations. This result supports the findings of the earlier studies that the income of the parents plays a strong determinant of children education and so, fathers who are in salaried employment are more aware of the importance of education and hence to invest more in their children’s education. vi
CONTENTS PAGE i Declaration ii Certificate iii Dedication iv Acknowledgements Abstract v-vi Contents vii-ix List of figures List of tables x xi-xii CHAPTER 1: INTRODUCTION 1.1.Context 1-14 1.2.Rationale of the study 1-3 1.3.Background of the study area 3-4 4-7 1.3.1 Village Profile 4-5 1.3.2 Demographic Profile 5-6 1.3.3 Wardwise Household Details 6-7 1.3.4 Population 7 1.4 Profile of Sample School 7-13 1.4.1 School Management 9 1.4.2 Human Resource 9 1.4.2.1 Staff Position 9 1.4.2.2 Students Enrolment 12 1.5 Statement of the problem 13 1.6 Research Questions 13 1.7 Objectives of the study 14 1.8 Operational Definition of the terms 14 1.9 Delimitation of the study 14 vii
CHAPTER 2: REVIEW OF THE RELATED LITERATURE 15-22 23-25 CHAPTER 3: METHODOLOGY 23-25 3.1 Sample Design 23-24 3.2 Tools and Instruments of Data Collection 3.3 Data Analysis and Interpretation 24 25 CHAPTER 4: ANALYSIS AND INTERPRETATION OF DATA 26-39 4.1 Types of respondents 26 4.2 Age of respondents 27 4.2.1 Age of respondents (Parents) 27-28 4.2.2 Age of respondents (Students) 4.3 Gender of respondents 29 4.3.1 Gender of respondents (Parents) 29-30 4.3.2 Gender of Respondents (Students) 4.4 Marital Status of Respondents 30 4.5 Educational Qualification of the Respondents (Parents) 31 4.6 Employment Status of the Respondents 32 4.7 Average Income of the Respondents (Parents) 32-33 4.8 Data Analysis and Interpretation 4.8.1 Mean and Standard Deviation (Parent Response) 34 4.8.2 Mean and Standard Deviation (Part Wise) 34-35 4.8.3 Mean and Standard Deviation (Student Response) 4.8.4 Mean and Standard Deviation (Part Wise) 35 4.8.5 Coefficient of Correlation: Parental Involvement and Academic 35-36 Performance (Parent Response) 36 4.8.6 Coefficient of Correlation: Parental Involvement and Academic 37 Performance (Part Wise) 4.8.7 Coefficient of Correlation: Parental Involvement and Academic 38 Performance (Students Response) viii
4.8.8 Coefficient of Correlation: Parental involvement and Academic 38-39 Performance (Part Wise) CHAPTER 5: FINDINGS, CONCLUSIONS, SUGGESTIONS AND 40-42 RECOMMENDATIONS 40-41 5.1 Major Findings 41-42 5.2 Conclusions, Suggestions and Recommendations REFERENCES 43-45 ANNEXURES 47-64 Parent Questionnaire Part I 47 Parent Questionnaire Part II Parent Questionnaire Part III 48-49 Parent Questionnaire Part IV 50-51 Student Questionnaire Part I 52-53 Students Questionnaire Part II Student Questionnaire Part III 54 Students Questionnaire Part IV 55-56 List of participating students I 57-58 List of participating students II 59-60 List of participating students III List of participating parents 61 62 63 64 ix
Fig No LIST OF FIGURES Page No 1.1 4 1.2 Title of the figure 8 1.3 Catchment area of school 10 1.4 Front view of school 12 1.5 Management of school 13 4.1 Staff position for last three years (2018-2020) 25 4.2 Students Enrolment 27 4.3 Composition of respondents 28 4.4 Age of respondents (parents) 29 4.5 Age of respondents (Students) 30 4.6 Sex composition of respondents (parents) 30 4.7 Sex composition of respondents (students) 31 4.8 Marital status of respondents 32 4.9 Educational qualification of respondents (parents) 33 Employment status of respondents (parents) Average annual income of the respondents (parents) x
LIST OF TABLES Table No Title of the table Page No 1.1 Demographic profile Lingmoo Payong GPU 6 1.2 Household details of Lingmoo Payong GPU 7 1.3 Category wise population distribution of GPU 7 1.4 Staff position for last three years (2018-2020) 11 1.5 Students Enrolment 12 3.1 Number of students in Class X Board Examination from 23 2017-18 to 2019-2020 24 3.2 Representative numbers of parents of students passing each 26 year 27 4.1 Types of respondents (parents) 28 4.2 Age of respondents (parents) 29 4.3 Age of respondents (students) 29 4.4 Sex composition of respondents (parents) 30 4.5 Sex composition of respondents (students) 31 4.6 Marital status of respondents (parents) 32 4.7 Educational qualification of respondents (parents) 33 4.8 Employment status of respondents 34 4.9 Average annual income of the respondents 4.10 Mean and Standard Deviation Values for overall parental 35 involvement in academic activities of children 35 4.11 Mean and standard deviation values for parental involvement (partwise) of parents in academic activities 4.12 Mean and standard deviation values for overall parental involvement in academic activities of children (students response) xi
4.13 Mean and standard deviation value for overall parental 36 involvement (partwise) in academic activities of their children (students response) 36 37 4.14 Coefficient of correlation between parental involvement 38 and academic performance of secondary school students 39 4.15 Coefficient of correlation between parental involvement (partwise) and academic performance of students 4.16 Coefficient of correlation between parental involvement and academic performance of students at secondary level (students response) 4.17 Coefficient of correlation between parental involvement (partwise) and academic performance (students response) xii
CHAPTER 1 INTRODUCTION 1.1 Context Education takes place within a world context of interactions and between several social groups, such as family, community, nation, culture and the education system. Parents and society are a part of the education system as are the children, teachers and staff. The role of parents in relation to children’s education is accepted commonly. Parenting is the most important invention of mankind in every new realm that aims at human good. It is more important than his invention of tools, machines, spacecraft, medicine, weapons and even of language, because language is the product of his education.During the last few decades parental involvement has grown a vast consideration of practitioners and researchers due to its positive association with students’ educational achievement (Grayson, 2013; Heitin, 2012). According to Darmody and Smyth (2010), better parent-teacher relationship increases self-perception and satisfaction among teachers. The involvement of parents in schools gives them opportunity to monitor and observe school activities and cooperate with teachers to stimulate and inspire students’ behavior to complete homework assignments (Isaiah, 2013). Parents are responsible for the better future of their children. With the passage of time child learns listening, speaking, reading, and writing (Oludipe, 2009). The involvement of parents has impact on child’s development and growth (Sheldon, 2003). Parent involvement is defined as “having an awareness of and involvement in schoolwork, understanding of the interaction between parenting skills and student success in schooling, and a commitment to consistent communication with educators about student progress.” Parent-child relationship has been considered as part of parental involvement process and consists of a combination of behaviours, feelings and expectations that are unique to a particular parent and particular child (Kamalpreet Kaur Toor, 2018). Parents' role is quintessential in bringing up the children apart from the 1
classroom instruction given by the teachers. Physically, mentally and academically the age group of 14-16 years is of utmost significance in a teenager's life. This is the stage where in the physical and mental growth as well as development take course significant levels which shows profound impacts on an individual either boy/ girl molding the adolescent vigor and vitality towards specific aims must begin and be enhanced to effective levels by various influences viz., parents, teachers, mental and artificial surroundings, friends etc., of all these parents possesses unparalleled and stupendous role in this regard. Parental involvement means different things to different people as it encompasses a broad spectrum of activities ranging from a desire to involve parents in decision-making in the school to that of passing on to them strategies for dealing more effectively with their own children.More specifically, the term includes school tutoring, monitoring effective use of time for study at home, reinforcing behaviours established at school, creating positive home environment, providing material facilities, participating actively in the constructive and welfare activities of the school, participating in decision-making committees, discussing the progress and problems of the children with the teachers, finding out ways and means for managing undesirable and disruptive behaviours, providing guidance for career establishment, taking care of health and nutrition of children, strengthening specific aptitudes and special interests of the children and above all the training of the parents to perform all these activities. The achievement of students, their motivation and well-being in the classroom depends on the involvement of parents to a great extent. Parental involvement can be increased and supported when parents have positive views about their children’s schooling. Parents who are behaviorally involved participate in activities such as attending school functions and volunteering at the school. Parents who are personally involved communicate positively with their children about school matters. As a whole, parents can have a positive effect on children’s learning by being involved in their schooling and impact on student’s achievement in the classroom. Parental involvement includes a wide range of behaviors but generally refers to parents' and family members' use and investment of resources in their children's schooling. These 2
investments can take place in or outside of school, with the intention of improving children's learning. Parental involvement at home can include activities such as discussions about school, helping with homework, and reading with children. Involvement at school may include parents volunteering in the classroom, attending workshops, or attending school plays and sporting events. 1.2 Rationale of the study The involvement of the parents signifies the supporting nature of family in their children’s education. The parental involvement can be negative or positive. The non involvement of parents regarding academic activities and performance of their children can prevent their children from performing well in their studies. Positive involvement of parents in the academic activities of the children can be beneficial to their children in many cases and can be reflected in improvement in class performance, creating interest among children to learn, and higher achievement scores in reading and writing. The growing awareness regarding education makes many families value their children’s education and act favorably towards schooling and education of their children. They become a part of the decision making process of school, and decide their children’s future regarding higher education. The academic achievement of a student is affected by a number of factors. Parental involvement in the activities of their children is one of the vital factors. Parents have a considerable role in promoting the academic achievement of their children. Research indicates that parental involvement is an effective strategy to ensure students success (Barnard, 2004; Desimone, 1999; Hill & Craft, 2003; Hill & Taylor, 2004; Zellman & Waterman, 1998). Parental involvement also has many positive effects other than academics including increased motivation, self-esteem, and self-reliance. Conversely, research affirms that inadequate or no parental involvement contributes to low students achievement (Bower & Griffin, 2011). The present study aims to study the relation between the parental involvement and the academic performance of their children. The study also tries to measure the effect of the 3
parental involvement in the academic activities of the students in improving their academic performance at secondary level. The findings of the study will help to identify the gaps and strengths existing in the role of parents in improving the performance of their children. The study will also help to devise a school to approach to the parents regarding the role that they need to play for better performance of their children. Further, the findings of the study can be also used by the parents to change or improve their strategy for the better academic performance of their child. 1.3 Background of the study area 1.3.1 Village Profile Lingi Payong village falls under 02 Lingmoo Paiyong Gram Panchayat Unit which is situated at north east part of South District and in the lap of Maenam Wildlife Sanctuary. The Gram Panchayat Unit consists of seven wards viz. Chauridara, Darakharka, Tintarbong, Badamtam, Kaw, Pepthang and Upper Lingmoo. All these wards come under the catchment area of Government Secondary School Lingi Payong. Fig 1.1: Map of Lingmoo Payong GPU 4
Towards its north, the village is bordered by Rangla Khola (Khola in local language means rivulet) which differentiates with Lingee Sokpay village. Towards its eastern border flows the mighty river Teesta which separate it from Tumin Samdong in East Sikkim, towards south it shares the border with the Gram Panchayat Unit of Kolthang Tokdey No 03 and towards West the dark temperate forest of Maenam Wildlife sanctuary with the Ramitey Dara at the top. The GPU is well connected by metalled and earthen road and its nearest haat (Market in local language) is Makha Bazaar. The residents of the village comprises of three main ethnic communities of Lepcha, Bhutia and Nepali spreading across in its length and breadth. The main occupation of the people is traditional agriculture with horticulture and livestock. A good number of people engaged in economic activities other than agriculture. Some of them are government servants, government contractors, shopkeepers and home stay service providers. The village lies between 700ft – 1500ft forming the unique subtropical belt in the northern part of South Sikkim. It is characterized by warm summers and pleasant winters. Due to the Bhalaydhunga (a famous cock shaped hilltop) and Dareli ridge (a burnt leftover open space), it gets plenty rainfall and contains a good number of rivulets down streams. The Maenem wildlife sanctuary is rich in biodiversity and serves as key habitat for State Animal Red Panda. It is also the home of rare wildlife like blood pheasant, Monal, Himalayan Black Bear, clouded leopard and many more. Some of the commonly available tree species are Dhupi, Rani Chaap, Bantey, Chandan, Katus, Buk with Rhododendron and bamboo forming the under storey. 1.3.2 Demographic Profile 02 Lingmoo Payong Gram Panchayat has 7 panchayat wards out of which the five wards form the catchment area of Government Secondary School Lingi Payong South Sikkim. The total area of the ward is 764.064 hectares. The total population of the five wards is 5
2534 in 537 wards. The number of male is 1245 and the female is 1289. The social category wise distribution of the population is shown in Table 1.1. Table 1.1: Demographic profile of Lingmoo Payong GPU Name of Gram Panchayat 02- Lingmoo Payong GPU Area 764.064 Hectare Households Total HH Total Population Male Female 537 2534 1245 1289 Community ST SC OBC(C) OBC(S) General Others Total Composition 571 18 622 1237 15 00 08 1.3.3. Wardwise Household Details There are total 537 households within the five wards of the Lingmoo Payong GPU. Of the seven wards, five wards form the catchment area of the school and hence the children from these households attend school at Government Secondary School Lingi Payong. The wards are: Chauridara, Darakharka, Tintarbong, Badamtam and Kaw. The other two wards namely, upper Lingmoo and Pepthang lies on the other side of a big hill separating the wards and thus the students from these two wards attends another school. 6
Table 1.2: Household details of the GPU SL.NO NAME OF WARD ST HH SC HH OTHER HH TOTAL HH Chauridara 1 Darakharka 03 00 67 70 2 Tintarbong 04 00 61 66 3 Badamtam 10 00 72 82 4 Kaw 13 02 54 69 5 Upper Lingmoo 35 00 51 86 6 Pepthang 47 1 24 72 7 Households 11 0 81 92 Total 123 03 411 537 1.3.4. Population The total population of the GPU is 2534 which comprises of 532 Scheduled Tribes, 18 Scheduled Castes and 1934 others. The other includes Other Backward Class (State List and Central List). Table 1.3: Category wise population distribution of GPU SL.NO NAME OF WARD ST SC OTHER TOTAL Chauridara 1 Darakharka 09 00 279 288 2 Tintarbong 3 Badamtam 15 00 298 313 4 Kaw 5 Upper Lingmoo 76 00 317 393 6 Pepthang 7 63 14 261 338 Total 165 00 250 415 243 04 91 338 11 00 438 449 582 18 1934 2534 7
1.4 Profile of Sample School Geographically, Government Secondary School Lingi Payong is situated at 27 21’ 21.9’ North Latitude and 88 27’ 37.1’ East longitude. It falls under the Darakharka ward of 02 Lingmoo Payong Gram Panchayat Unit along Payong to Kaw PMGSY road. The school is 28 kilometers from Block Resource Centre Yangang which is also one of the sub divisions under South District. The district headquarter is at a distance of 66 km at Namchi whereas it is quite closer to the state Education Office (HQ) at a distance of 56 Km at Gangtok. Government Secondary School Lingi Payong was established in the year 1944 by the community of Lingee, Payong and Kaw village. During this time, a thatched roof school building was constructed through community contribution in the year 1945. The school was upgraded as a government primary school in the year 1967. The school was upgraded as Junior High School (JHS; upto Class VIII) in 1977. After its up-gradation, a two storied school building was constructed in the year 1997 which was totally demolished by September 2011 earthquake. After the devastating earthquake of Sept 2011, a ten roomed temporary school building comprising of wooden plywood partition and GCI Roof was constructed in the school playground. The temporary structure for running the school was built through Corporate Social Responsibility (CSR) fund mobilized through National Hydroelectric Power Corporation (NHPC) under the initiative of area MLA. The school continued in the said temporary building till May 2016 and shifted to present two-storeyed 12 room concrete school building provided by Samagra Shiksha, Education Department, Government of Sikkim. Fig 1.2: Front view of Government Secondary School Lingi Payong 8
1.4.1 School Management The school is fully under the Education Department (Earlier called Human Resource Development Department HRDD), Government of Sikkim. It is under the District Education Office, South District headed by Joint Director (presently headed by Deputy Director cum Joint Director In-charge). Further, for administrative ease, Block Office is located at Yangang headed by Assistant Director and other staffs. The Cluster Resource Centre (CRC) is located at Government Senior Secondary School, Lingee, South Sikkim. At school level, there is School Management Committee (SMC) headed by a Chairperson whereas the headmaster of the school functions as Ex Officio Convener of the SMC. Parents and guardians are also part of the School Managing Committee (SMC) as per the guidelines mandated under Right to Education (RTE) Act 2009. For all administrative and academic works, there are committees and teams headed by teachers which are in turn supervised and monitored by the head of the school.For other developmental and allied works, the SMC works in collaboration with the school and report it to the appropriate authority periodically. 1.4.2 Human Resource The school has been running short of teachers for quite a few years. Mostly adhoc teachers are being posted in the school owing to unwanted accumulation of regular teachers in schools closer to urban areas, district and state headquarter. The number of students is also on a considerable decrease due to migration of parents/villagers to town and cities for better livelihood opportunities and better education facilities for their children. 1.4.2.1 Staff Position Table 1.4 shows the number of employee (teaching and non teaching) for the last three years w.e.f 2018-2020. Note: In the year 2019, the Government of Sikkim had introduced a scheme to appoint at least one person from each family in government job. This scheme was known as One 9
Family One Job (OFOJ). The appointees of this scheme are posted to various schools depending upon the need of the non teaching staff in the school. As such, 8 appointments were made in the school through OFOJ scheme. These included: Child Care Assistant (01), Office Assistant (02), LDC (02), Librarian (01), Mali (01), and Safai Karmachari (01). State Headquarter Gangtok District Headquarter Namchi Block Resource Centre Yangang School GSS Lingi Payong School School Management Administration Committee (Headmaster) (Chairperson) Fig 1.3: Management of School 10
Table 1.4 Staff position for last three years (2018-2020) Year Non Teaching Teaching Staff Staff Primary Graduate Other Teachers Teachers Teachers 2018 Headmaster – 1 Male Female Male Female Male Female LDC – 1 4 0 GTA – 0 GTA – 2 IT – 1 TT – 1 Lab Assistant – 2 GTS - 2 GTS - 1 GTM - 1 GTM– 1 Night Guard - 1 GTL - 1 2019 Headmaster – 1 4 0 GTA – 1 GTA – 2 IT – 1 TT – 1 LDC – 1 Lab Assistant – 2 GTS - 2 GTS - 1 Sanskrit Night Guard – 1 GTM - 2 GTM– 0 Teacher - 1 GTL - 1 Office Assistant - 1 2020 Headmaster – 1 4 1 GTA – 2 GTA – 0 IT – 1 TT – 1 LDC – 1 GTS - 0 GTS - 1 Sanskrit Lab Assistant – 2 GTM - 3 GTM– 0 Teacher - 1 Night Guard – 1 GTL - 1 Office Assistant – 1 OFOJ Staff - 8 Source: Staff Biodata (School Records) 2018-2020 11
Fig 1.4: Staff position for last three years (2018-2020) 1.4.2.2 Students Enrolment Table 1.5 below shows the details of students in the school in last three years (2018- 2020): Table 1.5: Students Enrolment (2018-2020) BOYS OBC GEN GIRLS OBC GEN Total SC ST 21 33 SC ST 19 34 2018 0 17 19 26 1 23 17 27 148 2019 0 10 20 21 1 12 23 25 112 2020 0 15 1 17 122 12
Fig: 1.5 Students Enrolment in last three years (2018-2020) 1.5 Statement of the problem The title of the present study is “Effect of parental involvement on academic performance of the students at Secondary level: A case study of Government Secondary School, Lingi Payong South Sikkim”. 1.6 Research Questions Thy study has attempted to find answers to two research questions: a) Is there any correlation between parental involvement and academic performance of their children at secondary level? b) Has parental involvement affected the academic performance of the students at secondary level? If so, what is the extent of improvement in performance? 13
1.7 Objectives of the study The following objectives are framed for the proposed study: a) To examine the correlation between parental involvement and the academic performance of the students at secondary level. b) To measure the effect of parental involvement on the academic performance of students at secondary level. 1.8 Operational Definition of the terms The operational definitions of the terms used in the study are as under: a) Academic Performance: Academic performance of the students at secondary level implies to the performance based on the result of board exam conducted by Central Board of Secondary Examination (CBSE) in Class X. b) Secondary Level: In this study, the secondary level means Class X. c) Students: Students in the study refers to the students studying at Government Secondary School Lingi Payong South Sikkim. d) Parents: Parents refer to the father or mother of the student who are responsible for their schooling. e) Involvement: Involvement refers to the degree of participation of parents in various activities related to the learning of their child. 1.9 Delimitation of the study Due to time constraints, the study is limited to the parents and the students of Class X of only one school i.e., Government Secondary School Lingi Payong of South District of Sikkim from 2018 to 2020. The study is also delimited to the performance of the students in the board exam conducted by Central Board of Secondary Education (CBSE) in Class X. 14
CHAPTER 2 REVIEW OF RELATED LITERATURE The purpose of review of literature is to provide information about recent research that has been conducted to examine any possible link between parental involvement in their children’s academic activities at home and their academic performance.However, there are not many studies on the effect of parental involvement in their children’s academic activities at home and their academic performance. Some of the studies on this area as follows; Study from India In a study titled “A Study of Effect of Parental Participation on Academic Attainment of Secondary School Students” conducted by Samir Kumar Lenka and Ravi Kant (2012), they found that there are significant positive relationship between parents’ involvement and children’s academic attainment. Positive relationship was also found in parental participation and academic performance in some core subjects of children. The study investigates the relationship between parental participation and academic performance or attainment of secondary school children of four districts Rampur, Moradabad, Jyotibaphule Nagar, Bijnor. Parental participation in this study focuses on the involvement strategies implemented by the parents’ in their children’s education at home and at school.The study found that there exists a significant positive relationship between parental involvement dimension i.e. personal involvement, academic involvement, social involvement, Co-curricular involvement, psychological involvement.It is found in the study that there is a significant positive relationship between parental involvement and academic attainment in major core subjects like mathematics, English and science of secondary school adolescent students. The study also found that there is significant difference between high and low academic attainments of secondary school students on parental involvement. 15
Amar Veer Singh and Dr. Jai Pal Singh ‘Vyast (2013) conducted a study titled “A Study of Parental Involvement, a Curricular Strategy on the Cognitive and Non-Cognitive Characteristics of Primary School Students” on the involvement of parents as a curricular strategy on cognitive and non-cognitive characteristics of primary school students. The results show that the involvement of parents makes a positive impact on the study habits. For last some time, it has been observed that a collaboration of teachers and parents influences the study habits of students positively. If the parents are involved in educational process, the students are motivated towards learning and their achievement is better than other students whose parents do not involve in it. The studies reveal that the parents and teachers should participate in education as partners. The findings of this research show that the students whose parents are involved in the educational process show a better academic achievement. The results indicated that the relationship between parental involvement and academic achievement was positive, regardless of a definition of parental involvement. The study found that the students who have got parental involvement in educational program achieve higher in the subjects of Mathematics and Social Studies in comparison to those who could not get parental involvement. The students who have got parental involvement perform better in extra-curricular activities in comparison to those who do not get parental involvement. Likewise, the students who have got parental involvement in education achieve higher in aggregate in comparison to those who could not get parental involvement. The students who have got parental involvement in education exhibit better study habits and more favourable attitude towards study in comparison to those who do not get parental involvement. Surina Sharma (2014) conducted a study titled “A study of effect of parental involvement on the academic achievement of their adolescent wards” aiming at finding the nature of relationship between parental involvement and academic achievement of senior secondary students. The sample of study comprises of 120 students (60 from urban area and 60 from rural area) studying in 10 +1 class in 6 schools of Ambala City. In the study, she tried to find the relation between parental involvement and academic achievement of students from urban and rural areas. The study found that there is significant relationship between parental involvement and academic achievement of 16
urban students. There is significant relationship between the parental involvement and academic achievement of rural students of 10+1 class. There is no significant difference in the parental involvement of urban and rural students of 10+1 class. There is significant difference in the academic achievement of urban and rural students of 10+1 class. From the above, it is concluded that urban and rural students get same amount of parental involvement. But the academic achievement of urban students is higher than the rural students. Moreover, there is significant relationship between parental involvement and academic achievement of urban and rural students. It shows that parental involvement has high degree of positive correlation with academic achievement of students. In another study conducted by K Vijayalakshmi and K Muniappan (2016) on the title “Parental Involvement and Achievement of Secondary School Students”, the findings revealed that parental involvement of the students was average in the majority of the students (62%). Achievement of students in social studies was also found to be average in more than half of the students (57%). There was a significant positive correlation between parental involvement and achievement of secondary school students (r=0.910, p <0.001). A cross sectional, descriptive- co relational research design was adopted for conducting this study at selected schools of Tenkasi district, Tamil Nadu. The sample size of the study was 200 students consisting of 110 boys and 90 girls studying IX standard using the purposive sampling method. The study findings showed that the parents of the majority of the respondents were moderately involved (average) in their academic activities. Correspondingly almost the same proportionate of the respondents showed better academic achievements. There is significant positive relationship between parental involvement and achievement. Sandeep Talluri and M Esther Suneela (2017) conducted a study titled “Impact of parental involvement on academic achievement of secondary school students” on a sample of 576 students of 9thclass selected from rural and urban schools of Guntur District in Andhra Pradesh. The study found that there was significant and positive correlation between the academic achievement and the parental involvement among the sample since the ‘r” value was 0.567. The study found that the mean academic 17
achievement scores of the male students at low (304.073) and high (387) levels were more than that of the female students at low (302.956) and high (376.507) levels of parental involvement. The mean academic achievement scores of the students with literate parents at low (317.718) and high (368.281) levels were higher than that of the students with illiterate parents at low (281.323) and high (353.524) levels.The findings of the study revealed that there is a significant impact of Parental Involvement on Academic Achievement of the secondary school students. Positive correlation was found between Parental Involvement and Academic Achievement of the secondary school students. In a study conducted by Kamalpreet Kaur Toor (2018) on the title “Parent-Child relationship and students academic achievement: A study of secondary school students” explored how parent-child relationship is influenced by taking into account demographic factors viz. gender, type of school and academic achievement. Data has been collected by using parent-child Relationship Scale (PCRS-RN) developed by Rao (2011) from the 200 secondary school students selected from four schools of Sidhwan Belt Block of Ludhiana District following non-probability approach of sampling. The results of the study indicated that secondary school students perceive their parents differently on different dimensions of parent-child relationship on the basis of gender, type of school and academic achievement. It seems that not only academic achievement but other socio- contextual variables also play an important role in shaping the relationship between parents and children. Review of studies conducted abroad A study was conducted on the title “The role of parental involvement affect in children’s academic performance” by Milad Khajehpoura, Sayid Dabbagh Ghazvinia (2011). The study examined the role that parental involvement has on children’s academic Performance. Different types of parental involvement were assessed, including volunteering, home involvement, attending parent classes, school political involvement, talking to staff, talking to teachers and etc. The data were collected by parental involvement questionnaire scores and by academic performance grades. The population of this investigation consisted in 3 area of Tehran, Iran. From this population a sample of 18
200 boy students was drawn through a randomized process from 10 schools by multistage cluster sampling and questionnaire conducted on them. The study reveals that parental involvement and academic achievement have positive and significant correlation. Also, academic performance of children in family with high parental involvement is better than children in family with low parental involvement. Hafiz Muhammad Waqas Rafiq, Tehsin Fatima, Malik Muhammad Sohail, Muhammad Saleem and Muhammad Ali Khan (2013) conducted a study titled “Parental Involvement and Academic Achievement: A Study on Secondary School Students of Lahore, Pakistan”. The research was conducted in Allama Iqbal Town, Lahore city. A total of 150 students (boys and girls) of 9thclass of secondary schools (public and private) were taken as respondents. Four schools were selected through simple random sampling which include one boy and one girl from each of the public and private schools categories for equal representation of both boy and girl students in the sample frame of present study. Survey questionnaire was used as a tool for data collection. After the analysis of data, it was found that parental involvement has significance effect in better academic performance of their children. There was significant association between the level of parental involvement in academic activities of their children and the level of academic achievement of children. Of the respondents whose parents had high level of involvement in their academic activities, relatively their significant majority (40.2%) also had high level of academic achievement. Contrarily of the respondents whose parents were comparatively least involved in academic activities of their children, their majority (55.6%) also had lesser (in comparative terms) level of academic achievement. Similarly, of the respondents whose parents were moderately involved in their academic activities, their relative majority (48.6%) also moderately performed academically. It led to conclude that higher and moderate level of parental involvement in their children’s academic activities correspondingly contributed in higher and moderate level of academic activities of their children respectively. Kibaara, Tarsilla M & Ndirangu, Lydiah M (2014) conducted a study on the title “Parental Involvement in Their Children’s Academic Achievement in Public Secondary 19
Schools: A Case of Kieni-West Sub-County, Nyeri County- Kenya”. The study was conducted to investigate the effects of parents’ involvement in their children’s academic achievement in twenty one public secondary schools in Kieni West Sub-County in Nyeri County-Kenya. The findings of the study indicated that 84.7% of the parents interviewed participated in school events and activities while 71.6% monitored homework. Parents’ responses indicated that 92% believed that their involvement is beneficial to the teachers in aiding in their children’s education progress. In addition 98.2% felt that organized parental involvement programmes can improve their relationship with their children. The study realized that even though parents were involved, the average performance is wanting which mean parents continued being involved but there was no value added progress realized by the students. Syed Afzal Shah, M. Iqbal Majoka & Shakeel Ahmad (2016) conducted a study titled “Impact of Parental Involvement on Academic Achievement of Secondary School Students” among 1438 students from the population of grade 10 students of Hazara Division. This study was designed to explore the effect of parental involvement on academic achievement of students at the secondary level. The study aimed to explore the impact of three aspects of parental involvement viz. parental support, parental communication and parental monitoring on students’ academic achievement. The study objectives were to explore the relationship of parental involvement with parental education level and to find out the impact of parental involvement on academic achievement of secondary school students. The results reflect that parental involvement has a significant positive correlation with parental level of education. In a study titled, “Parental involvement and academic performance: Less control and more communication” by Rubén Fernández-Alonso, Marcos Álvarez-Díaz, Pamela Woitschach, Javier Suárez-Álvarez and Marcelino Cuesta (2017),it is found that the way that parents involve themselves in their children’s education is associated with differential effects in academic performance. The data indicate that the effects of parental involvement appear at both the individual and the school level, which confirms the multilevel nature of parental involvement in the educational process. Students whose 20
parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level. The researchers suggest that given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance. A study was conducted on the title “Relationship between Parental Involvement and Academic Performance of Senior High School Students: The Case of Ashanti Mampong Municipality of Ghana” by Mark Owusu Amponsah, Eugene Yaw Milledzi , Eric Twum Ampofo and Martin Gyambrah (2018). The study explored the relationship between parental involvement in education and academic performance of senior high school students in the Ashanti Mampong Municipality of Ghana. The descriptive co relational research design was used to conduct the study. Stratified random sampling procedure was employed to select a total sample of 471 respondents made up of 186 males and 285 females. Questionnaire and test items on Mathematics and English Language were the research instruments used to collect data for the study. The results of the study show a significant positive relationship between parental involvement in education and students’ academic performance. This suggests that parents’ involvement through home works, creating conducive home environment for studying, motivating and setting realistic and high expectations for children enhances academic performance. In another study titled “Relationship between Parental Involvement and Students’ Performance in Secondary Schools” by Shafqat Hussain, Zahida Javaid, Sabahat Parveen and Asif Iqbal (2018), the researchers aimed to find out the correlation between students’ performance and parental involvement at secondary level. The population includes all the public sector secondary schools in district Faisalabad. Fifty schools were selected randomly. Data were collected from parents of the 9th class students with the help of questionnaire Parental Involvement Inventory [PII]. The six factors of PII were also correlated with the academic performance of students. The performance of students 21
was taken from the results of the 9th class. Data were analyzed by applying Pearson r. The results revealed that there was strong positive and significant relationship between parental involvement and academic performance of students. All the indicators were also positive and strongly correlated with the academic performance. It was evident that the parents of female students had strong association with their studies as compared with parents of male students. In the same way, parents of urban areas and science students had great influence on the progress of their students as compared with parents of rural and arts students. 22
CHAPTER 3 METHODOLOGY The study is empirical in nature and based on both primary and secondary data. Hence, there were two sets of instruments to collect qualitative and quantitative data. The primary data and information has been collected from the children and their parents by administering a structured schedule (Household/Parent Questionnaire) which contained the details about the household and parents of the passed out children (Class X). The secondary data has been collected from the sample school selected for the study by using a structured schedule. 3.1 Sampling Design Since this is a case study of one school, the Government Secondary School Lingi Payong South Sikkim is selected for the study. The school has been upgraded as secondary school in 2016 and the first batch of Class X studied in the school from 2017. Till now, three batches of students had passed Class X from the school as given in the table below: Table 3.1: Number of students passed out in Class X Board Examination from 2017-18 to 2019-20 Year Enrolment in Class X 2017-18 Boys Girls Total 2018-19 10 2019-20 64 13 Total 17 49 40 4 13 14 26 All the 40 children who have passed out from the school in the last years have been taken for study. However, due to time constraints, 50 per cent of the parents (20 Nos) of the sample children were selected for the study based on random sampling. 23
Table 3.2: Representative number of parents of students passing each year Year Representative number of parents of students passing each year 2017-18 2018-19 Male Female Total 2019-20 Total 31 4 42 6 73 10 14 6 20 3.2 Tools and Instruments and Data Collection The study is empirical in nature and based on both the primary and the secondary data. The primary data and information are mainly collected through Structured Schedule (Household/Parent Questionnaire) and open-ended interviews with the parents. The structured Schedule (Household/Parents Questionnaire) has four (04) sections as under: Part I – Part I deals with the basic information about the household and the parents (age, sex, marital status, income, educational qualification) etc) Part II – Part II deals with the parental involvement in the academic activities of their children Part III – Part III deals with the observation/opinion of the parents about the teaching learning activities of their children in the school and Part IV – Part IV deals with the opinion of the parents about the future actions to be taken for improving the academic performance of the children in the school and at the district and the state level. The secondary data and information has been collected from schools and other secondary documents and publication of education and other departments of the state. 24
3.3 Data Analysis and Interpretation Data collected from the field and from secondary sources are subjected to multivariate analysis on the basis of the data analysis plan. Mostly the analysis of the data has been done using descriptive as well as parametric statistics. Quantitative data has been analyzed using EXCEL and SPSS Software. Qualitative data has been subjected to content analysis. 25
CHAPTER IV ANALYSIS AND INTERPRETATION OF DATA After data collection, the ratings of respondents were scored keeping in mind the negative and positive statements in the questionnaire (1 is given for all the YES and 0 for all the NO). The analysis of data involves tabulating the raw score for ease of calculation and using descriptive as well as parametric statistics to analyse the data. The following are the main findings of the study as discussed under separate headings. Analysis of demographic data 4.1 Types of Respondents (Parents) Of the total responded from the parents, 12 (60%) were the biological father, 06 (30%) were biological mother and 02 (10%) were the guardians. The guardians are those relatives of the students with whom they are staying for the purpose of their schooling. They are mostly like paternal uncle, maternal uncle and maternal grandparents. Table 4.1: Types of respondents Respondent Father Mother Guardian 02 Number 12 06 Source: Data collected through questionnaire Source: Data collected through questionnaire Fig 4.1: Composition of the respondents 26
4.2.1 Age of respondents (Parents) Most of the parents (45%) who participated in the study belonged to age group of 41-45 years followed by 46-50 years (40%). Only 1 parent (5%) was in the age group 31-35 years and 2 parents (10%) were in the age group of 50 years and above. The mean age of the respondents (parents) was found to be 44 years. Table 4.2: Age of the respondents Age Group 31 – 35 36-40 41-45 46- 50 Above 50 years years years years years 2 Number of respondent 0 1 98 Source: Data collected through questionnaire Source: Data collected through questionnaire Fig 4.2: Age group of the respondents (Parents) 4.2.2. Age of the respondents (Students) The mean age of the respondents (students) was found to be 15.8 years. The boys have a mean age of 16.4 years and girls have mean age of 15.2 years. 7.5% of the students (2.5% boys and 5 % girls) belonged to the age group of 14-15 years. Most of the students belonged to the age group of 15-16 years. 20% boys and 40% girls belonged to this age 27
category. There were few students (5% each boys and girls) who belonged to the age group of 17-18 years. Table 4.3: Age composition of the respondents (Students) 14-15 Years 15-16 Years 16-17 Years 17-18 Years Boys 183 2 Girls 2 16 6 2 Source: Data collected through questionnaire n = 20 Source: Data collected through questionnaire Fig 4.3: Age composition of the students 4.3.1 Gender of respondent (Parent) Out of the 20 respondents from parents, there were 14 males and 06 females. Majority (70%) of the respondents were father which shows that they were more involved in the academic activities of the students than the mother. 28
Table 4.4: Sex composition of the respondents (parents) Gender of Respondent Male Female Number of Respondent 14 06 Source: Data collected through questionnaire n = 20 Source: Data collected through questionnaire Fig 4.4 Sex composition of the respondents (parents) 4.3.2 Gender of respondent (Students) There were total 14 boys (35%) and 26 girls (65%) among the 40 respondents. Table: 4.5 Sex compositions of respondents (Students) Gender Boys Girls Number of respondents 14 26 Source: Data collected through questionnaire 29
Source: Data collected through questionnaire Fig 4.5: Sex Composition of respondents (Students) 4.4 Marital Status of Respondent The entire respondent among the parents were married. Since there are no broken families or divorced or separated parents, the parents directly participate in the academic activities of the children. Table 4.6 Marital status of the respondent (Parents) Marital Status Married Separated Remarried Number of Student 20 0 0 Source: Data collected through questionnaire n = 20 Source: Data collected through questionnaire Fig 4.6: Marital status of the respondent 30
4.5 Educational qualification of the respondent (Parents/Guardians) Majority of the parents (95%) were literate with their education level varying from below Class V upto senior secondary level. This could be one of the major reasons that the parents and guardian could involve themselves in the academic activities of their children at home and the school. This has probably a positive impact on the academic performance of the students. Table 4.7: Educational Level of the respondents Educational Post Graduate XII X VIII V Below Nil Qualification Graduate Passed Passed Passed Passed V Number of 0 0 1 3 5 6 41 Respondent Source: Data collected through questionnaire Source: Data collected through questionnaire Fig 4.7: Educational level of the respondents 31
4.6 Employment Status of Respondent Most of the respondents (70%) were engaged in farming and allied activities. Few parents (20%) are engaged in self-employment (business) like shopkeepers, contractors etc. Only 5% of the parents were found to be working in the government and private sectors. Table 4.8: Employment status of the respondent Employment Status Govt. Private Farmer Self Others Employee Employee Employed Number of Respondent 01 01 14 04 00 Source: Data collected through questionnaire Source: Data collected through questionnaire Fig: 4.8 Employment status of the respondent (parents) 4.7 Average Annual Income of Family The average annual income of the respondent varied from Rs. 50 000 to above Rs. 2 00 000. 50% of the parents have average annual income of Rs. 50 000 to Rs. 1 00 000 32
whereas only one parent (5%) have annual income exceeding Rs. 2 00 000. Since majority of parents have their annual income ranging from Rs. 50 000 to Rs. 2 00 000, they can afford to contribute some mount focused on the academic needs of their children. Table 4.9: Average annual income of the respondent Average Annual Income Below 50 000 50 000- 1 00 000- Above 1 00 000 2 00 000 2 00 000 01 Number of Respondent 01 10 08 Source: Data collected through questionnaire n = 20 Source: Data collected through questionnaire Fig 4.9: Average annual income of the respondent 33
Data Analysis and Interpretation 4.8.1 Parental Involvement in Academic Activities of Children It is seen from the table 4.10 that the mean scores of parental response on parental involvement are 0.8 and standard deviation is ± 0.3. The mean value which is closer to 1 (1 indicate highest level of parental involvement) shows that there is sufficient involvement of parents in the academic activities of their children at home, school and their expectation with school for future actions to improve the learning of students in the school. Similarly, the value of Standard Deviation is ±0.3 which indicates that the there is very less deviation from the mean value. Table 4.10: Mean and Standard Deviation values for overall parental involvement in academic activities of their children Parental Involvement N Mean SD 20 0.8 ±0.3 Source: Data collected through questionnaire 4.8.2 Mean and Standard Deviation (Part wise) Analyses of parents’ responses given in the table 4.11 show that the mean scores of parent’s response on parental involvement (at home, at school and future plan of school) are 0.9, 0.6 and 0.9 respectively. The standard deviation for parent’s response on parental involvement (at home, at school and future plan of school) is 0.3, 0.4 and 0.2 respectively. The mean and standard deviation scores indicates that there is enough involvement of parents in that the academic activities of the children in home, school and future plan of school for improving the academic performance. 34
Table 4.11: Mean and Standard Deviation values for overall parental involvement in academic activities of their children N Mean SD 0.3 Parental Involvement at home 0.9 0.4 0.2 Parental Involvement at school 20 0.6 Parental opinion on future plans 0.9 Source: Data collected through questionnaire 4.8.3 Mean and Standard Deviation (Students’ Response) Analyses of responses of students in the table 4.12 shows that the mean scores of parental response on parental involvement are 0.7 and standard deviation is 0.2 which indicates that the students also agrees about the involvement of the parents in their academic activities. Table 4.12: Mean and Standard Deviation values for overall parental involvement in academic activities of their children Parental Involvement N Mean SD 40 0.7 0.2 Source: Data collected through questionnaire 4.8.4 Mean and Standard Deviation (Part wise) It is seen from the table 4.13 that the mean scores of parent’s response on parental involvement (at home, at school and future plan of school) are 0.8, 0.6 and 0.7 respectively which indicates that there is fair involvement of the parents in the academic activities of the children.. The standard deviation for parent’s response on parental involvement (at home, at school and future plan of school) is 0.3, 0.2 and 0.1 respectively which indicate that the students accept the involvement of their parents in their academic activities to enhance their academic performance. 35
Table 4.13: Mean and Standard Deviation values for overall parental involvement in academic activities of their children N Mean SD 0.3 Parental Involvement at home 0.8 0.2 Parental Involvement at school 40 0.6 0.1 Parental opinion on future plans 0.7 Source: Data collected from questionnaire 4.8. 5 Coefficient of correlation: Parental Involvement and academic performance (Parental Response) It may be seen from the table 4.14 that coefficient correlation between parental involvement and academic performance is 0.5 which is significant at 0.01 level of significance. It implies that there is a significant positive relationship between parental involvement and academic performance. Table 4.14: Coefficient of correlation between parental involvement and academic performance of secondary school students Factor N df t Level of significance Parental Involvement 20 19 0.5 0.01 Academic Performance Source: Data collected from questionnaire In other words, academic performance of students depends on parental involvement of the students. Further, it implies that has parental involvement has positive impact on students academic achievement. Thus, it is evident that there exist a significant positive relationship between parental involvement and academic performance of the students at secondary level. 36
4.8.6 Coefficient of correlation: Parental Involvement (part wise) and academic performance Analyses of parents’ response given in table 4. 15 reveal that coefficient of correlation on parental involvement at home comes out to be 0.51 which is significant at 0.01 level of significance. The coefficient of correlation on parental involvement at school comes out to be 0.49 which is significant at 0.01 level of significance. The coefficient of correlation on parental involvement in future plan of school is 0.48This means that there is significant positive relationship between parental involvement academic attainments of secondary school students on the three factors or parts. Table 4.15: Coefficient of correlation between parental involvement (part wise) and academic performance of students at secondary level Part Wise Coefficient of Level of Parental Involvement Correlation significance Parental Involvement at home 0.51 0.01 Parental Involvement at school 0.49 0.01 Parental Involvement in future 0.48 0.01 plans Source: Data collected through questionnaire Thus, it is once again clear that there exists a positive significant relationship between parental involvement and academic performance of students at secondary level with respect to their involvement at home, school and future plans. 4.8.7 Coefficient of correlation: Parental Involvement and academic performance (Students Response) Based on the student’s response, it is evident from the table 4.16 that coefficient correlation between parental involvement and academic performance is 0.5 which is significant at 0.01 level of significance. It implies that there is a significant positive relationship between parental involvement and academic performance. 37
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