A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement

This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research stud...

Description complète

Enregistré dans:
Détails bibliographiques
Auteurs principaux: Cahit Erdem, Metin Kaya
Format: article
Langue:EN
Publié: Commonwealth of Learning 2020
Sujets:
Accès en ligne:https://doaj.org/article/18fefe476a1e4d8d80e4677c8511d7d4
Tags: Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
Description
Résumé:This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.