Parental Involvement and Academic Achievement of Elementary Level Students

A Correlational Study

Abstract

Numerous factors that enhance their educational level impact students’ academic performance. The outcome of education is understood through the learner’s academic achievement, which has accountability in society. Academic achievement is observable and measurable, which denotes the extent to which a learner has achieved pre-defined learning objectives. Existing research literature has revealed that parental involvement is one of the significant factors that can influence the learner’s academic achievement. The present research investigated the effect of parental involvement on academic achievement in geography subject of upper primary students and also investigated whether such influences vary in terms of gender and the location of the school with respect to urbanrural perspectives. A purposive sampling technique has been used to select upper primary students of 8th standard from the public schools in Darjeeling and Cooch Behar districts of West Bengal. Parental Involvement Questionnaire developed by Veas et al. (2015) and Academic Achievement Test developed by the researchers were used for data collection. Normality of the data was ascertained statistically, and Pearson’s Correlation Coefficient and t-test were employed as inferential statistics to analyse the nature of the relationship of the variables. The present study revealed a statistically significant positive correlation between parental involvement and academic achievement of the upper primary students in geography. The t-test result indicated that the relationship pattern between academic achievement and parental involvement significantly differed between boys and girls and between rural and municipal urban areas.