Parental involvement and its impact on student academic performance

Abstract

The objective of the investigation was to establish the influence of parental involvement in academic performance of the students of Basic General Education. The methodology responds to a quantitative approach, with a non-experimental-transversal design and descriptive-correlational research. The sample was non-probabilistic for convenience; the data was collected through a parent survey and a student test; the Spearman and Pearson correlation coefficient was used for the analysis. An average level of parental involvement in the academic performance of students with a medium-high trend was presented. It was also determined that students have a poor academic performance, equivalent to being close to achieving the required learnings (PAAR), as indicated by MINEDUC. Also, a very weak positive correlation of 10.10% was obtained, but there is greater significance statistically when analyzing each of the dimensions of participation individually. It is therefore concluded that parental involvement influences academic performance, but in some respects, since there are other factors that add to the participation being decisive for the student to achieve optimal performance.