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

Resource type
Journal Article
Authors/contributors
Title
A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement
Abstract
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.
Publication
Journal of Learning for Development
Volume
7
Issue
3
Pages
367-383
Date
2020/11/19
Language
en
ISSN
2311-1550
Accessed
2020-11-21T13:31:39Z
Library Catalog
Rights
Copyright (c) 2020 Cahit Erdem, Metin Kaya
Extra
Number: 3
Citation
Erdem, C., & Kaya, M. (2020). A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement. Journal of Learning for Development, 7(3), 367–383. https://jl4d.org/index.php/ejl4d/article/view/417