The Association between Parental Involvement and Students’ Academic Achievement: The Case of Saint Lucy Primary School Students in Adigrat City

Abstract

This study assessed the association between parental involvement and students’ academic achievement in Saint Lucy Primary School, Adigrat city, Tigray. The research focused on the extent of parental involvement, role perception, the relationship between parents and schools, and the influence of socio-demographic factors on students’ academic achievement. The researcher was used Epstein’s theory and the six categories of parental academic achievement in their children’s’ schooling. A mixed-methods approach was employed, combining quantitative and qualitative data from 360 parents of Grade 1 and Grade 2 students. Data were collected through questionnaires and were analyzed using descriptive statistics, correlation, and simple linear regression. Findings showed a weak but statistically significant positive relationship between parental involvement and students’ Average Result (r = 0.138, p < 0.05). Parents’ educational levels, income, and home learning environments were identified as key factors influencing academic outcomes. However, the regression model indicated that parental role alone explains only 3.4% of the variance in average result, suggesting that other factors may affect which not covered in this study. The study indicated the need for increased parental engagement, improved parent-school communication, and targeted interventions to support students’ holistic development. Recommendations include organizing workshops for parents, fostering collaborative school-community programs, and addressing socio-economic barriers to parental involvement. This research contributes to the growing body of literature on parental roles in early childhood care and development and provides actionable insights for educators and policymakers in Tigray.