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Introduction

Parents play a crucial role in shading and guiding their children’s academic performance

through their guidance, support, and establishing rules and regulations. This research will

explain the importance of parents’ roles and their impact on the academic performance of

students. Parents play significant roles in shaping academic performance of the G10 students in

MHNHS in various ways. Parents can create an environment that fosters success by

establishing clear expectation and ambition, maintaining good and proper communication, and

adapting rules to individual needs. By doing so, parents can help their children reach their full

academic potential. Parents play a crucial role in the academic performance of students; their

involvement and support can make a great impact on their child’s educational journey. As

parents’ strong allies, students are equipped with the tools and support they need to excel

academically.

It’s important to note that every child is unique and parenting approaches may vary. The

key is to provide an encouraging and nurturing environment that values education, encourages

growth, and helps G10 students develop the necessary skills to improve their education.

Parenting is important in Philippine society because family is viewed as the center of one’s

social life. Family is the primary cell of society where the child’s upbringing must begin since his

birth. Also, many people believe that family comes first, and family is a great source of support

and love for the students.

The role of a parent to a child at any given time cannot be overemphasized. The home is

very germane and crucial to the child’s well-being and development in the future According to. (V.

Hugo) Parents exert a lot of influence on their child’s cognitive development in the early years,

and thus, the contact between home and school should be maintained especially during the
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primary school years. Each child is vulnerable and can either be molded to be successful or

made to fail in life. According to the Child Youth Welfare Code of the Philippines, the child is one

of the most important assets of every nation. The promotion and enhancement of a child’s life

and welfare are also anchored on the supervision and guidance given by the guardian for a

child to succeed. The parent’s role in their children’s education presents significant evidence of

when their role in education a priority is. Parents play a significant role in improving students’

academic results when they are involved in their student’s learning. By providing such a better

environment, parents demonstrate their commitment to their child’s education, and it shows the

love and support they have for their children’s education. Harderves (1998)

Furthermore, parents or guardians should actively monitor and supervise their children’s

activity, like homework, projects, to make their children’s lives easier because of their

surveillance and guidance for the student’s education. This role will demonstrate genuine care

and love for their child’s improvement and acknowledge parents or guardians to identify areas

where the child or students may need additional support and guidance. Parents can assist their

children in accomplishing something by being aware of their children’s academic schoolwork

and activities and giving them advice such as how to properly manage their time and know

what’s important. Regular discussions and personal talk about their child’s assignment can keep

them informed about the student’s academic progress and ensure that they are completing their

schoolwork’s diligently, always on time, and not having a hard time finishing or submitting tasks

to the teachers.

Engagement, home, and school come together as a team. Both school and home have a

huge effect on every student’s performance, so it’s great to have a good relationship between

both school and home, as well as the fact that school and home are the center of someone’s life

or education. The school empowers parents and guardians by providing them with ways to
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actively participate, promoting them as important voices in school, and removing barriers to

engagement for them to get to know more about the school where their children study.

Examples of engaging activities are including families to join the family association or arranging

virtual family-teachers’ meetings for families with transportation issues. They also include

attending every single event in school that needed parents or guardian’s role for the academic

performances of Grade 10 students. Furthermore, as a parent, your part is to shape and guide

your child’s future. Parents are responsible for many things, like providing, guiding, protecting

and many more, for the sake of their children. Parents are the number one reason for the

students’ behavior and performances because parents are the ones who can give the Grade 10

students true love and care throughout the journey of their children, whether they win or lose. A

parent is always a parent.

And, when their parents or guardians are involved, students are most likely to do well or

even best at school. When they see their parents silently cheering them on, it is already an

achievement for a student, and knowing that the parents are proud. By the parents’

involvement, the students will pursue and strive for more because they know someone is

watching and proud, and it’s someone other than the parents. Also, with the help of parental role

and parental involvement, it affects the students a lot and makes them improve in their studies

knowing that the parent is there at your back, ready to shoulder whenever something is wrong.

Then, the parent role also helps teachers a lot, because teachers are the students’ second

parents at school, whenever the parents are not there. Being cooperative parents is a huge

thing, as in having a good relationship between the parent or guardian and the teacher that

involves the students’ performance.

The academic success of the Grade 10 students at MHNHS is a complex, interplay of

various factors, with parental involvement standing out as a pivotal influence. Good parenting
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can have a lot of effects that can lead to victory. This study aims to delve into the specific role

parents play in shaping and improving their G10 children’s academic performances at MHNHS,

as well as to investigate the dynamics of parental support, guidance, and engagement. With the

help of this study, it will seek to shed light on the nuanced ways in which parents contribute to or

impact the educational journey of their adolescents within the school environment.

Understanding these roles is essential for fostering effective partnerships between

parents, educators, and of course students to enhance overall academic outcomes. With this

study, many people can be aware or informed of how important the parent’s involvement and

roles are to the students, especially to their academic performance and activities. The parents can

influence their children to always do their best. Will be discussing the parents’ role? How important is

that? What is the academic role? And what are the major effects of it? What is the parents’ role

in the academic performance of G10 students? What is the parent’s role in the academic

performance of G10 students? To students. Parents or guardians, teachers and eventually to

the whole school.

According to the department of education (Dep ed) it's started that DepEd needs to

educate parents more about how important education is for their children’s future. It also needs

to ensure that parents know the available resources to help their children succeed in school.

Students with less knowledge less involved - parent has shown globally that it has an

impact to its behavior and academic performance.

Child experiencing difficulties in achieving educational outcomes. Additionally, parents

are the first and most important teachers that children encounter and thus, their involvement in

their children's education would accelerate and simplify learning, ultimately resulting in improved
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education outcomes (Moroni et al, 2015) there for parents have a vital role to guide, to help, to

teach, to support, to motivate, and to interact their children to improve its educational outcomes.

Parent involvement in a child's early education is consistently found to be positively

associated with a child's academic performance (Hara & Burke et. Al; 2008)

Specifically, children whose parents are more involved in their education have higher

levels of academic performance than children whose parents are involved to a lesser degree.

The influence of parent involvement on academic success has not only been noted among

researchers, but also among policy makers who have integrated efforts aimed at increasing

parent involvement into broader educational policy initiatives.

According to Gould, (1999), “The research all shows, they say, that children do better

in school when their parents are involved.” Henderson, (cited in Gould,1999 p. 2) found that

parents are involved in school in four ways. The first two are widely accepted: parents serve as

teachers of their children at home and also serve as volunteers and supporters at school.

According to Bryan (2005), children are likely to excel in academics when their parents actively

participate in their education.

Education is necessary and important to society. Education provides insight, increases

knowledge and skill. It is important to the development of human capital and an individual's

ability to provide a better living. Thus, the education of parents as well as their economic status

is crucial elements to the educational outcomes of students. Economics plays an integral role in

this educational experience, and even plays a substantial role in student confidence, further

exacerbating its influence (Smith, Wohlstetter, Kuzin & De Pedro, 2011).

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This study aims to learn the importance of parent’s roles to the academic performance of

the G10 students in Montalban Heights National High School.

1.What are the parent’s rule to the academic performance?

2.What is the most parents rule to academic performance etc.?

3. What are the recommendations?

Discussion

This part of the investigative paper discusses the summary of the proofs needed by the

researchers.

The purpose of this study is to discuss the Parents role to the Academic Performance of

the grade 10 students in MHNHS and the importance and effects of it to students, parents’

teachers and eventually to the whole school.

The role of a parent is very important to a child especially when it comes to their

academic performance in school. The role of a parent is not an easy job, especially when

raising a child and when the child goes to school, the role of a parent is a 24-hour job and really

exhausting. But just like most parents say it’s for their child’s sake.

Therefore, every parent always wants to be there for their child’s event in life supporting,

cheering and always proud to their child whether they win or lose. That’s why most of the

children always look after their parents and want to be them someday.
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The example of parent role is parent involvement that the parent is always involved in

their child’s life; they are always their 24/7 if they need help, and parents’ involvement is a major

thing for every student’s life and also for their Academic Performance in school.

Parents Involvement in their child’s education is constantly found to be positively

connected with a child’s academic performance. (Hara & Burke ,1998; Hilf & Craft 2003)

Particularly, children who have better support and involvement from their guardian are most

likely to have a better education. Parenting has been defined and measured in various ways, as

well as activities that parents participate in both school and home. Also, the positive point of

view of parents has a huge outcomes towards to their child academic performance at school.

Perceived cognitive ability is defined as the extent to which children believe that they possess

the necessary cognitive skills to be successful in fulfilling academic performance.

The power of parent’s involvement on academic achievement has not only used during

children’s elementary or primary years yet; the parent’s involvement still continuously needed

for their children. Guidance is the primary thing that their children need for them to be prepared

and well trained on what is going to happen in the future.

Therefore, it is essential to examine and determine the factors that contribute to early

academic success and that are amendable to change, and education is better when it started at

young age also with a proper guidance and discipline by the guardian or parents so that the

children is already learning from their parents at a young age.

Starting from childhood, parents or guardians are already watching, guiding, and

protecting their children when there is still a kid. Being a kid, is also needed to follow the elders

because they know what is right and better for their child. Having a good relationship between

parents and children is essential for them to have a better education and for them to understand
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the feelings of each other, both parents and students. Having communication between a parent

and a child is a dominant thing that every parent and child should have, and for them to have a

good relationship and for them to get to know more about each other and to have a positive

relationship between parents and the child that can really help when it comes to the academic

performance of the students.

Researchers have reported that parent-child education interaction, specially stimulating

and responsive parenting practices are important influencers on a child’s academic

performances.(Christian, Morrison & Bryant,1998;Committee on Early Childhood

Pedagody,2000).By testing specific parenting styles that are amendable to change, such as

parents role and mechanism by these practices that influence academic performances of the

students.

Programs may be expanded in order to increased academic performances, while

parents involvement has been found out to be related to grow academic performances, the

specific mechanism through which parent involvement exerts it’s influence on a child’s

academic performances are not yet fully understand. (Hill & Craft,2003)

There are many programs at school that can help out every role of parents and also by

the help of the programs that is happening inside the school, parents will know what is inside of

the school where their children are studying. In addition, the assistance of programs can help

the relationship of parents and teachers for the students. Understanding the mechanism needed

that would inform further study and policy initiatives and may guide towards the development of

more effective intervention programs designed in order to increase children’s academic

performance. Parent involvement has been defined and measured in multiple ways, including

the activities that parents engage in at home and also at school and positive perspective
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parents have towards to their child’s education, school, teacher (Epstein 1996; Grolknick and

Slowiaczek,1994;Kohl Lengua & McMahon,2000) Having high quality connection between

parents and teachers together with the school can provide a lot of things that can help the

child’s performance.

The significance of parent’s attitude towards to the education and school is less well

understood, although attitudes are believed to comprise a key dimension of the relationship

between parents and school (Eccless & Harold,1996). Every parent’s role is not always

understood by many and didn’t actually understand their own point of view. Parents convey

attitudes about education to their children during out-of-school hours and these attitudes

reflected in the child’s classroom behavior and in their teachers relationship with the child and

parents. (Kellaghan, Sloane, Alvarez & Bloom,1993) Most likely behavior of students are

completely different from school and home.

Several studies found out that increased frequency of activities was associated with the

higher levels of child’s misbehavior inside the classroom. ( Izzo, Weissberg, Kasprow &

Fendrich,1999), whereas positive attitudes towards education and school were associated with

the child’s increased academic performance.(Rimm-Kaufman, Pianta,Cox & Bradley,2003)

Numerous numbers of people believed that positive attitudes have massive effect to

students especially towards to their academic performances because they are enjoying every

performance and can also boost their performances in school at the same time.

Specifically, Izzo et al. (1999) announced that an increase in parent’s school activities,

such as increased number of parent-teacher contacts, was associated with worsening

achievement, as increased contact may have occurred to help the teacher manage the child’s

existing behavior problem. With good communication between the parent and the teacher, many
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things can be affected. Both can help the students with their behavior at school and can also

talk about how to solve the problem of the child.\Parent Involvement was defined as the

teacher’s perception of “the positive attitude parents have towards their child’s education,

teachers and school” (Webster- Strattion, 1998). Academic Performance was measured by two

methods: standard achievement test and teacher report of the academic performance through

the scales.

A parent who is always involved in their child’s life always shows the positive attitude

towards their child because of their achievement, which shows the care and love that they have

for their child. This can also help the teachers.Based on previous research ( Gonzales-DeHass

et al.,2005,Hughes et al.,2005) two possible mechanism, a child’s perception of cognitive

competence as measure by the child’s report, and the student-teacher relationship as measure

by teacher’s report were examine for their ability to mediate the relation between parents

involvement and academic performances It was also predicted that parent involvement would

no longer be significant predictor of a child’s academic performance when the child’s cognitive

competence and the student-teacher relationship were accounted for in the analysis.

Parent Involvement is the teacher version of the Parent-Teacher Involvement

Questionnaire used to assess parent role. The measure is a twenty-item scale with a 5-point

scale answer format. (Webster-Stratton, Reid & Hammond, 2001) Parent play an important role

in helping their child to become a good student and always believed that the parents is the first

teachers.

The “Parent Involvement in Education” subscale includes six items and assesses the

teacher’s perception of the positive attitude parents have towards their child’s education,
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teacher, and school. Examples of these items include “How much is this parent interested in

getting to know you? And “How important education in this family?”

Parents also being involved to their child’s education shows how important education is

for their family because it will show how important it is and how parents value their education.

That is why their involvement has a huge factor and part for the students.

The result from the past study demonstrated that increase parent involvement, explained

as the teacher’s perception of the positive attitude parents have towards to their child’s

education and the whole environment around the students, was remarkably related to increased

academic performance measure by various qualities. Furthermore, parent involvement was

significantly related to academic performance, which is above and beyond the impact of the

child’s intelligence [IQ], a variable not considered for in previous research.

The findings are consistent with previous studies ( Gonzales-DeHass, Willems &

Holbein,2005;Grolnick,Ryan,Deci,1991) While, outside of the scope of the present study, it is

conceivable that parent involvement may control the child’s perception of the cognitive

competence by means described by Bandura (1997).Parents have a power to control the child

perception of cognitive competence like how should the students do what is the parent asks?

Discovery demonstrated that higher parent involvement was considered related to

quality of the student-teacher relationship. It also demonstrated that increased perceived

cognitive competence was related to higher achievement test results and that the quality of the

student-teacher relationship was importantly related to the child’s academic performance.

These findings are consistent with the previous research and theory (Chapman, Skinner

& Baltes,1990; Ladd and price,1986; Schunk,1981) Contrary to what was hypothesized,
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increased perception of cognitive competence was not significantly related to the teachers rating

of the academic performances. There can be several reasons more for these findings.

It may be the tasks children perceive they are competent to complete are not related to

actual classroom tasks or that teachers’ ratings of academic performance are in part based on

other variables, such as the child’s abilities in order domains independent of the child’s

academic abilities.

Sometimes, children also do task that is not part of their academic performances

anymore, but they are important, maybe because of the lesson and experiences that they can

get from them and bring it to the future, and the support of parents are still needed in this kind of

situation.

This study examined the ability of perceived cognitive competence and the student-

teacher relationship to mediate the relation between parent role and academic performance.

This study is one of the first studies to survey a mechanism by which parent involvement

and parent role are connected to a child’s academic performance. Two statistical techniques to

test for mediation were used, further confirming discovery.

Even though this research had many strengths, the outcome of the present study are

tempered by a consideration of a few methodological limitations. One limitation was that cross-

sectional data were used. The second one was that data were collected over several points and

settings which increased opportunities for families and teachers to not complete measures and

participate in visits.

At last, the child’s teacher was the one reporting the several measures, which may have

led to artificially high relations between the teacher-report measures. Precisely, it may be that
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several teachers were unduly influenced by outside components, such as the parent’s

participation in the school’s PTA, and were powerless to determine the parent’s true attitude

towards the child’s education.

Despite these limitations, study findings generate several directions for future study.

First, future investigations of the relation connecting parent’s role and involvement and

perceived cognitive competence, and the student-teacher relationship is required to better

understand how these relations have existed.

The following longitudinal studies are required to understand how these variables

interact over time to check the possibility of bi-directional connection between the variables.

Next, measuring parent involvement at a time prior to assessing academic performance and

mediating variables would lead to a better understanding of the relationship.

After some time, given the importance of IQ when predicting a child’s academic

performance, future studies of academic performance should take IQ into account.

Several public policy recommendation and initiatives to follow the result of the current

study. School directors and policymakers should pursue to investigate ways to grow a parent’s

positive attitude about their child’s education and illustrate to parents that their viewpoint is

related and helpful.

The following policy should focus on expanding and promoting school programs or

activities that enable parents to grow a child’s perception of cognitive competence, and fund

future research to greater understanding about the mechanism by which this occurs. The school

should consider or plan more ways to improve the student-teacher relationship, given its
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important relation with the child’s academic performance. As well as the parents, the school

administrator also should have more concept in order for education.

For instance, school administrators may set aside time in the educational program for

team building exercises between students, teachers and parents. Taken together, the present

learning identified instrument by which parent involvement is related to a child academic

performance, over and above the impact of the child’s IQ, and it is the hope that this discovery

processed to further research and new policies to increase a child’s academic performance.

By using activities that parents, students, teachers and the whole are involved, all of

them can get to know each other better, be more social and to have a good relationship in order

to have a better education for students and to have a good learning for students in school.

Given the importance of parental involvement both every single day and within the policy

debate on education, the corresponding silence of economist on this topic- no chapter, for

instance, is devoted to it in the Handbook of the Economics of Education (Hanushek & Welch

2006).

Parental Involvement, from an economist’s view, can be determine as main effort,

provided by the parent, in order to level up the educational outcomes of their children. This

definition implicitly mentions to an education production function, and construct parental

involvement one of its arguments.

The broad viewpoint adopted here mirrors the meaning of family involvement by the

Harvard Family Research Project, one of the leading research groups into family involvement

outside economics: their meaning includes every single activity by parents that are intentionally

“linked to learning” (Bouffard & Weiss [2008]

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This review is concerned with parental involvement in school, defined as the efforts

delivered by parents while their child is in school age. Traditionally, however, sociologist and

practitioners in education have been expound family involvement from the school’s point of

view. Proposal to promote parental involvement have been scaled up to the national degree,

and contain in some respects the “No Child Left Behind” Act (2001) for the US, also the “Every

Child Matters” Green Paper (2003) for UK.

But even before federal became available, there has been a big development of local

advantage to enhance the language between parents, school and local communities. What is

more, researchers have taken an active piece in organizing these efforts in the US, where a

National Network of Partnership Schools based at John Hopkins University has been

established since 1996.

There are other attempts at explaining parental involvement in school. Traditional

explanations are restricted to school-related activities, and sociologist have constructed the

distinction between home-based activities. The motivation of greater educational results for the

child is ordinary to most attempts at defining parental involvement by education scholars.

Parental Involvement is therefore instrumental to achievement, which in this view is what

parents care about.

As a result, the effects of parental involvement are generally measured on children.

Some stakeholders, however, see parental involvement as profit also, or mostly, parents

themselves; national or local parent involvement scheme by schools are primarily, in this view, a

way to increase “customer contentment”

The role of economics in such an area- which is originally a field mostly calculated by

sociologists and psychologists- is thus directly to answer the following questions: what is the
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causal collision of the level of involvement, for each kind of spontaneous parental involvement

that exists on children?

There are so many types of causal collision of the level of involvement in each kind of

parental involvement that exists on children, good kind of impact for each kind of spontaneous

parental involvement for students in their academic performance. And what are the causal

impacts of the parental involvement scheme that have been implemented by government and

researchers on children?

For that reason, this review starts with a comprehensive survey of the economic

literature on the quantity, the result and the determinants of (broadly defined) parental

involvement.

After the short review of the economic literature, we cull (directly) non-economic

literature on parental involvement in education, to lay the foundations, for deeper economic

understanding of its importance. This review is far from being exhaustive concerning the non-

economic literature and selects only the main study to answer. Also, economics or finance is

also one of the factors in the parent involvement or parent role because economics is one of the

destructions in fulfilling parent’s involvement as a result of parent’s absence.

The first objectives are to review psychological theories on the reason for involvement,

and the mechanism that could justify positive effect of parental involvement. It is important to

always review theories first for the reason of involvement, so that the theories are true and

shows the positive side.

The second one is to look for empirical evidence con the determinants of spontaneous

level of parental involvement. Same as the theories, it’s important to look for evidence to
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determine something. The sociological literature in particular enriches our comprehension of

involvement choices by pointing to costs and barriers to involvement that are beyond the

parent’s authority. Everything is not always under control by the parents, there still a problem or

circumstances that parents couldn’t control.

At last, the last objective is to review or study what is known today about the impact of

parental involvement, and learning on parental involvement scheme -complementing studies on

spontaneous stage of parental involvement- are the only non-economic studies allowing to

examine a causal impact. Consequently, can give an incomplete answer to the second

question, but soaring quality scheme evaluation studies are actually rare to find.

A major shortcoming of much of the existing empirical literature on the result of parental

involvement is indeed its defeat to account for the fact that parents or guardians do not

randomly select their level of involvement and are not randomly choose to participate in parental

involvement scheme.

In order to any connection between family involvement and children’s outcome need not

be causal. In the finale that economists could contribute to the argument, by eliciting sound

normal relationships. Economists of education are directly concerned with resources devoted to

education and their comeback. Parental time or management is a quantitatively important input

to the education production function; however, we know very small on the causal link between

the stage of involvement and children’s achievement.

Time use surveys, which permitted us to compare countries, social classes, and to elicit

trends, document the fact that even pre- school or elementary, parents or guardians in the

industrialized countries continue to spend substantial amounts of time in childcare activities

(Guryan et al. [ 2008].

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Two French surveys specifically focus on educational involvement of families. They

display that the time spent by parents doing assignments and activities with children increased,

in the middle of 1991 and 2002, by half an hour; in the early 2000’s this special form of

involvement. Absorbs about 19 hours on average per month for primary, 14 months for middle

school and 6 hours for high school.

Moreover, the number of parents declaring positive hours spent doing home works with

their children also increased in this time- span (Gouyon [2004]). Researchers believe that the

shortage of research into returns to family involvement can be discussed by two restricting

factors: the accessibility of data that measure inputs and outputs simultaneously, and the

identification theories imposed on data to credibly estimate returns, that further make less the

number of suitable data sets.

To discussed this latter point, consider the two approaches used in the economic

literature to calculate returns to inputs into education (Todd & Wolpin [2003]). Nonetheless, a

few research are relatively close to this; on the organizational side, they are mostly based on

data from the National Longitudinal Study of Youth 1979- Children Sample (a sample of children

born to women in the NLSY 1979 cohort). Todd & Wolpin [2007], focusing on test scores.

Discover very significant returns to present and put a label on investment in “home

inputs”; their discovery is particularly important because they do not discover significant returns

to “school inputs”. The home inputs measure, although, while related to parental involvement as

we defined it, is a bigger aggregate of information on the over standard of the home

environment.

As well as the emotional and verbal responsiveness of the mother, maternal acceptance

of and involvement with the child, organization of the environment, presence of materials for
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learning, and variety of provoking. Cunha & Heckman [2008] extend the analysis to account for

the distinction between cognitive and the non-cognitive skills. Construct their own collection of

parental inputs from NLYS-CS data (a representative for both direct and mediated investments

into the child’s education).

They finish those parental inputs are relatively more effective in raising non-cognitive

skills than cognitive skills take place until late into childhood, in contrast to criticizing stages for

cognitive skills development which are located into early childhood, Narrower meanings of

parental inputs from NLSY-CS data, that are closer to a proxy for involvement are used in Aizer

[2004] and Welsch & Zimmer [2008].

Aizer [2004] center the impact of adult supervision after school on behavioral outcomes

for children aged 10 to 14: using family fixed effects to control for unobserved family traits, thus

exploiting the within family variation and suppose this variation is operate by exogenous

component, they find that adult guidance is associated with a reduce in risky or antisocial

behavior.

The results of adult supervision on cognitive achievement, using these data, is examined

in Welsch & Zimmer [2008]: they use a child fixed effects estimation, thus make use of within-

child time variation in supervision, and find no significant impact on test scores. In both studies

supervision is an indicator equal to 1 if the child is in the presence of an adult after class.

On the other side, casual inference based on inherent experiment, which mirror thought

experiments involving counterfactual happenings, is very limited in this field. It appears indeed

difficult to imagine an exogenous instrument that has an impact only on how parents care for

their children.
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Unsystematically experiments would be blamed as immoral, if they tried to tell the

parents on how should they behave and act. A few specific situations, whose generalizability

and link with parental involvement can be questioned.

Even more so with parental involvement in school, give however some light on the role

of parental care and love for children’s outcome: prominent examples contain studies od

adoption. (See, Sacerdote [2002], divorce Piketty [2003], or on the quantity of children using

twin births.

Outside the economics of education, economic scholars have started to become

interested in the determining of parental involvement in education. In the recent paper,

Patacchini & Zenou [2007] learn the decision of parents to be more involved as an

intergenerational cultural transmission mechanism.

Parents determine their involvement effort in order to maximize their altruistic utility,

which includes the child’s discounted probability of succeeding. Parents can grow success

probabilities through their own style and effort; success also be based on the quality of the

neighborhood and the parent’s social class. Parents have their own strategy in every success

also on how their social life is.

Using UK data from the National Child Development Study (NCDS), the writers find

support for the ethnic complementarity hypothesis: the better the standard of the neighborhood,

the more parents invest in their child’s education. Definitely parents would invest anything as

long as it’s good for their child and for education.

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Period of time they find that the correlation is largely driven by positive sorting, they

claimed that part of it are pure peer effects: neighborhood quality increases the productivity of

own investment, as documented by the fact that the correlation is still significant on the sample

families which did not change the neighborhood. It never changes the neighborhood between

many years even before the child was born and the time and moment their involvement is

measured.

A straightforward expansion to the altruistic utility function in Patacchini & Zenou [2007]

would be to add “identification” to parent’s advantage (Akerlof & Kranton [2002]). Identity or self-

image is defined as a necessity of the match between the ideals for the chosen social category

and the parent’s actual behavior or traits and characteristics.

With this preference, parents investing effort to get involved in their child’s study derive

utility both through the results of their investment on the child’s achievement and through the

influence of this investment on their own self-image.

Researchers begin the review of non- economic literature by presenting theories of why

parents or guardians of school-aged children become involved in their child’s study. As we

already know, parent’s involvement is an active area of school innovations and parent

involvement is very important for education. The recent widespread development of initiatives

by school in order to involve parents is rooted in the reliance that what parents think and do is

significant to educational outcomes and educational manners of the students.

As Hoover-Dempsey & Sandler [1997, p.8] Write, “while schools cannot realistically

desire to alter a student’s family status, schools may hope to influence chosen parental process

variables in the direction of increased parental involvement” school is not perfect to change

everything but can be influenced but it.

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Existing programs or activities can be determined along a variety of dimensions and

differ in many ways from each other, An influential classification distinguishes scheme according

to the classification of involvement that school try to foster. Joyce L. Epstein distinguishes six

types of involvement (Epstein [1986]; Epstein and Dauber [1991])

Parental Involvement scheme typically address more than a single type of involvement;

an additional component to many existing school-based parenting scheme is parent or guardian

academic education example learning language for non-native speakers) in attempt to increase

their skills.

Parental Involvement should not only focus on one but to explore more kind of

involvement, in order to get to know more and to know the other kind of involvement. And by

learning it, you are gaining more knowledge about it.

In their review of 41 US parent involvement scheme, Mattingly et al. [2002] take note

that most scheme are multidimensional and include on average three to four components

(known as above). A majority of scheme include components to increase parental involvement

in home learning (75%) to improve parenting skills (61%) or to improve parent/ school

communications (54%). Most recently Desforges & Aboutchaar [2003] have suggested that

attempts to encourage parental involvement in school can be classified into three categories.

First of all, scheme which focus on the immediate connectivity between schools and

parents; next, scheme which cast parental involvement more in general in the context of the

family and the community education scheme; the next one, parent training schemes aimed at

promoting parental psychological health and/ or relationship skills which are known to be

foundational to parental involvement.

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This classification distinguishes scheme with a narrower focus on promoting children’s

level of achievement from scheme that have broader objectives. The classification of

involvement should be understandable yet promoting children’s level that shows clear and

instructive objectives.

The perception that parental involvement has a positive effect on students’ academic

success has become almost common sense, and has influenced the progress of parental

involvement scheme. Attempts to increase parent involvement are a regular feature of national,

state and local education policies in the US and UK.

Research on interventions to promote paternal involvement has, however, mostly

failed to distribute convincing measures of their impact; in the summary for their review,

Desforges & Aboutchaar [2003] noted that “evaluations of interventions are so technically weak

that it is not possible on the basis of publicly available proof to illustrate the scale of the impact

on pupil’s achievement. In a similar vein, a review of evaluations of US scheme by Mattingly et

al [2002].

First type: Involvement in basic duties at home (the provision of school supplies, general

support and supervision at home.) Parent Involvement always start a home by providing the

necessity.

Second type: School to home and home to school communications. Like a previous

study, communication is always necessary between the students and parents regarding about

school.

Third type: Assistance at the school (volunteering) Parent also include being volunteer

example going to school to be volunteer is example of parental involvement.

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Fourth type: Assistance in learning activities at home. Parents also help the students in

doing the activities whenever they are struggling and being confused about something.

Fifth type: Involvement in school decision- making, governance and advocacy. Parent

can supervise their children when making decision and also choosing their path when adulting.

Last type: Collaboration and exchange with community organization. Start them young,

be the role model by showing your works for the community that you loved.

They are 6 type of Parental Involvement and those parental involvement are really

important for the students, teachers, and school.

But sadly, not all parent can fulfill their role as a parent by doing parental

involvement, maybe because they are busy, always have something to do, that is why some

parents can’t attend or join activities inside the school for their students/children

As a result of lack of involvement of a parent, the student doesn’t have a proper

guidance growing up, since her/his parents are not always there. That’s why some students

didn’t value their education that much because they think that no one is there for them.

Also, because of this, the child’s education is already affected as well as the

teachers, principals and the whole school because they can’t talk to the parents when they

needed them. Result of this is the student can be influenced by other people easily because

there is no guidance to tell them what is right.

Many students think that they do not need to do better at school because no one is

there for them, they think it’s a waste of time. And having missing in action parents can result of

miserable life of a student.

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That’s why having a parent that is very supported is already felt like a jackpot cause

not everyone has a supportive and lovable parent that is always there to guide, care and love

for their children unconditionally.

So, the question is, having a supportive parent is important for education? How? Do

you have supportive parents? What is their role in your education? What is the role of parents in

education? What are the effects of it?