Abstract
The role of parental involvement in their children’s educational growth and development has become a dominant theme in academic discussion. One way to examine the role of parental involvement in children’s educational performance is to view it broadly in the context it takes place i.e., at home or in school. In literature, these forms of parental involvement are referred to home- and school-based parental involvement. Results of research indicate that there is sufficient evidence about positive and consistent impact of homebased parental involvement on children’s academic outcomes in comparison with limited evidence about impact of school-based parental involvement. These results show that nature and context of parental involvement is also important for positive academic outcomes for students. This research work is, therefore, particularly focused on examining the perceptions of students about home- and school-based parental involvement at secondary level in district Multan. This research further investigates the impact of children’s gender in choosing home- and school-based parental involvement practices. Finally, it examined the relationship between home-based and school-based parental involvement in secondary school. This research was descriptive in nature and survey design was used. All students studying at 69 public and private schools of Multan city were selected as a population. Of these, 392 students were randomly selected as sample using cluster and stratified random techniques. For data collection, a five-point Likert scale questionnaire was administered. For data analysis, mean, SD, independent-sample t-test and Pearson correlation were used. The results found that the level of home-based parental involvement is very higher in contrast with low-moderate level of schoolbased involvement. Finally, it was recommended for teachers and schools to develop collaboration with parents for the mutual benefit of both.
Keyword(s)
Parental involvement, home-based, school-based, Students, school