Nature of Work and Availability Effects on Parent-Initiated Involvement and Styles to Learning Outcomes of Primary Learners

Abstract

This study investigated parent-initiated involvement and its impact on children's educational achievements, mediated by socioeconomic factors. The respondents, primarily female and aged 31-40, exhibited diverse educational backgrounds, with many holding college degrees or high school diplomas. Parents were notably engaged in monitoring academic progress but showed less involvement in volunteering and seeking guidance. The findings highlighted positive perceptions of parent involvement in communication, consistency, and collaboration, signaling strong foundations for enriching the educational experience through enhanced collaboration and resource-sharing.

Based on the findings, parents are encouraged to actively engage in monitoring and supporting their child's education. Schools should foster volunteer opportunities and enhance communication with parents. Teachers and educators should collaborate with parents to develop tailored educational plans, while schools should provide resources to promote parent engagement and support for academic challenges. These recommendations aim to optimize educational experiences and enhance student learning outcomes.