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[2B201] An Analysis of Home-based Parental Involvement on Secondary School Students’ Academic Achievement in Cambodia
Keywords:Home-based Parental Involvement, Secondary Education, Cambodia
As Cambodia strives to become a middle-income nation by 2030, secondary education is realized to be crucial to sustain its economic growth. The workforce, according to the Royal Government of Cambodia, must at least finish lower secondary school and demonstrate a minimum level of reading and math proficiency in order for the country to realize its ambitious vision. Comparing Cambodian secondary school students to those in neighboring countries, however, reveals poorer learning performance. While several studies have demonstrated the positive associations of parental involvement and children's learning, there has been no case study that specifically examines the influence of parental involvement activities at home on student academic achievement, particularly at the secondary level in Cambodia.
This study examines the influence of home-based parental involvement on secondary school students' academic achievement in reading, math, and science. While considering various factors such as gender, grade, siblings, parental literacy, school type, and location, the study focuses primarily on four indirect parental involvement activities at home at varying frequency levels. Moreover, it also examines the extent of home-based parental involvement and its relationship to the three subjects.
This study uses a Hierarchical Linear Modeling (HLM) after validating the null model analysis to assess the relationship between home-based parental involvement and student learning performance. Certain activities such as discussing a child's well-being, eating meals together, and encouraging children, is positively correlated with the three test scores. Intervening once or several times a month, or even several times each week, has a positive correlation on the student's learning compared to less than once a month. However, discussing future schooling both once or several times a month or several times a week revealed a negative connection, indicating that frequent talk about the future can lead to a decrease in learning performance of the children compared to less than once a month. In addition, the study found that children with high-involvement and medium-involvement parents perform better than those with low-involvement parents, signifying the necessity of home-based parental involvement to children’s learning.
This study examines the influence of home-based parental involvement on secondary school students' academic achievement in reading, math, and science. While considering various factors such as gender, grade, siblings, parental literacy, school type, and location, the study focuses primarily on four indirect parental involvement activities at home at varying frequency levels. Moreover, it also examines the extent of home-based parental involvement and its relationship to the three subjects.
This study uses a Hierarchical Linear Modeling (HLM) after validating the null model analysis to assess the relationship between home-based parental involvement and student learning performance. Certain activities such as discussing a child's well-being, eating meals together, and encouraging children, is positively correlated with the three test scores. Intervening once or several times a month, or even several times each week, has a positive correlation on the student's learning compared to less than once a month. However, discussing future schooling both once or several times a month or several times a week revealed a negative connection, indicating that frequent talk about the future can lead to a decrease in learning performance of the children compared to less than once a month. In addition, the study found that children with high-involvement and medium-involvement parents perform better than those with low-involvement parents, signifying the necessity of home-based parental involvement to children’s learning.
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