ildren as they demonstrate greater responsiveness to both school and home environments and achieve academic success and wellbeing. Additionally, students benefit by getting higher grades, better attendance, and getting more homework done which builds their self-esteem.
In addition, Berla and Henderson (1994) concluded that when parents are involved, students achieved more regardless of ethnic background socio-economic status, and level of education. Educators also held higher opinions and expectations of students whose parents collaborate with teachers. As a result of parental involvement, students exhibited more positive attitudes and behaviour, hence, their misbehaviors decreased as parental involvement increased. Consequently, when programmes are designed to involve parents in full partnership, student’s achievement increased and students who were farthest behind also made the greatest gains.
On the contrary, in a meta-analysis of 77 studies conducted by Jeynes (2005) underscored two patterns in his findings: (1) the aspect of parental involvement that required parents to invest large amount of time involved in communicating with children and (2) the more perceptive ones such as parental style and expectations had a greater influence on student’s academic achievement than the more demonstrative types of parental involvement which included attendance and participation in school base activities and setting household rules.
Furthermore, researchers believe that good parent-teacher relationship influences student’s performance positively. Izzo, Weissberg, Kasprow and Fendich (1999) asserted that when parents participated in school activities and had meaningful communications with teachers, they gain a clearer understanding of what the school expects of their children. As a result, they also learn from teachers how to help their children at home, thus enhancing their children’s education and signaling to them that their parents value their education. They concurred that when parents attend PTA meetings, it created continuity between home and school, which is believed to be the most dominant spheres of influence in children’s lives. Epstein (1991) concluded that when children received consistent messages from home and school they learn more.
Finally, children also benefit as research has shown that children whose parents are involved in their education showed greater social and emotional development (Allen & Daley, 2002). This included more resilience to stress, greater life satisfaction, greater self-direction and self-control, greater social adjustment, better mental health, more supportive relationships, greater social competence, more positive peer relations, more tolerance, and less delinquent behaviors (Desforges & Abouchaar, 2003).
Parents
Parents also benefit when they participate in their children’s education in many ways. “Research findings have confirmed this fact that parents learn a great deal about child care from their early child care and education programme” (Riley, San Juan, Klinkner & Rammingen, 2008, p.103). When parents are involved some homes benefit tremendously as they become more intellectually stimulating. This is as a result of parents adopting activities and ways of interacting that they encountered at the schools their children attend. Parents also develop more positive attitudes towards themselves including gr
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