Abstract:
The above statement highlights the role of parents in whether a child’s learning is
formal or informal. Parental involvement is a prominent variable affecting children’s
learning outcomes at all stages of learning, be it the child’s early education (Hara
and Burke, 1998; Hill and Craft, 2003) or youth academic success (Fan and Chen,
2001; Jeynes, 2003/2007). Children and youth, both are perceived to be encouraged
and motivated to perform better when their parents are involved in their homework
or assignments given in their school. They start valuing their schooling and
learning (Chowa et al, 2013). All these findings indicate the important role played
by parental involvement in the educational achievements of their children. Parental
factor is also one of the scales of “socio-educational model”. This reflects the
important role of parents in their children’s performance. Involvement provides
emotional support which may develop high motivation among learners.
In one of the studies carried out by Wilder (2014), the findings indicated that
there was a positive relationship between parental involvement and academic
achievement, regardless of the definition of parental involvement or measure
of achievement. In the same study, Wilder noticed that the impact of parental
involvement on the student’s academic achievement was weakest if parental
involvement was defined as homework assistance. The literature survey revealed
that in developing countries, the overall impact of parental involvement on
academic performance in the formative years is negligible (Chowa et al, 2013).
Hence, in accordance with these findings, the present study will assess the
relationship between parental involvement and students achievement in learning
English as a Second Language (AESL) at the secondary school level in the Indian
context.