Research Proposal

Research Proposal-Parental Involvement
Research Proposal Parental Involvement

Nancy Ta
University of Maryland University College
November 16, 2010
Abstract
Parental involvement is the combination of commitment on the part of the parent
to their child and to their school. This literature review outlines the steps that I will be
taking to conduct my action research project on parental involvement. I have always had
interest in the social aspect of a students learning and how their environment affects their
motivation for learning. I find it to be very important to be aware of these contributors
and open the communications between the school and parents. The resources that I have
included in this literature review discuss the importance of parental involvement in a
students academic achievement. Solutions are explored to find the effects of substantial
parental involvement and comparing the lack of parental involvement as it pertains to
students achievement. As suggested in these articles the number of solutions that can be
used to improve parent involvement and helping students with their academic
achievement is very high.
Part I: Introduction to the Study

Introduction
Generally, when everyone thinks of parental involvement the instant thought that
comes to mind is that it is a positive thing. However, there are aspects of parental
involvement in a students education that can hinder the achievement of each student. I
wanted to focus on this topic of parental involvement. The further research that I have
conducted involves the positive ways that a parent can have on their childs achievement.
The discussion follows the thin line between the lack of parental involvement and being
overly involved, which has consequences in both ways. Although many of the articles I
have found focuses on the importance of parental involvement in their childs education,
it does not determine the overall impact of parental involvement on all of the students.
This lack of focus is due to the limited resource that shows the different aspects of parent
involvement that helps students education and which components of the involvement are
the most important.
My first step was to review and thoroughly read through all the articles that I have
found to be relevant for my study. Then I analyzed these articles to determine the overall
effects of parent involvement on academic achievement. Most of the articles had an
overlap in this aspect of parental involvement. Each article was able to determine the
extent in which certain expressions of parental involvement would be beneficial to their
child. The findings of parental involvement is associated with higher achievement
outcomes were consistent usually through the measures of grades and teacher ratings.
Next, the main point I wanted to focus on was the extent that parents should be involved
and when too much parental involvement can be harmful. This was also conducted in the
opposing direction of how the lack of parental involvement will be harmful to a student.
More importantly, I also wanted to focus on the diverse backgrounds of students and
parents and how this may affect their overwhelming support or lack of it. It was more
difficult for me to find an article that discusses the different levels of parental
involvement in different family backgrounds but I was able to draw simple comparisons
from each article. These steps were taken to critically evaluate the findings of the articles.
Utilizing these resources and critically reflecting on the findings will allow to me further
my research. It will also lead me to a better conclusion the bridges the negative and
positive affects of parental involvement.
Topic: Parental Involvement
Problem Statement: It is unknown the level of parental involvement that would be a
positive or negative contribution to a students education and achievement.
Purpose
Although there are researches that focus on the importance of parental
involvement in a students education, there has yet to be determined the overall impact of
parental involvement. There is limited information on the aspect of parental involvement
that helps student education and the importance of the components involved. Some
results are too narrowly focused and researchers have suggested that a meta-analysis
would be beneficial to find the many factors that contribute to students achievement. The
research also includes the examination of characteristics of multicultural parental
involvement. The level of parental involvement can vary among families of different
backgrounds. The nature of parental educational aspiration, difficulties and barriers are
considered in the factors that contribute to the pattern of parental involvement.
The focus is to investigate the impact of parental involvement, interest in
childrens education and the school environment. This study also emphasizes the
importance of a students self-efficacy and how that can be improved with parental
monitoring at home. The purpose is to find out the extent of parental involvement and if
anything specific could enhance students interest and improve the school environment. It
is important to narrow the contributions of parental involvement in students education to
help parents, teachers, and educational leaders draw better perceptions of parental
involvement that would help students gain advantage with their education.
Parental involvement is supported by varied factors that target different aspects of
relationships between parents and teachers. The relationship that is developed between
parents and teachers creates a link to use different educational tools that can help
reinforce learning. Numerous studies included in this research have established that
different approaches to parental involvement produce various outcomes for parents and
students. Most agree that parental involvement is a requisite for students school success;
however, there are varying levels on what constitutes effective parent involvement. There
are consistent trends but no one paradigm has emerged to be the dominant factor.
Clarification needs to be found on the concerns of activities, goals, and desired outcomes
of various levels of parental involvement and practice.
Significance of Study
The results from the study can help enhance parental engagement in their
childrens schooling. The factors and programs would be considered, so parents can be
better educated about the ways they can help their children even if they do not have a
high level of education. Parental involvement could also mean support and being engaged
in their childs education. Educators and the schools can find ways to encourage
involvement from the parents. Teachers and parents can familiarize themselves with the
different approaches of parental involvement that can help the most. It would be a way to
try to guide parents on what steps they can take to become more involved.
In order to reach the conclusion of the study, the students educational setting as
well as the home environment has to be considered to find the appropriate was to
organize the involvement of the parents. It is a way to rethink the education process of
students and perhaps find a way to continue learning even when they are outside of
school. The findings will show whether more emphasis should be placed on a better
home-school partnership, therefore, this can also change the way schools conduct parentteacher conferences. The outcome of the study can change the view of parental
involvement significantly. The schools may also determine whether certain programs will
be appropriate to bridge the learning between school and home. Schools have been under
the pressure to encourage parental involvement and the study will show whether these
efforts from the school are worth pushing.
There has been suggestion that parental involvement and certain student variables
involved in academic achievement can positively influence the productivity of students.
Incorporating parental involvement at any level of education continues to support the
relationship between home and school that many students may experience a
disconnection. The parental involvement should consist of better communication between
home and school where parents have the opportunity to be more involved in classroom
activities. The review of literature overwhelmingly shows that parent involvement in a
childs learning is positively related to achievement. There are strong indications that the
most effective forms of parental involvement are the parents who work directly with their
children on learning activities at home. These are the factors and programs that will help
narrow the ways parents can work with students that are beneficial. Researchers have
found that more active forms of parental involvement produce higher achievement
benefits than parents who are more passive. Programs that involve parents reading with
their children and providing support with their homework assignments showed greater
success. A considerable greater achievement benefits are seen when parent involvement
also included parents being active with attending school functions and supporting school
activities.
Research Questions
Question 1: How does the academic achievement of students whose parents are actively
involved in their education compare to that of their counterparts whose parents are not
involved?
Question 2: What is the particular influence of specific aspects of parental involvement?
Question 3: Which aspect of parental involvement has the greatest impact on academic
achievement?
Question 4: Do the effects of parental involvement differ for children from different
socioeconomic and multi-cultural backgrounds?
The question that I am still plagued by is What ways can the teacher help to
improve parental involvement to ensure their students success? this will be the question
that I will try to assess in my action research project. I want to be able to seek the
observation of the classroom and possibly find ways that teachers can implement more
parental involvement in the students activities and assignments. This topic can be further
developed into a more detailed conclusion and perhaps an educational approach. The
emphasis should be placed on finding the effective ways of helping the students, parents
and schools to work together. Additional information on parental involvement will suit
the best interest of the student and new ways of ensuring parental involvement can be
discovered by finding the answer to this topic question.
Part II: Review of Literature

Literature Review
Parental involvement during a childs secondary level education is often limited
or not present at all. Throughout the course of their education, students have been used to
parents being involved in their education from elementary years. In many cases, parents
participated in more in parent-teacher conferences, field trips and school celebrations.
However, as children get older greater distance is created between the school and the
parents. As a child matures into the role of a secondary level student, parents are often
excluded from school activities. In the article, Adolescents Psychological Well-Being
and Perceived Parental Involvement: Implications for Parental Involvement in Middle
Schools, the researchers argued that consistent parental involvement positively
influences the lives of children. A childs first teachers are always the parents and they are
lifelong teachers. Therefore, it is always important for parents to maintain relationships
with the their childs teachers to be more active in their education (Cripps & Zyromski,
2010). As noted in the article, the adolescent years is a very critical period in
development and parental involvement should still continue to impact student success.
The only difference is that the authors still suggest homework help from parents that will
help the improvement of students achievement. The authors also further suggest that
parental involvement not only encourages student success but it also increases the well
being of the students. The authors assessed the positive and negative outcomes of
parental involvement, which helps the understanding of the effects of parental
involvement. These same findings were supported in an article titled, Scholars: ParentSchool Ties Should Shift in Teen Years (Viadero, 2009).
Viadero (2009) examines the ways parents and teachers should assess the changes
students face during adolescent years. The teachers and the parents need to discuss ways
to work with these changes and remain greatly involved in their childs education. The
parents should still spend time in their childs class monitor the work that they do both in
school and at home. However, by doing so, teachers and parents often neglect the needs
and changes of students in their adolescent years. This article helps define the difficulties
in implementing and including parental involvement. Since there has been more research
conducted with secondary students and their families. The research shows that parent
involvement remains very beneficial in academic achievement. However, secondary
students benefit from different forms of participation, mostly through parents monitoring
homework, helping students with future plans and maintaining open communication
about students grades and progress. Parents attending school-sponsored events would
also be essential in maintaining the relationship between the school and parents. In the
article, Parental Involvement as a Protective Factor During the Transition to High
School (Chen & Gregory, 2009) the authors argued that cooperation between home and
school can optimize childrens development and promote consistency in learning-related
practices from two different environments. This is especially important for adolescent
students because they are undergoing changes of their own. The consistency between
home and school will allow them to grow with less confusion and have a firmer
foundation. Parents can provide continuity for what is taught in school and encourage the
desired outcomes through behavioral modifications.
Lagace-Seguin and Case (2010) explores the importance of parental involvement
and the involvement of extracurricular activities to improve the success of students in
Extracurricular Activity and Parental Involvement Predict Positive Outcomes in
Elementary School Children. This active participation from the parents shows the
prediction of academic competence from the student as well as showing an overall
improvement of well-being. This article captures the same essence of improvement that
Cripps and Zyromski suggested about the improvement of the students personality as a
whole. Generally, there are positive outcomes of parental involvement and the authors
showed that there is significant difference between having parental participation and not
having it. Parental involvement also affected the students attitude towards school, selfconcept, motivation and goals. The relationship between parental involvement and these
attitude outcomes appears to be strong and positive. All the research studies that
addressed these areas found that parental involvement has positive effects on student
attitudes and social behavior. A lack of motivation is one factor that is recognizable as
stated in the article, From home to school: The relationship among parental
involvement, student motivation, and academic achievement (Coleman & McNesse,
2009). The results of the study showed that there is a correlation between academic
achievement and student motivation, which was directly related to parental involvement.
The rise in student motivation was also associated with their improvement in academic
achievement. Coleman and McNeese stated, A strong, positive relationship between
school and home can be a great motivating factor for studentsa school-home
partnership should address the particular needs of a community and provides the
appropriate support that students need to succeed (Coleman & McNeese, 2009).
Motivation is changeable and positive correlation between self-efficacy and achievement
can increase effort of students. The attributions of encouragement can be coming from
the parents. Parental effort that helps motivation includes parent-student discussions
about student activities and interests, parent-student discussions about selecting
coursework and parents volunteering at the school.
Educators have the responsibility to provide students with the best educational
experience possible. Parents play as the major factor of making the educational
experience positive. An article titled, Linking Parent and Community Involvement with
Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder
Influence, stresses that students need the presence of their parents in their schooling
especially as they deal with demands of society, peer pressure and changes in
adolescence. In this article, Gordon (2009) discusses the leadership roles in the school
system and how this can change the community involvement invested in a students
education. Gordon and Louis attempt to answer the questions pertaining to the leadership
of school officials and how that is related to students learning (Gordon & Louis, 2009).
The authors also examine the way a teacher views parental involvement and how that
affects student achievement. The proposed solution is to have principals and teachers to
better organize their schools to include more parental involvement, which would benefit
the students in the end. It is not enough to only include the parents but to also allow
community involvement and efforts to improve schools. The ideas presented in the article
supports the theory that schools and parents need to develop a community of learners to
increase the success of the students. The authors encourage teachers to support parental
involvement by having open communication with the parents and address academic
problems immediately.
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Consistent communication between home and school throughout a childs

education seems to be a major factor in student success. The parent and students may not
be the only ones benefiting from parental involvement; the school can also gain
significant improvement from the helping of parents involved. The article, We are the
Professionals: A Study of Teachers Views on Parental Involvement in School (Baeck,
2010) provides a teachers perspective on parental involvement. Baeck (2010) examines
teachers attitudes and experiences towards parental cooperation. This gives an interesting
perspective to parent involvement and how it may affect the students academic outcome.
When there is a negative perception of parental involvement the students may be the ones
suffering because the teacher will attempt to close the communications with the parents.
Teachers may tend to maintain a distance from the parents but the student may be the
ones suffering by doing this. There are also positives that come out from a good
relationship between parents and teachers. The parents would dedicate more time in
helping with the school. School personnel can appreciate the improved rapport that
generally results from parent involvement. Parents would be more willing to support the
school by volunteering and providing resources.
From a multicultural view of parental involvement there may be certain barriers
that prevent parents from being more involved with their childs education. The common
trend that was represented by the researchers through a multicultural perspective is that
minority parents are often not involved in their childs education. The reasons behind the
staggering absence of parental involvement are due to lack of time, embarrassment on
own academic abilities and parents disinterest childs schooling. However, it is important
to note that researchers found that parents of minority children can make a positive
contribution in their childs academic achievement in school if they have adequate
training and encouragement in the specific type of parental involvement. Parent
involvement programs are especially important for minority and low-income families.
The article, Understanding Latino Parental Involvement in Education: Perceptions,
Expectations, and Recommendations (Zarate, 2007) captures the perception of Latino
families and their concept of parental involvement. It gives an important perspective to
the other views of Asian and European families and their parental involvement that
differs from families of Hispanic descent. In the Latino community, parental influence is
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usually low and the teachers of the school assume school involvement. The emphasis on
the Latino community is important because the students from this group has been shown
to have low high school graduation rates and low college acceptance rates. Zarate (2007)
provides the important multicultural perspective of parental involvement and how the
lack of it can affect the academic outcomes of students.
Similar to Zarates (2007) article, Parental Involvement, Parenting Behaviors,
and Childrens Cognitive Development in Low-Income and Minority Families (Chang et
al., 2009) incorporates the ideas of the multicultural family and the families of different
socioeconomic backgrounds and how it affects parental involvement. The longitudinal
studies focuses on the parental behaviors n a childs education and how it affects their
overall learning. This article was very helpful in tying all the different aspects of minority
families as the other articles have measured the differences of parental involvement. In
particular there was a focus on African American families where both students and
parents benefited from the participation of showing involvement. This article rounds out
the different diverse backgrounds and perceptions of parental involvement. It is important
to emphasize the concept of parental involvement with minority families because of the
social problems that can be associated with the lack of parental involvement. As stated by
Chen and Gregory, Student engagement was significantly enhanced by parental
encouragement among Hispanic students, whereas parental encouragement had a
significant positive impact on school performance among Asian students (Chen &
Gregory, 2009).
Parental involvement in schools is necessary to create a solid foundation for
student achievement but some researchers find it difficult to define what parental
involvement might look like with families from multicultural backgrounds. In the article
titled, Parental Involvement in Childrens Schooling: Different Meanings in Different
Cultures (Huntsinger & Jose, 2009). The authors focus on the benefits of parental
involvement and how it differs with families of different cultures. Through research this
article attempts to show that parent involvement has been linked to students academic
achievement. The social and behavioral adjustments in schools can affect the
achievement of a student, so parents should be able to address these problems with their
child. This article also mentions that there is little research done to focus on the different
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types of parental involvement that can be helpful for students. Families from different
backgrounds have different approaches to their childs learning and academic
achievements. Specifically this article focuses on the families Chinese and Europeans.
Parents of these different groups are involved in their childs education in different ways
(Huntsinger & Jose, 2009). The article, Predictors of Parent Involvement across
contexts in Asian American and European American Families (Sy et al., 2007) also
focuses on the parental involvement styles of Asian American and European American
families. This article discusses the structural differences of the perception of education
from different ethnicities, particularly focused on Asian American families and European
Americans. This article is very similar to the previous article in that it mentions the
multiple types of parent involvement across different structures. Asian cultural values
tend to draw a line between the parents role and the teachers role in school, so in many
cases there is a lack of parent involvement with people in this group because the culture
shows reservations in becoming involved in schools.
In the initial stage of the research I wanted to focus on the outcomes of parental
involvement on a general level. In the articles that I began analyzing, the discussion of
any forms of parental involvement produces favorable outcomes for student achievement.
The concept of parental involvement is very important for the student as well as the
school and can lead to positive academic outcomes for the student. The key aspect of
parental involvement begins with the level of support and commitment that each parent
has for their child by showing understanding and encouraging the student. Another aspect
is the level of participation the parent has with their child, such as helping the child with
their homework. The idea of parental involvement can be seen as a simple way in
approaching student achievement and motivation but there are concerns that need to be
assessed. Parental involvement can be a complicated element as part of a students
academic make-up. It is harder for some students to gain than it is for others. Therefore, it
led to another aspect of my research, which is the focus on the problems of parental
involvement. Before any further aspect can be discussed, it is important to focus on the
problem before we can even reach any levels of a conclusion.
Particularly for secondary level students, parental involvement begins to decline.
Since, there is already discussions of the vital roles that parental involvement plays in a
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students academic achievement, I begin to focus on why there is a lack of parental

involvement, as students get older. These problems need to be addressed and to find ways
to curve this trend. The lack of involvement is due to the unresponsiveness of the parents
and in part of the schools. The main concern for the lack of involvement is the diversity
in family backgrounds, which include ethnic makeup and the growing numbers of nontraditional families. The non-traditional family, for instance with parents who are
divorced have other struggles they are dealing with on a regular basis. These struggles
that a parent has to deal with also affects everyone else in the family. So, parents have
lesser time devoted to the participation of their childs education. Some parents may not
know how to communicate with the teacher due to language barriers or even a lack of
open communication between the school and the parent. In some cases, the schools place
too much emphasis on parental involvement without understanding the struggles that a
family maybe having. The lack of participation by the parents does not always mean that
parents are being neglectful.
The articles I found had similar ideas of problems involved in parental
participation. Each article diagnoses the problems involved with lack of parental
involvement and how aspects of the students life can affect their education. I still think
that I need to conduct further research on the problems schools and teachers face when
trying to encourage parental involvement with their students. The articles did not address
this problem and I think it is crucial in trying to fully understand the benefits of parental
involvement. Since all of the articles have placed such great emphasis on parental
involvement and illustrated all the benefits of it. The conclusions need to drawn about
bridging the gap between the educational decisions of the school and the parents. The
findings in the articles are consistent but there is just a lack of corresponding solutions.
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Part III: Methods

Methodology
The study will be conducted as a quantitative/qualitative survey. The research
tools will be used to measure the possible outcome of success or failure that is related to
parental involvement. Students will be administered a survey assessing self-reported
classroom behaviors as well as the perceptions of their teacher and the level of parental
involvement. Students are to report of their parents involvement in school-related
matters. Parents will also be administered the survey, parents will rate their level of
parental involvement and what they perceive to be their childs academic achievement
and motivation. The scale will assess the direct parental participation in school-related
activities with a Likert scale survey that allows both qualitative and quantitative
responses. The surveys will be designed to assess both students and parents; it will also
be created with similar structure.
The surveys will be designed to have numbered responses where the surveyors
will rate the statements on a 1 to 3 scale. Students and parents will be given the survey
where they will have to return the completed survey to the school. Higher ratings will
indicate more student-perceived parental participation. In the parent surveys, higher
ratings will suggest parents more frequent use of social and behavioral reinforcement of
grades that are perceived by the parents. Questions on the survey will also include
measuring expectations of grades from parents.
Following the survey, the Lickert-type scale will be used to assess if parental
involvement assisted in the performance of the students success in academic
achievements. Among the students that are taking the survey their grades during that time
period of the survey will be observed to measure student academic success. Teachers will
also be able to provide their observations of parental involvement of their students. The
teachers responses will only be used as a supplement to the results from the survey and
in collaboration with the grades of the students during that time period. Teachers will also
conduct observations that involve student engagement level throughout the school day.
Students and parents can complete their quantitative responses by circling one of the
following responses: 1 (no, almost never); 2 (sometimes); 3 (yes, almost always) after
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reading the question presented. The qualitative questions will also be presented on the
survey that allow students and parents the opportunity to provide a lengthy quantitative
response. The responses to the surveys will be presented in graphs, therefore the data will
be organized and the results will be easier to identify. A graph representation would be
presented for each question and how many students answered that way. Another graph
will represent the responses of the parents. An analysis will be added along with the
graphs.
The research will be conducted at a high school. The student surveyors will range
from ninth to twelfth grade. A sample of four different classes will be assessed. The
number of students can range from 100-120 students depending on the size of each class.
The sample of students will include students from different socioeconomic, cultural and
academic backgrounds, which will have a higher probability because the surveys will be
administered to students from different grade levels and different content areas. The
parents of the students in these classes will receive the surveys also. Therefore, the
number of parents taking the survey will be similar to the number of students who will be
taking the survey. The qualitative and quantitative surveys completed by students and
parents will allow the observer to address the areas that need improvement for parent
involvement in the sample of students. The students will be taking the survey during
school time, which will only take less than ten minutes and the parent surveys will be
given to students so they can give it to the parents. The parents will then take the survey
and the students will be bringing it back to the school where the organizer will collect the
data. The surveys will be folded and even though the students are bringing their parents
responses back they will not be able to see the responses. Administering the survey will
take one day due to the fact that the parents will have to receive the survey at home and
answering it at home. The collection of the data will take another day. The teacher
observations will be conducted on a specific day that the teachers will choose on their
own. The teacher is responsible for observing the engagement of the students during the
day. A separate four days will be set aside to analyze the perceived grades of the students.
When all the surveys, observations and grades have been received, the research organizer
will gather the data and create graphs with corresponding aids. The study will take about
a month from the beginning to the end when all the data has been organized and applied.
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Procedures
Create surveys for students and parents.
Locate a high school that would be willing to participate in the survey.
Locate four different high school content area classes ranging from
different grades starting at ninth grade to twelfth grade.
Get approval and consent of the students parents allowing the

participation and observation of their child for the study.
Have each teacher from each class observe the engagement of the students
throughout the day. Make sure they include students that are more engaged
and ones who are less engaged. A form can also be created to help the
teacher guide the direction of their responses. Teachers will be able to rate
the students various behaviors.
Administer the surveys to the students and have them complete it during
the first ten minutes of class. Collect the data.
Surveys will rate responses from 1 to 3. 1 (no, almost never); 2

(sometimes); 3 (yes, almost always).
Pass out the survey for the parents, which will be given to the students.
Parents will take the survey and return the survey folded, which will be
brought back to class the next day by the student.
Organizer will return the next day to collect all data. The collection of
surveys from parents and the observations/ratings from the teachers.
Analyze and organize the data collected.
Organizer will put the collected data in graph form and provide
descriptions that explain the results.
Graph representations will be presented as student blocks from different

classes and categories.
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The results from the study will address the gap between understanding how parent
involvement is related to low-achieving adolescents who are in high school. Importantly,
the findings will suggest the combination of parent perceptions and the students
perceptions of parental involvement and how that impacts the students academic
achievement. The findings will also show the different type of parental involvement that
differ from one another and what specific types are more relevant to the growth and
achievement of adolescents. More specifically, there is a representation of the students
perception on their parents involvement in their education. The parental involvement
levels will also be assessed through the backgrounds of the parents. There will be
evidence that suggests distinct involvement types and parents who practice only one type
of participation and not others. The results will be reliant on the questions on the survey
that will help narrow the responses.
The methods of the study will allow time to analyze and organize the data where
conclusions can be made of the data collected. The follow up of the study at the end is
very important, as the results will be represented in what the surveyors responded as. The
surveys contain a rating scale and a general information section that will allow the
surveyors to elaborate on the responses. The general information section for the surveys
should include any specifications that the surveyors have. The analyses should show
relationships between parental involvement, academic achievement and student
motivation. All of the variables should be able to show a positive correlation with one of
the other variables in order to create a study that will yield desired results. Is important to
find a correlation between variables in order to pinpoint the possible solutions that may
be focused on.
To control the quality of the data collected, repeated questions and evaluation of
the entire system would be necessary. Different questions on the survey can be repeated if
it is written in a different form to narrow down the consistency and whether the response
is reliable. Every aspect of the survey, data collection and analyzing of the data should be
checked. The purpose is to maintain the cooperation of the students, parents and teachers.
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It is also important to reduce potential biases in the survey, the statements should be more
neutral but will state the purpose of the potential response.
References
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Research Proposal-Parental Involvement