Page 1 of 15
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 478
“Impact of Parent’s Supervision on the Students
Study”.
1Ehsan Qadir Malik
Senior Subject Specialist Govt College for Elementary Teacher Shahpur Sardar (Sargodha)
2Muhammad Irfan Qadir
Department of Communication Studies, University of Sargodha
3Mehr Mohsin Raza
Department of Education University of Sargodha
4Yasir Javed Cheema
Department of Social Work, University of Sargodha
Abstract
This study reviews the research literature on
the relationship between parental
involvement (PI) and students study, with
special focus on the secondary school
(middle and high school) level. Total 80
respondents have been taken and convince
sampling technique is used in this study. The
results first present how individual PI
variables correlate with academic
achievement and then move to more complex
analyses of multiple variables on the general
construct described in the literature. Several
PI variables with correlations to academic
achievement show promise: (a)
communication between children and
parents about school activities and plans,
(b) parents holding high
expectations/aspirations for their children's
schooling, and (c) parents employing an
authoritative parenting style. Findings show
that majority 42.5 % (34) agrees, and 25.0%
(20) strongly agree and 13.6 % (11)
disagrees and 8.8% (17) strongly disagree
only 10 % (8) was not at all. So research
shows that majority 42.5 (34) respondents
agree. Findings show that majority 46.3 %
(37) agrees, and 30.0% (24) agree and 16.3.
% (13) strongly agrees and 3.8% (3)
strongly disagree only 3.8% (3) was not at
all. So research shows that majority 46.3
(31) respondents agree. Findings show that
majority 38.8 % (31) disagrees, and 32.5%
(26) agree and 16.3. % (13) strongly agrees
and 8.8% (7) strongly disagree only 3.8%
(3) was not at all. So research shows that
Page 2 of 15
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 479
majority 38.8 (31) respondents disagree
Findings show that majority 42.5 % (34)
agrees, and 25.0% (20) strongly agree and
13.6 % (11) disagrees and 8.8% (17)
strongly disagree only 10 % (8) was not at
all. So research shows that majority 42.5
(34) respondents agree. Findings show that
majority 72.5 % (58) respondent think that
cell phones increase hypertension whereas
25.0% (22) respondents have thinking about
the question.
Introduction
An important issue in identifying points of
leverage in improving students’ academic
achievement is determining how and to what
degree parental involvement (PI) affects
student achievement. Such knowledge might
inform parenting practices as well as school- based policies, practices, and interventions
that involve working with parents. For
example, such research might help in the
design and development of interventions
that maximize parental involvement, where
it has been shown to have the most positive
and powerful effect. To assist in this
endeavor, we reviewed the literature about
the types of PI that might have an impact.
We found that the literature on PI is quite
“knotty”—complex and sometimes
contradictory. This paper attempts to
disentangle the knot by closely examining
the current literature on the relationship
between PI and academic achievement at the
middle and high school levels.
The idea that parental involvement
engenders students’ academic achievement
is intuitively appealing to the point that
society in general, and educators in
particular, have considered PI an important
ingredient for the remedy of many ills in
education today. In the 1980s and early
1990s, studies were published that suggested
the importance of parental involvement in
school. In the mid-1990s, the popular press,
policy makers, and school administrators
actively advocated PI. Legislation was
enacted, such as the Goals 2000: Educate
America Act and the reauthorized
Elementary and Secondary Education Act
(ESEA) in the United States, which has
made parents’ involvement in their
children’s education a national priority
Schools have been encouraged to reexamine
their parental involvement policies and
programs and to demonstrate innovative
approaches in order to obtain federal
education dollars. For example, eligibility
for Title I funding is now contingent on the
development of agreements where families
Page 3 of 15
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 480
and schools assume mutual responsibility
for children's learning.Many practitioners
and researchers support the policy direction
of increased PI in their children’s academic
lives, yet confusion persists regarding an
appropriate definition of PI and the
activities, goals, and desired outcomes of
various PI programs and policies. Less is
known about PI than is commonly assumed.
Early studies suggesting the importance of
PI are, unfortunately, treated as definitive,
regardless of the equivocal nature of the
data, and they are used to support the
position that virtually all types of PI are
important. According to Sui-Chu and
Willms [2], PI has been treated too long as a
one-dimensional construct.
Objectives of the Study
This study examines the research literature
on the relationship between PI and study of
the students. With particular focus on the
middle and high school level. Research has
shown that in addition to students’ personal
goals and expectations in this age group,
other variables such as PI might exert
considerable influence on the students’
academic achievement and behavior [3–5].
This study will examine how PI has been
defined, describe the relationships between
PI variables and academic achievement,
attempt to generalize the results, and finally
discuss key areas of controversy and areas
for further research.
To find out the correlation between
parents and students.
To find out the parents check and
balance on students.
To find out parents impacts on
students study.
To find out the parents pressure on
students.
To find out the result on the students
personality effected by parents.
Statement of the Problem
Is there any impact of parent’s supervision
on the students study?
Significance of the Study
The focus of the search was to access full- text documents using various search terms
and keywords such as parental involvement,
parental influence, peer influence,
personality, academic achievement, and
parental involvement. The search was not
limited to a particular date range. From the
large set of documents that we collected, a
total of 74 documents met the criteria for
