EXPLORING THE ROLE OF PARENTAL INVOLVEMENT IN SCHOOL STUDENTS’ ACADEMIC SUCCESS: A NARRATIVE INQUIRY

Abstract

The idea for the research topic "Exploring The Role of Parental Involvement in School Students’ Academic Success: A Narrative Inquiry" came from the experiences and the stories of my childhood friend and a domestic worker at my home. The purpose of my study was to explore the role that parental involvement plays in the students’ academic success. I selected three secondary level students as participants from one of the reputed public schools of Lalitpur district. Applying narrative inquiry and adopting an interpretive paradigm relating to my ontological, epistemological and axiological stance, I collected information via the participants’ narratives. For the theoretical foundation of the research, I substantiated Epstein’s Framework of parental involvement, Noddings’ Theory of Care and Bourdieu Social Capital Theory and Cultrual Capital Theory. These theories were used as parallels of my research which enabled me to think analytically and encouraged me to act reflectively throughout the entire research journey. Furthermore, I got various insights from my research participants on parental involvement in their education. Based on my participants’ stories, I have presented findings into four themes. First and foremost, parental involvement is directly associated with children’s academic success. When parents involve themselves in their children’s learning environment, these children are likely to value their study. Secondly, regardless of the parents’ ability to involve themselves in their children’s learning, shaping a child's mindset towards education through better care and nurture

can leave a lasting impression and motivate them to perform better in school. Next, as in all the aspects of learning, effective communication between parents and children plays a crucial role in promoting academic success. Finally, this research indicated that in the context of low-income families, the socioeconomic status of the parents and the learning environment at home are secondary to the care and concern provided by the parents. To conclude, parental involvement is strongly linked to children's learning achievement, regardless of economic or educational barriers. Children who have parents involved in their learning environment are more likely to value their education and have improved self-esteem. Effective communication between parents and children is also crucial for academic success. In low-income families, parental care and concern for their children's education is more important than socioeconomic status or the learning environment at home. The findings of this study will provide valuable insights to parents, teachers, and policy makers to understand the implication of parental involvement in children's education. As the information collected is based on the individual experiences and perspectives of the participants, it cannot be generalized to all parents. Nevertheless, the findings may be useful for school administrators, educators, and parents to gain insight into the perspectives on parental involvement in their child's learning.