Abstract
Parental involvement in education has long been associated with student achievement. This paper explores the correlation between parental collaboration and students’ academic success in secondary school economics. It examines various forms of parental involvement, the mechanisms through which they influence learning outcomes, and the unique challenges faced in the economics subject area. The findings suggest that increased parental collaboration positively impacts student engagement and achievement in economics, emphasizing the need for schools to foster partnership with parents as a means of enhancing academic performance.
Introduction
The role of parents in a student's education is a critical factor that influences academic achievement. Numerous studies have demonstrated that parental involvement plays a significant role in students' performance across various subjects (Fan & Chen, 2001). This paper examines how parental collaboration specifically affects secondary school students' achievement in economics, a subject that requires both analytical skills and an understanding of complex concepts. By analyzing different types of parental involvement and their impact on student achievement in economics, this paper aims to contribute to the understanding of educational outcomes in this subject area.
Parental Involvement Defined
Parental involvement can take on various forms, including participation in school activities, effective communication with teachers, and support for homework and academic pursuits at home (Eccles & Epstein, 1993). In the context of this study, "parental collaboration" encompasses these forms of involvement, focusing on strategies that involve parents in the educational process and promote a supportive learning environment.
The Importance of Economics Education
Economics, as a subject, demands higher-order analytical skills and theoretical understanding that may not be naturally intuitive to all students. According to Cohn and Cohn (2004), understanding economics is crucial for developing critical thinking skills and making informed decisions. Research shows that when parents collaborate with their children in this subject, outcomes improve significantly.
Mechanisms of Impact
1. Direct Support
Parental support in homework and projects leads to a better understanding of complex economic concepts. Studies indicate that when parents engage directly with their children in learning activities, students tend to perform better academically (Hill & Tyson, 2009). For instance, parents who discuss economic principles at home can reinforce classroom learning.
2. Emotional Support
Parental encouragement, motivation, and emotional backing create a conducive environment for learning. A supportive home environment positively affects student motivation and resilience, which are crucial for mastering challenging subjects like economics (Wang & Sheikh-Khalil, 2014). Parents who demonstrate interest in their children's educational progress can foster a sense of accountability that leads students to take their studies more seriously.
3. Communication with Educators
Effective communication between parents and teachers enhances students' learning experiences and fosters a more supportive educational environment. Constant dialogue regarding student progress allows parents to understand their child’s educational needs better and facilitates targeted support. According to a report by the National Education Association (NEA, 2008), stronger collaboration with educators leads to higher levels of student achievement in various subjects, including economics.
4. Resource Provision
Parents who provide resources such as books, online materials, and tutoring can significantly enhance a student's academic performance. Access to additional economic literature or online courses can supplement classroom instruction, helping students understand difficult concepts more clearly (Vaughn et al., 2010).
Challenges to Parental Collaboration
While the benefits of parental collaboration are clear, several challenges inhibit effective participation. These challenges include socioeconomic factors that limit parents’ time and resources, varying levels of education among parents that may hinder their ability to assist, and cultural differences that affect perceptions of parental involvement (Jeynes, 2016). Schools must recognize and address these barriers to promote more inclusive parental collaboration.
Conclusion
Parental collaboration stands as a significant contributor to secondary school students' achievement in economics. The positive relationship between parental support and student performance emphasizes the need for educators to involve parents actively in their children's learning processes. Schools should develop programs and strategies to foster this collaboration, ensuring that all students receive the encouragement and resources necessary to excel in economics. Future research should aim to identify specific strategies that enhance parental involvement and explore the long-term effects of such collaboration on students' academic and professional outcomes.
References
Cohn, E., & Cohn, S. (2004). The academic effectiveness of a high school economics course. Journal of Economic Education, 35(3), 246-267. https://doi.org/10.3200/JECE.35.3.246-267
Eccles, J. S., & Epstein, J. L. (1993). Schools, families, and community partnerships: Preparing students for the 21st century. The Future of Children, 3(3), 42-58.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. https://doi.org/10.1023/A:1009041204543
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. https://doi.org/10.1037/a0015362
Jeynes, W. H. (2016). A meta-analysis: The relationship between parental involvement and African American student achievement. School Community Journal, 26(1), 101-130.
National Education Association. (2008). Research on parent involvement. National Education Association Center for Great Public Schools. Retrieved from https://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf
Vaughn, S., Wanzek, J., Wexler, J., & Woodruff, A. (2010). The effects of parental involvement on students’ academic achievement. Educational Psychology Review, 22(2), 282-293. https://doi.org/10.1007/s10648-010-9135-5
Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter? A meta-analytic review of parental involvement and students’ academic achievement. Psychological Bulletin, 140(1), 235-273. https://doi.org/10.1037/a0033918
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