Abstract
Parental involvement is widely recognized as a vital factor influencing students' academic success. This paper explores the relationship between parental collaboration and the achievement of secondary school students in Economics. It examines definitions of parental involvement, theories supporting its impact on student performance, and specific strategies that enhance collaboration between parents and schools. The research highlights empirical studies that reinforce the importance of parental engagement in fostering better educational outcomes, particularly in subjects such as Economics. The paper concludes with practical recommendations for educators and policymakers to promote effective parental collaboration to improve students' performance in Economics.
Introduction
Parental collaboration is instrumental in shaping the academic trajectory of secondary school students. Research indicates that students whose parents are actively involved in their education tend to perform better academically, exhibit greater motivation, and have improved attitudes towards learning (Epstein & Sheldon, 2002). This paper aims to analyze the relationship between parental collaboration and students' achievement in Economics, a subject requiring not only cognitive skills but also a supportive environment that fosters critical thinking and application.
Definitions and Theoretical Framework
Parental involvement encompasses various forms of participation in a child's education, including communication with teachers, attendance at school events, and support with homework (Hill & Tyson, 2009). Epstein’s (1995) framework of six types of involvement—parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community—provides a comprehensive basis for understanding parental contributions to students' academic success.
Theoretical approaches such as Bronfenbrenner's (1979) Ecological Systems Theory underline the importance of familial and educational environments in child development. These frameworks facilitate an understanding of how parental involvement can impact students' performance in subjects like Economics, which demand both analytical skills and contextual awareness.
Impact of Parental Collaboration on Achievement in Economics
Research consistently indicates a positive correlation between parental engagement and students' academic performance (Fan & Chen, 2001). In the context of Economics education, parental involvement can take several forms, including discussions about economic concepts at home, encouragement to pursue studies in this field, and collaboration with teachers to reinforce learning objectives.
A study by Davis-Kean (2005) found that parental expectations significantly influence students' academic motivation and achievement in various subjects, including Economics. Parents who communicate high expectations and value education encourage their children to strive for excellence, often leading to better performance in academic assessments.
Moreover, studies have shown that students whose parents are involved in school-related activities tend to exhibit higher levels of engagement and achievement (Baker & Soden, 1997). In Economics education, parental involvement can enhance understanding of practical applications of economic theories, thus potentially improving students’ performance on assignments and examinations.
Strategies for Enhancing Parental Collaboration
To foster more significant parental involvement in Economics education, educational institutions can implement several strategies:
Workshops and Seminars: Schools can organize workshops to educate parents about the Economics curriculum, teaching methods, and how they can support their children’s learning at home.
Regular Communication: Maintaining open lines of communication between teachers and parents through newsletters, emails, and parent-teacher conferences can help keep parents informed and engaged.
Collaborative Projects: Engaging students in projects that require parental participation can strengthen the home-school connection, facilitating a practical application of Economics concepts (Henderson & Mapp, 2002).
Resource Sharing: Schools can provide parents with resources, such as guides on how to discuss economic topics with their children or access to online platforms that offer supplementary Economics materials.
Conclusion
Parental collaboration plays a crucial role in enhancing secondary school students' achievement in Economics. By fostering a supportive and engaging environment, parents can significantly influence their children's educational success. As research indicates, effective parental involvement not only improves academic performance but also instills critical life skills necessary for navigating the complexities of the economic world. It is imperative for educators and policymakers to prioritize initiatives that promote active parental participation in the education process, particularly in key subjects like Economics.
References
Baker, D. P., & Soden, R. (1997). The Home-School Connection: The Role of Parents in Schools. Educational Psychologist, 32(1), 55-66. https://doi.org/10.1207/s15326985ep3201_6
Davis-Kean, P. E. (2005). The Importance of Parents' Education on Children's Academic Achievement. Family Relations, 54(3), 332-341. https://doi.org/10.1111/j.0197-6664.2005.00316.x
Epstein, J. L. (1995). School/Family/Community Partnerships: Caring for the Children We Share. Phi Delta Kappan, 76(9), 701-712. https://doi.org/10.1177/003172171007600909
Epstein, J. L., & Sheldon, S. B. (2002). Present and Accounted for: Improving Student Attendance Through Family and Community Involvement. The New Directions for Youth Development, 2002(95), 85-100. https://doi.org/10.1002/yd.33
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
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.
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. https://doi.org/10.1037/a0015362
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press
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