TITLE

BY

Names

EDC 3399

Kulliyyah of Education
International Islamic University Malaysia

MAY 2019
 ABSTRACT

Objective. This research aims to…… Method. The cross-sectional survey design was
utilized. 200 school children were selected using the convenience sampling
techniques to answer a 30-item questionnaire on ….. The descriptive statistics
(means, standard deviations, frequencies and percentages), the independent sample t-
test and ANOVA test were used to answer the research questions. Results. The results
revealed ……Conclusion. The results from this research provide useful information
to parents, school administrators and policy makers. Recommendation. The same
research could be conducted using bigger samples including other school grades.
Qualitative research is recommended to obtain more in-depth information on parental
involvement in their children education.

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 TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION 5

1.1 Background of the Study 5
1.2 Statement of the Problem 8
1.3 Research Objectives 9
1.4 Research Questions 10
1.5 Significance of the Study 10
1.7 Operational Definitions of the Study Terms 6
1.8 Chapter Summary 7

CHAPTER TWO: LITERATURE REVIEW 15

2.1 Introduction 15
2.2 Parental Involvement in Children’s Education 15
2.3 Parental Involvement in China 22
2.4 Challenges to Parental Involvement 24
2.5 Chapter Summary Error: Reference source not found

CHAPTER THREE: RESEARCH METHODOLOGY 33

3.1 Introduction 33
3.2 Research Design 33
3.3 Population of the Study 34
3.4 Sample and Sampling Procedures 34
3.5 Instrument of the Study 36
3.6 Validity and Reliability of the Research Instrument 38
3.7 Pilot Study 40
3.8 Data Collection 42
3.9 Data Analysis Procedures 43
3.10 Chapter Summary 44

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF

RESULTS 46
4.1 Introduction 46
4.2 Demographic Characteristic (Profile) of Respondents 46
4.3 Analysis and Results by Research Questions 49
4.3.1 Descriptive Statistics for Parental Involvement and its
Components 49
4.3.2 Differences in the Levels of Parental Involvement and
Student Academic Achievement (High and Low) 57
4.3.2.1 Differences in the Levels of 59
4.3.2.2 Differences in the Levels of 60
4.3.2.3 Differences in the Levels of 61
4.3.2.4 Reltioship between 62
4.4 Chapter Summary 65
CHAPTER FIVE: DISCUSSION, CONCLUSION,
RECOMMENDATION ………………………………………………….67

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REFERENCES 82

APPENDIX A: QUESTIONNAIRE (IN ENGLISH & AMALAY)

89
APPENDIX B: LETTERS 94

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 LIST OF TABLES

Table No. Page No.

3.1 Description of Sample by Grade, Gender, and Level of

Academic Achievement 36

3.2 Academic Distribution of Parental Questionnaire Items by

Componants 38

3.3 Academic Achievement and Number of Students for Grade

Three and Four in 2015/2016 39

Figure No. Page No.

2.1 Bronfenbrenner’s Ecological System Theory Model 29

2.2 Study Conceptual Model 31

3.1 Research Procedure 45

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 CHAPTER ONE

1INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Parents are the crucial and key people who can influence in all aspects of a child’s

personality development. They have the responsibility for the safety, care and proper

upbringing of their children, where they should guide their children and enlighten

their path to be good human beings and achieve success in both lives - the worldly life

and the Hereafter. Allah (S.W.T) says, “O ye who believe! Save yourselves and your

families from a Fire whose fuel is Men and Stones, over which are (appointed) angels

stern (and) severe, who flinch not (from executing) the Commands they receive from

Allah, but do (precisely) what they are commanded” (Qur’an 66:6).

In terms of education, parents naturally want their children to receive better

education and perform their academic tasks successfully. The parents’ responsibility

and their active role in educating their children are undeniable (Chen, 2005; Epstein &

Karweit, 2014). Children may know the importance of education through parents, and

this can affect their academic performance and achievement. ….. Therefore, parents

who are not be able to provide their children with these resources are considered as

uninvolved parents (Bower & Griffin, 2011).

However, Christenson and Sheridan (2001) have pointed out that the ways to

be involved in children’s education are already beyond traditional involvement such

as volunteering at school, helping homework and financial support. Parental

involvement is not only limited to activities conducted at home, but it also includes

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the activities at school such as visiting the school, asking about children’s

performance, volunteering in both classroom and parent-teacher association activities

and many others (Epstein et al., 2009).

. Many studies have provided evidence that parental involvement is an

effective strategy to ensure students’ success (Barnard, 2004; Hill & Taylor, 2004;

Hill & Craft, 2003).

1.2 STATEMENT OF THE PROBLEM

Literature has provided evidence on the positive impact of parental involvement on

the academic achievement of school children (Catsambis, 2001; Fan & Chen, 2001;

Galindo & Sheldon, 2012; Jeynes, 2005a; Mo, 2008; Sheldon & Epstein, 2005;

Smalls, 2010; Smith, 2011).

1.3 RESEARCH OBJECTIVES

The specific objectives of this study are as follows:

1. To examine the levels

1.4 RESEARCH QUESTIONS

The following research questions guided the current study.

1. What are

2. Is there any significant

1.5 SIGNIFICANCE OF THE STUDY

The significance of this study

1.6 OPERATIONAL DEFINITIONS OF THE STUDY TERMS

The following terms are defined for the purpose of this study.

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1.7 CHAPTER SUMMARY

This chapter presented and discussed the background of the study.

CHAPTER TWO

2LITERATURE REVIEW

2.1 INTRODUCTION

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2.2 PARENTAL INVOLVEMENT IN CHILDREN’S EDUCATION

Student academic achievement plays its role in influencing students’ success in school

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 CHAPTER THREE

3RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the research methodology used to answer the research questions

of the study. It includes the research design, population of the study, sample and

sampling procedures, instrumentation, pilot study, and data analysis procedures.

3.2 RESEARCH DESIGN

This study is quantitative in nature. To address the research questions, it utilized the

survey design method which is commonly used in educational studies (Creswell,

2013).

3.3 POPULATION OF THE STUDY

3.4 SAMPLE AND SAMPLING PROCEDURES

The sample refers to a group of participants who are selected from a population, and it

should be representative of the population (Creswell, 2013).

3.1 Characteristics of the Study Sample

Variable Grade Three Grade Four Total

(Number) (Number) (Number/Percentage)
Gender:
Male 70 69 139
Female 80 61 141
Living Place
Urban
Rural

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3.5 INSTRUMENT OF THE STUDY

The instrument for this study is an adapted modified questionnaire based on a

thorough review of literature on … ……(Epstein, 1995; Hoover-Dempsey, Walker,

Jones & Reed, 2002; Manz, Fantuzzo & Power, 2004)

Meanwhile, the quantitative survey for this study consists of three major

sections. The first section includes participants’’ demographic information such .age,

gender…... Section two has three subsections on ….: a)……. b)…..c)……… The 5-

point Linkert scale: (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and

(5) Strongly Agree was used (Appendix A). Table 3.2 below shows the distribution

of the items.

Table 3.2 Distribution of Items by Components

Component/Factor Items Numbers Total Items

Aspiration ASP1-ASP10 10
Home-Based HB11-HB20 10
School-Based SB21-SB30 10
Total 30

3.6 VALIDITY AND RELIABILITY OF THE RESEARCH INSTRUMENT

Five experts from the Kulliyah of Education, International Islamic University

Malaysia, examined the content validity of the research instruments. They deleted

unrelated items; made few changes on other items, and suggested and recommended

few other items. For the face validity, in which a measure appears to be related to a

specific construct.

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 This study utilized the most frequently used indicators of a scale's reliability,

which is the internal consistency. It is the most commonly measured using Cronbach’s

coefficient alpha test, available using SPSS.

3.7 PILOT STUDY

Cheng and Dörnyei (2007, p.79) assert that the pilot study is ‘invaluable’ as it helps

researchers to

(a) fine-tune the final version of the questionnaire in order to eliminate

ambiguous, too difficult/easy, or irrelevant items; (b) improve the
clarity of the item wordings and the instructions; (c) finalize the layout;
(d) rehearse the administration procedures; (e) ……

In this pilot study, the questionnaires were distributed to….. 41.

Table 3.5 shows that the reliability values of all three components of were

above the recommended value (0.70) as recommended (Pallant, 2013): a): …………

Table 3.5 Reliability of Parental Involvement Questionnaire

Components/Factors Number of Items Reliability Index

Cronbach’s Alpha ( )
aspirations 10 0.90
Home-based 10 0.86
School-based 10 0.93

Overall 30 0.94

3.8 DATA COLLECTION

To facilitate the data collection, a letter of intent was issued by the Institute of

Education at IIUM to the administration of …….The researchers collected the data by

the end of second semester . The researchers went to the school…

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3.9 DATA ANALYSIS PROCEDURES

In this study the Statistical Package for the Social Sciences (SPSS), version 23 was

used to analyze the collected data. Descriptive analysis, including the mean scores,

frequencies and percentages, and standard deviations were used. Furthermore,

inferential statistics ( independent sample t-test and ANOVA….) were used to answer

question ….

3.10 CHAPTER SUMMARY

This chapter explained the design of the research and methodology that were utilized

to conduct the study. It was designed to identify the level of parental involvement and

its role in the academic achievement of students. Figure 3.1 shows the research

procedures.

CHAPTER FOUR

4DATA ANALYSIS AND PRESENTATION OF RESULTS

4.1 INTRODUCTION

This chapter presents the analysis and results of the data collected from the

questionnaire administered to

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4.3 ANALYSIS AND RESULTS BY RESEARCH QUESTIONS

The following subsections present the results organized according to the research

questions.

4.3.1 Descriptive Statistics Or ( question one…)

Table 4.2 presents the result of descriptive analyses (Means and Standard Deviations)

for ……… It reveals that the overall mean score value of all …

Table 4.2 Mean and Standard Deviations for the Parental Involvement and its
Components

Constructs Number of Missing Mean Std.

participants Deviation
Aspirations 200 0 4.26 0.55
Home-based
School-based t
Overall Parental

Table 4.3 presents further details of each item under the first component……. by

using descriptive statistics (Frequencies, Means, Standard Deviations, and Percentages

of agreement) arranged from the items with highest mean scores at the top to the

lowest means scores at the bottom of the Table. More specifically, item 4 has the

highest mean score value (4.72) and (SD=0.56), showing that almost all the

respondents (98.5 %) agreed that they want their children to do well in their school

work, followed by item 5 (I want my child to go to a good university) (M= 4.69,

SD=0.57, 98.5%)…

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 Table 4.3 Descriptive Statistics for………………..

No Items Frequency & Means Std. Agreement

. Percentage Deviation
SD D N A SA
4 I want my child to do well in his/her school work. 1 2 0 45 152 4.72 0.56
0.5% 1% 0% 22.5% 76% 98.5%
5 I want my child to go to a good university in the 1 2 0 52 145 4.69 0.57 98.5%
future. 0.5% 1% 0% 26% 72.5%
1 I believe education is important.
52 2
6
3
7
8
9
10

Overall 4.26 0.55 89.35%

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4.3.2 Differences in the Level of

The independent-sample t-test was conducted to examine if there were any

statistically significant differences in the mean scores of …………. Table 4.8

indicated that there was a statistically significant difference in the mean scores

between…….(M=3.59, SD=0.51) and ……….. (M=3.78, SD=0.56); t (181) = 0.06, p

= 0.023, p < 0.05 in favour of. ….

Table 4.8 Independent Samples t-test: ………………………..

Levene’s Test for Equality of t-test for Equality of Means

Variances
F Sig. t- df Sig. Mean Std. Error
statisti (2- Differ Difference
cs tailed) ence
Total Equal 0.207 0.65 -2.294 181 0.023 -0.182 0.079
Parental variances
Involve assumed
ment

4.4 CHAPTER SUMMARY

 CHAPTER FIVE

5DISCUSSION AND CONCLUSION

5.1 INTRODUCTION

This chapter presents the discussions of the findings and implications of the study

guided by the three research questions posed in this study.

The findings of the study showed that

5.3 IMPLICATIONS AND CONCLUSION

The findings from this study provide useful information for

…………………….Moreover, this study has also ……………..This study has found

a difference in the level of …………….

I is suggested to have well structured school programs to coach the teachers on

how to play their roles in assisting and guiding parents on how to contribute towards

improving their children’s education.

5.4 RECOMMENDATIONS

The researcher suggests that schools and parents need to understand and adopt

to the effective strategies of …..

Parents should be encouraged to play their role as their children’s primary

teachers to lead better school life and improve grades giving pride for both their

children and the school.

 For further research, a bigger sample size and different research method can be

utilized

The qualitative research method can be used to get a deeper understanding of

REFERENCES

APPENDIX A