Title: A Study of the Effects of Parental Involvement on Academic Performance at Hong Kong Primary Schools Based on Epstein’s Six Types of Parental Involvement Framework
Author: Liu Shuo
Advisor: Dr. Ma Yu
Degree: Master of Business Administration
Major: Education Management
Faculty: บัณฑิตวิทยาลัย (Graduate School)
Academic year: 2567 (2024)
Published: The 8th STIU International Conference “TechVision Leadership: Fostering Social Sustainability” July 4-5 2024 (pp.386-398) Proceedings PDF
Abstract
Parental involvement is a critical factor in enhancing the academic performance of students, especially within the competitive educational landscape of Hong Kong. One of the critical issues is the variability in the level and type of parental involvement. This disparity can lead to unequal academic outcomes among students, creating a significant concern for educators and policymakers. The objectives of the study were: 1). To examine the relationship between parenting support and academic performance of primary school students in Hong Kong. 2). To examine the relationship between communication with the school and academic performance among primary school students in Hong Kong. 3). To examine the relationship between learning at home and academic performance among primary school students in Hong Kong.
Based on Epstein’s Six Types of Parental Involvement Framework, this study adopted the quantitative research method. Data were collected through structured questionnaires distributed to 500 parents across various primary schools in Hong Kong, resulting in 390 valid responses. The study utilized multiple regression analysis to test the hypotheses concerning the impact of different forms of parental involvement on academic performance.
The findings confirmed that increased parenting support, effective communication with the school, and active engagement in learning activities at home significantly enhance academic performance. Specifically, emotional support and encouragement were found to be strong predictors of academic success, while regular parent-teacher communication and active parental involvement in homework and educational activities at home were also positively associated with better academic outcomes.
Based on these results, the study proposes the following strategic recommendations: Schools should provide workshops and resources to help parents create supportive home environments. Strengthening communication channels, such as newsletters and structured parent-teacher meetings, can keep parents informed and engaged. Schools should offer guidelines and resources to support parents in engaging with their children’s learning outside school. These strategies aim to foster a more supportive and integrated educational environment, ultimately leading to improved academic outcomes for students in Hong Kong. This study highlights the importance of multifaceted parental involvement and provides actionable insights for schools and policymakers to enhance student performance through targeted parental engagement strategies.
Keywords: parental involvement, academic performance, Epstein’s framework, primary education
A Study of the Effects of Parental Involvement on Academic Performance at Hong Kong Primary Schools Based on Epstein’s Six Types of Parental Involvement Framework /
6617195041 Liu Shuo 2567 (2024) A Study of the Effects of Parental Involvement on Academic Performance at Hong Kong Primary Schools Based on Epstein’s Six Types of Parental Involvement Framework สารนิพนธ์ (Independent Study), Advisor: Dr. Ma Yu, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Bangkok: Siam University