| Title: | The Impact of Home–School Communication Quality on Students’ Academic Performance: A Case Study of Langfang No.9 Middle School |
| Author: | Li Jintang |
| Advisor: | Dr. Zhang Li |
| Degree: | Master of Business Administration |
| Major: | Education Management |
| Faculty: | บัณฑิตวิทยาลัย (Graduate School) |
| Academic year: | 2569 (2026) |
| Published: | นำเสนอในที่ประชุมวิชาการ (Conference) The 19th National and International Academic Conference 2026 pp. 126-135 Conference Publication Year: 2569 (2026) View |
Abstract
With the deepening of educational reform, students’ academic performance depends not only on teaching quality and individual effort but also on family involvement and home–school cooperation. While previous research confirms that home–school cooperation benefits academic performance, empirical evidence on which specific dimensions of communication quality matter most remains limited, which this study addressed.
The objectives of this study were to examine the relationship between the five dimensions of home–school communication quality — 1) communication frequency; 2) communication content effectiveness; 3) communication interaction; 4) communication channel convenience; and 5) parental participation — and students’ academic performance. Students and parents of Langfang No.9 Middle School were taken as the research sample.
A quantitative questionnaire survey using a five-point Likert scale collected data from students and parents at Langfang No.9 Middle School. Of the 1,200 questionnaires distributed, 1,089 were returned, and 1,048 were valid after excluding invalid responses (96.2% effective response rate).Correlation and multiple regression analyses in SPSS showed that all five communication dimensions were significantly and positively related to academic performance, jointly explaining 65.0% of the variance (R² = 0.650, p < 0.01). Communication frequency (β = 0.298) and parental participation (β = 0.271) were the strongest predictors, followed by communication interaction (β = 0.224), communication content effectiveness (β = 0.186), and communication channel convenience (β = 0.149). The study recommends that schools maintain frequent, regular communication with parents, provide convenient communication channels, and encourage parental participation to enhance students’ academic performance.
Keywords: home–school communication quality, academic performance, communication frequency, communication interaction, parental participation
