Effect of Parental Involvement on Academic Achievement and Performance of Master Level Students

PROJECT PROPOSAL ON

Effect of Parental Involvement on Academic Achievement and Performance of Master Level Students

Submitted To: Prof. Asghar Ali
Our Esteemed Teacher In: Business Research Methods

An Attempt From:
Syed Muhammad Razi (L4F11MCOM0187) (0321-4660526)
Muhammad Hassnain (L4F11MCOM0202)
Nida Sharif (L4F11MCOM0209)
Omair Ahmad (L4F11MCOM0198)
Section: EA3

Punjab Group of Colleges (M.Com)

Effect of Parental Involvement on Academic Achievement and Performance of Master Level Students

Introduction
The full development of human resources is need of the age. Universities are most sophisticated institutes ever developed to acquire the goal of human resource development. This institution is concerned in general with the development of the whole student but special emphasis is given to student’s intellectual attainment we may call this achievement or academic achievement.
Achievement in education as far as the universities are concerned is indicated in form of scores/grades earned by the students in the examination. It is also the primary responsibility of society & university to fulfill basic learning needs of students. Learning is a process that builds on or modifies understanding, capacities, attitudes and propensities in the individual (Ling, Joosten 1999)
According to International Encyclopedia of Education (Vol. 1, 1989) Achievement is a situation typically containing pertaining to some standards of excellence, that indicate the degree of competence or incompetence.
With the established system, the way to represent knowledge and learning is achievement in order to grades. Academic achievement is everything for a student, but there are many factors that affect the achievement of a student in class his abilities, his interest in the course, the teaching method, his peers, the classroom, even the schedule and many others. Some of these factors have a positive effect and others have a negative one, resulting in higher or lower achievement in order to grades. The importance of home environment in contributing to children’s educational and developmental progress provides a basis of support for family involvement in education, based various studies, reviews and books.
Henderson & Berla (1994) concluded that family makes critical contributions to student achievement, from earliest childhood throughout graduation. Efforts to improve children’s outcomes are much more effective if they encompass their families.
Parental/families involvement has a significant positive impact on student outcome throughout the Bachelors and Master study years. Several studies indicates that the parental involvement has a lasting effect throughout the educational career of student.
Henderson & Mapp (2001) found that, regardless of family income or background, involved parents students are most likely to: 1) Earn higher grades and test scores, and enroll in higher-level programs; 2) Be promote, pass their classes , and earn credits; 3) Attend school regularly; 4) Have better social skills, show improved behavior, and adapt well to school; 5) Graduate and go on to postsecondary education
But if parents have a central role in influencing their children’s progress in university, research has shown that universities in turn have an important part to play in determining level of parent involvement
The most promising opportunity for student’s achievement occurs when families, schools, and community organization work together.
The effectiveness of families, schools, and communities working together has been documented in several students to promote these partnerships schools must provide a variety of opportunities for universities, families and communities to work together.

Key Words
Parental Involvement, Academic Achievement, Performance.
Statement of Problem This study was designed to investigate the effect of parental involvement on academic achievement of master level students
Significance of Study:
Problem under study carries immense importance for the institution, teachers, common people, parents and students in particular. The study may lead to better understanding of various effective factors having positive/negative relationship with the out-put of the achievement. Results of the study may inspire teachers and parents to enhance their skillful efforts to motivate their students for better achievement. Master level is the most important level for students especially in Pakistan. Students have to enter into the practical word right after their masters, and this totally depends upon achievement in academic career that how they would perform in practical life. Moreover, * This study will help parents, teachers and educationist to increase the level of achievement of students. * This Study will help parents to bring up their children with more effective planning.
Objective:
In the light of topic objectives of the study are as under: 1. To provide descriptive data related to the variables of study. 2. To determine the relationship between different factors which effect achievement and performance? 3. To find effect of parental involvement on the student achievement. 4. To find effect of parental involvement on the student performance.

Methodology

Methodology discuss about the description of procedural aspect of the study. The main aim of the study is to explore the factor which affects academic achievement of master level students.

Population The major aim of the present study is to explore effect of the variable parental evolvement on achievement of master level students. The population of the study comprises of male and females students of 2 public sector and 2 private sector universities. Reason for selecting this population 1) The master level is most turning stage of students in Pakistan. Their professional life totally depends upon what they are going to do and learn in master level studies. 2) Master level students are mature enough to respond on the survey. 3) Parents are very much conscious about their children’s achievement at this level so they must know the factor effecting achievement of their children
Sample of the study The study is carried out to find out effect of parental involvement on academic achievement of master level student. The sample consist of 200 males and females 50 each university 2 public sector and 2 private sector. This is a comparative study and convenience sampling technique is used.

Time Horizon The study is cross-sectional study in determining effect of parental involvement on academic achievement of master level students

Demographic Variable Information Performa (DVIP) Researchers developed a DVIP to get information. The DVIP consisting of following questions to get information regarding following variables:- 1) Name 2) Institution 3) Fulltime/Part time 4) Field of study 5) Gender 6) Age 7) CGPA

Scoring Procedure Test of parental Involvement & attendance instrument was cinsisted of Likert Scale type Statements. All statements are positive. The scores were assigned on each statement according to the following pattern No | Category | Scores | 1 | Strongly Disagree | 1 | 2 | Disagree | 2 | 3 | Neutral | 3 | 4 | Agree | 4 | 5 | Strongly Agree | 5 |

Time Function mapping

Activities | Time | Literature Review | 7 Days | | | | Research Design | | 3 Days | | | Data Collection | | | 6 Days | | Report Prepration | | | | 5 Days |

Effect of Parental Involvement on Academic Achievement and Performance of Master Level Students
Questionnaire
In which institute do you study?
What type of student you are? Full time [ ] Part Time[ ]
What is your field of study?
Gender : Male [ ] Female [ ]
Age: 18-23 [ ] 24-28 [ ] 29-33 [ ] 34-38 [ ] 39-Above[ ]
CGPA? [_] . [_][_] Sr. # | Statements | SA | A | N | DA | SDA | | Self-concept (SC) | | | | | | | 1 | I feel good about myself. | 5 | 4 | 3 | 2 | 1 | | 2 | I’m a person of worth, equal of others | 5 | 4 | 3 | 2 | 1 | | 3 | I am able to do things as well as others | 5 | 4 | 3 | 2 | 1 | | 4 | On the whole, I am satisfied with myself | 5 | 4 | 3 | 2 | 1 | | 5 | I certainly feel useless at times | 5 | 4 | 3 | 2 | 1 | | 6 | At times I think I am no good at all. | 5 | 4 | 3 | 2 | 1 | | 7 | I feel I do not have much to be proud of. | 5 | 4 | 3 | 2 | 1 | | Locus of control (LC) | | 1 | I don’t have enough control over my life | 5 | 4 | 3 | 2 | 1 | | 2 | Good luck more important than hard work. | 5 | 4 | 3 | 2 | 1 | | 3 | Every time I get ahead something stops me. | 5 | 4 | 3 | 2 | 1 | | 4 | Plans hardly work out, makes me unhappy. | 5 | 4 | 3 | 2 | 1 | | 5 | When I make plans I can make them work. | | | | | | | 6 | Chance and luck important in my life. | 5 | 4 | 3 | 2 | 1 | | Communication (COM) | | 1 | I Discuss programs at University with parents | 5 | 4 | 3 | 2 | 1 | | 2 | I Discuss university activities with parents | 5 | 4 | 3 | 2 | 1 | | 3 | I Discuss things studied in class with parents | 5 | 4 | 3 | 2 | 1 | | 4 | I Talk to father about planning higher studies program. | 5 | 4 | 3 | 2 | 1 | | 5 | I Talk to mother about planning higher study program | 5 | 4 | 3 | 2 | 1 | Statements | SA | A | N | DA | SDA | Parental Participation (PART) | 1 | My parents attended a parent teacher meeting | 5 | 4 | 3 | 2 | 1 | 2 | My parents attended a university event. | 5 | 4 | 3 | 2 | 1 | 3 | My parents spoke to teacher/counselor | 5 | 4 | 3 | 2 | 1 | 4 | My parents visited my classes. | 5 | 4 | 3 | 2 | 1 | 5 | I discuss about selecting courses with my parents | 5 | 4 | 3 | 2 | 1 | Parental Supervision (SUPER) | 1 | My parents check my homework or assignments | 5 | 4 | 3 | 2 | 1 | 2 | My parents limit me by watcing TV | 5 | 4 | 3 | 2 | 1 | 3 | My parents limit me by going out with friends | 5 | 4 | 3 | 2 | 1 | Parental Educational Aspiration | 1 | My father wants me to go to university regulary | 5 | 4 | 3 | 2 | 1 | 2 | My mother wants me to go to university regulary | 5 | 4 | 3 | 2 | 1 |