The effects of parental involvement on the academic performance of students in a group of private schools of Port-au-Prince, Haiti
Abstract
The relationship between parents' participation in their children's school life and academic performance has been the subject of many researches. However, very few have studied this relationship in schools in Port-au-Prince, Haiti. This research of a quantitative, descriptive and correlational type, aimed to identify the relationship between the degree of parental involvement and the academic performance of the 128 ninth-grade students from a group of private schools in Port-au-Prince during the academic year 2016–2017. The study results show that most dimensions of parental involvement, formulated by Epstein, are predictors of student academic achievement. It was also found that learning at home is the best indicator of academic performance in the ninth grade, and the highest academic performance of the students was observed in the Creole course, followed by the Social Sciences and French. The strongest positive correlation with parental involvement was observed in Social Sciences. It is concluded that the participation of parents in school life is a predictor of academic performance.
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References
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