Abstract

This article is based on the results of a study conducted on the involvement of parents as a curricular strategy on cognitive and non-cognitive characteristics of primary school students. The results show that the involvement of parents makes a positive impact on the study habits. For last some time, it has been observed that a collaboration of teachers and parents influences the study habits of students positively. If the parents are involved in educational process, the students are motivated towards learning and their achievement is better than other students whose parents do not involve in it. The studies reveal that the parents and teachers should participate in education as partners. The findings of this research show that the students whose parents are involved in the educational process show a better academic achievement. The results indicated that the relationship between parental involvement and academic achievement was positive, regardless of a definition of parental involvement. Furthermore, the findings revealed that this relationship may be stronger if parental involvement is defined as parental expectations for academic achievement of their children. Finally, the relationship between parental involvement and academic achievement is found to be consistent across different grade levels. However, the strength of that relationship varies based on the type of assessment used to measure student achievement.

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