PARENTAL INVOLVEMENT IN PALESTINE

Abstract

This research study aims to find the relationships between parental involvement and achievements in math of Palestinian students in the fifth and ninth grades. The analysis is applied to data from 5,214 students in the fifth grade from 172 schools and 4,381 students in the ninth grade from 142 schools participating in national assessment testing in Palestine in 2018. The data were analyzed using descriptive analysis, Pearson correlations, and intraclass correlations. The results show strong home-based parental involvement, with a higher degree of parental involvement for students in the fifth grade than those in the ninth grade. The analysis shows weak positive relationships between how parents control their children and children's academic achievement for both grades. There were no correlations between parental support and their children's achievement. There were correlations between school-based parental involvement and student achievement in math in the fifth and ninth grades. Children need parental support at home and at school; however, not all parents are able to provide that support. Many schools prefer to limit parental involvement since they prefer to manage without parental help.