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dc.contributor.authorErdem, Cahit
dc.contributor.authorKaya, Metin
dc.contributor.editorPanda, Santosh
dc.coverage.spatialGlobalen_US
dc.date.accessioned2020-11-24T20:37:04Z
dc.date.available2020-11-24T20:37:04Z
dc.date.issued2020-11-20
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3707
dc.description.abstractThis study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 7; No 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/417en_US
dc.subjectAcademic Performanceen_US
dc.subjectDeveloping Worlden_US
dc.subjectPrimary Educationen_US
dc.subjectSecondary Educationen_US
dc.titleA Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievementen_US
dc.typeArticleen_US


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