The Effect of Parental Participation on the Academic Achievement of Female English as a Second Language Middle School Students in the Persian Gulf.

摘要

This study addressed the problem of underachieving female English as second language students in the Persian Gulf Region. The purpose of this correlational study was to explore the relationship between parental participation, as measured by a middle school parent-participation survey, and students' academic achievement, as measured by parent report of the student's numerical grade average. This study's conceptual frameworks included a model of the effects of parental engagement on academic outcomes and a motivational model. Data were collected from a sample of 42 participants for 2 variables: parental participation and students' academic achievement. Data were analyzed using Pearson product-moment correlational procedures, Cronbach's alpha reliability analysis for the survey, and frequency counts and percentages. According to the findings, there was no significant correlation between reported parental involvement and students' academic averages overall. However, significant correlations were obtained between the 2 variables for a subsample of Saudi parents. It was recommended that further research on parental involvement in the Persian Gulf Region include a longitudinal study with a larger sample. A white paper was constructed as a project for this study. The suggestions found in the paper were designed to help parents overcome the barriers that hinder their participation in their daughters' academic activities. This study may lead to positive social change by educating parents as well as teachers and administrators about the importance of parental participation in their daughters' academics at the middle school level to enhance their learning and achievement.