The Effect of Parental Involvement in the Learning Process on Elementary School Students’ Academic Achievement

Mutiara Desma Natalia; Geby Chrilda Putri Abdi; Maudy Aprilia

doi:10.54371/jiepp.v6i1.1281

Authors

Mutiara Desma Natalia Primary School Teacher Education, Universitas Jambi, Indonesia
Geby Chrilda Putri Abdi Primary School Teacher Education, Universitas Jambi, Indonesia
Maudy Aprilia Primary School Teacher Education, Universitas Jambi, Indonesia

DOI:

https://doi.org/10.54371/jiepp.v6i1.1281

Keywords:

Parental involvement, Academic achievement, Elementary education, Correlation, Regression

Abstract

This study aims to examine the relationship and contribution of parental involvement in the learning process to elementary school students’ academic achievement. A quantitative approach with a survey design was employed, involving 100 elementary school students as participants. Data on parental involvement were collected using a structured questionnaire, while academic achievement data were obtained from students’ academic records. Data analysis was conducted using descriptive statistics, followed by Pearson correlation and simple linear regression. The results reveal that parental involvement has a positive and significant relationship with students’ academic achievement (r = 0.63, p < 0.01). Furthermore, regression analysis indicates that parental involvement is a significant predictor of academic achievement (β = 0.62, p < 0.01), with a coefficient of determination (R² = 0.3844), suggesting that parental involvement accounts for 38.44% of the variance in students’ academic performance. These findings imply that higher levels of parental engagement—such as assisting with learning, monitoring assignments, and maintaining communication with schools—are associated with better academic outcomes. This study highlights the importance of strong collaboration between families and schools in supporting elementary students’ academic success.

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