Parental Involvement and Academic Achievement: An Investigation of Secondary Level Students in District Diamer, Gilgit-Baltistan

الملخص

This quantitative study examined the level of parental involvement and its relationship with the academic achievement of secondary school students in District Chilas, Diamer, Gilgit-Baltistan, Pakistan. The study as guided by Epstein’s (2001) six-dimensional model of parental involvement, comprising parenting, communication, volunteering, learning at home, decision-making, and collaboration with the community. A correlational research design employed to determine the nature and strength of the relationships between parental involvement dimensions and students’ academic achievement. Data collected from a sample of 125 secondary school students enrolled in private sector schools using a structured questionnaire developed on a five-point Likert scale. A systematic sampling technique applied to select the participants. Students’ academic achievement measured using their Federal Board of Intermediate and Secondary Education (FBISE) annual examination scores. The data analyzed using SPSS (Version 21). Descriptive statistics, including mean and standard deviation, used to determine the levels of parental involvement, while Pearson product–moment correlation analysis employed to test the null hypotheses and examine the relationships between parental involvement dimensions and academic achievement. The results indicated that the overall level of parental involvement was moderate. Among the six dimensions, parenting and learning at home showed relatively higher levels of involvement, whereas volunteering and collaboration with the community exhibited lower levels. The correlation analysis revealed that parenting (r = .168, p < .05) and learning at home (r = .178, p < .05) had weak but statistically significant positive relationships with academic achievement. In contrast, communication, volunteering, decision-making, and collaboration with the community showed weak and statistically insignificant relationships. The findings suggest that home-based parental involvement plays a more significant role in students’ academic achievement than school- or community-based involvement in the study context. The study recommends strengthening parental support for learning at home and developing effective school–parent involvement strategies to improve academic outcomes in underdeveloped regions like Chilas District Diamer.