The role of parental involvement in children’s academic achievement at the primary level in Afghanistan

Abstract

This qualitative research is about The Role of Parental Involvement in Children’s Academic Achievement at the Primary Level in Kabul, Afghanistan. Parental involvement plays a crucial role in children’s academic achievement, yet its impact varies across different contexts. This study was designed to find out the current ways for parental involvement in two private schools in Kabul and explore teachers’ and parents’ perceptions about parental involvement and its influence on students’ academic achievement in primary schools. Additionally, it aimed to find out the causes for the low level of parents’ involvement and suggest potential ways for enhancing their engagement in the future to support educational institutions. A qualitative research approach was employed in this research, utilizing semi-structured interviews with parents and teachers and a focus group discussion with students to gather in-depth insights. Furthermore, thematic analysis was used for analyzing the data, identifying key themes related to the nature of parental involvement, challenges faced, and its perceived impact on student learning. The findings of this study revealed that while parental engagement at any level can positively influence students’ academic achievement, plenty of barriers, including socioeconomic and educational, hinder consistent support. The study findings also highlighted the need for school-parent collaboration and policy interventions to enhance parental participation in education by raising their awareness and nurturing specific skills for better learning support. The findings could also contribute to understanding how parental involvement can be fostered in similar educational settings.