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<p>Parental involvement has been universally accepted as one of the most important factors affecting students’ academic performance. Studies have consistently indicated positive effects on various educational outcomes, especially in the behavioral and cognitive areas. Parental involvement encompasses home activities, including homework assistance and discussions about a child’s academic development. This study examines the relationship between parental involvement and student achievement in mathematics and science in the United Arab Emirates (UAE) based on data from the Trends in International Mathematics and Science Study 2023 test for students in grade four. Parental involvement is classified into four types: (1) participation in school events, (2) commitment to preparing children to learn, (3) expectations of their children’s academic achievement, and (4) support to improve performance. Data were collected using school-administered questionnaires that measured these aspects of parental involvement. The study employed one-way analysis of variance (ANOVA) and regression analysis to compare student performance at three levels of parental involvement: high, medium, and low. The results revealed significant differences in mathematics and science scores among the three groups, such that students with high parental involvement reported higher performance levels than their counterparts. The ANOVA effect sizes showed that parental involvement explained the variance in mathematics and science scores, confirming a moderate but meaningful impact on students’ academic performance. Regression analysis further underscored the predictive power of parental involvement in student achievement. These findings highlight the critical need for active parental engagement in the learning process of their children. Based on these results, this study recommends the institutionalization of culturally responsive parental involvement programs, alongside professional development for teachers, to engage parents from diverse backgrounds. The results can be used to make informed decisions in early childhood education in terms of describing how teacher education programs can work in collaboration with parents in support of student learning in math and science. These measures are essential for fostering long-term academic success and inclusive educational practices in the UAE.</p>

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Parental Involvement’s Effect on Grade-4 Students’ Mathematics and Science Performance in the United Arab Emirates

  • 期刊论文

  • 发表日期：

    2026年2月27日

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  • Shaikha M. Al Zaabi,
  • Alya M. Alshehhi,
  • Khaleel Alarabi,
  • Hassan Tairab

摘要

Parental involvement has been universally accepted as one of the most important factors affecting students’ academic performance. Studies have consistently indicated positive effects on various educational outcomes, especially in the behavioral and cognitive areas. Parental involvement encompasses home activities, including homework assistance and discussions about a child’s academic development. This study examines the relationship between parental involvement and student achievement in mathematics and science in the United Arab Emirates (UAE) based on data from the Trends in International Mathematics and Science Study 2023 test for students in grade four. Parental involvement is classified into four types: (1) participation in school events, (2) commitment to preparing children to learn, (3) expectations of their children’s academic achievement, and (4) support to improve performance. Data were collected using school-administered questionnaires that measured these aspects of parental involvement. The study employed one-way analysis of variance (ANOVA) and regression analysis to compare student performance at three levels of parental involvement: high, medium, and low. The results revealed significant differences in mathematics and science scores among the three groups, such that students with high parental involvement reported higher performance levels than their counterparts. The ANOVA effect sizes showed that parental involvement explained the variance in mathematics and science scores, confirming a moderate but meaningful impact on students’ academic performance. Regression analysis further underscored the predictive power of parental involvement in student achievement. These findings highlight the critical need for active parental engagement in the learning process of their children. Based on these results, this study recommends the institutionalization of culturally responsive parental involvement programs, alongside professional development for teachers, to engage parents from diverse backgrounds. The results can be used to make informed decisions in early childhood education in terms of describing how teacher education programs can work in collaboration with parents in support of student learning in math and science. These measures are essential for fostering long-term academic success and inclusive educational practices in the UAE.