This study examines the relationships among parental involvement, academic achievement, and student behaviour among secondary school students in Malaysia. Using a descriptive correlational design, data were collected from 400 students across 10 randomly selected schools (both government and private) in Amritsar city. The study classified parental involvement into two categories: high and low, and students were also grouped by gender. Standardised questionnaires on student behavior and parental involvement were administered to gather data. Descriptive statistics and 2×2 Analysis of Variance (ANOVA) were used to analyze the academic achievement and student behavior scores. The findings indicate that students with high parental involvement show higher academic achievement and better behavior than those with low parental involvement do. There was no significant interaction between gender and parental involvement on academic achievement or student behavior; however, the gender difference in academic performance revealed that girls performed better than boys. Additionally, high parental involvement was positively correlated with improved student behavior, with girls exhibiting better behavior scores than boys. This study emphasizes the importance of active parental involvement in the academic and behavioral success of secondary school students. This suggests that schools and educators should foster environments that encourage parental participation and address students' emotional and psychological needs, especially during adolescence. These findings underscore the critical role parents play in shaping students’ academic outcomes and social development.
Kauts et al. (Fri,) studied this question.