The research purpose is to use empirical evidence to evaluate the impact of parental involvement on student academic achievements in rural schools in China. The sample consisted of 200 schoolchildren from three secondary schools and 194 parents (father or mother of a child). The research uses the intervention Rural Roots: Empowering Parental Involvement in Education and the assessment scale, the Parents' Role in the Education of Schoolchildren (PRESC), to collect the data and evaluate the results. The scholars used the data on children's academic achievements collected at the end of the academic year. The research identified significant increases in PRESC subscales in the intervention group. In this group, the results of the indicator Homework support and guidance increased by 9.39, Communication with teachers by 8.62, Encouragement and motivation by 8.72, Participation in home learning by 8.10, and Support for extracurricular activities by 7.12. These findings confirm that parental involvement plays an important role in education, especially in secondary school. Moreover, the intervention group revealed an increase in academic success in all subjects, including an increase in Chinese language knowledge by 7.44 points, mathematics by 8.31, English language by 7.13, geography by 7.61, and chemistry by 8.23. These findings suggest that parental involvement has a direct and positive impact on academic achievements. The research is a basis for further investigations evaluating the impact of different forms of parental involvement on the learning experiences and academic achievement of students.
Chen et al. (2026) studied this question.