Examining the Relationship Between Parental Support and Academic Success in Grade 12 Students

EasyChair Preprint 14628

Abstract

This study explores the relationship between parental support and academic success among Grade 12 students. As students approach a critical juncture in their educational journey, the role of parental involvement becomes increasingly significant. The research examines various dimensions of parental support, including emotional, financial, and academic assistance, and their influence on students' academic performance, measured through grades, standardized test scores, and college admission outcomes. Utilizing a mixed-methods approach, the study incorporates quantitative data from student surveys and academic records, alongside qualitative interviews with students, parents, and educators.

The findings indicate a strong correlation between consistent parental support and higher academic achievement, with emotional support emerging as the most influential factor. However, the study also reveals disparities based on socio-economic status, suggesting that while parental support is crucial, its impact can be moderated by external factors. The research underscores the importance of holistic parental engagement in fostering academic success and provides recommendations for schools and policymakers to enhance support systems for students from diverse backgrounds. This study contributes to the broader discourse on the role of family in education and highlights the need for targeted interventions to bridge the achievement gap.

Keyphrases: cultural background, educational outcomes, mixed methods research, parental involvement, student performance

@booklet{EasyChair:14628,
  author    = {John Owen},
  title     = {Examining the Relationship Between Parental Support and Academic Success in Grade 12 Students},
  howpublished = {EasyChair Preprint 14628},
  year      = {EasyChair, 2024}}