Baela Raza Jamil Zara Khan Zaheer Abbas PRESENTED AT: Comparative and International Education Society (CIES) – 10 th to 16 th March 2014 Effects of Parental

• Baela Raza Jamil• Zara Khan• Zaheer Abbas

PRESENTED AT: Comparative and International Education Society (CIES) – 10th

to 16th March 2014

Effects of Parental Education and Involvement on Student Achievement:

Evidence from Pakistan

Participation at CIES Supported by: Open Society Foundation (OSF)

www.aserpakistan.org, www.itacec.org

Presentation Outline

IntroductionObjectives of the PaperPast Studies on the TopicContext of the StudyTools used for AnalysisThe Econometric ModelResults and FindingsDiscussionsPolicy RecommendationsFuture Directions and Research


Introduction- Learning Crisis in Pakistan

Only 43% of Grade 5 students can do Grade 2 level two digit division or read Grade 2 level sentences in English. (ASER Pakistan 2013)

Deteriorating trends from 2012 to 2013

2012 201340

45

50

4843

Grade 5 students who can read Grade 2 level sentences in English

% S

tudents

2012 201340

45

50

44 43

Grade 5 students who can do Grade 2 level

two-digit division

% S

tudents


Reasons for Poor Learning Levels

Student Background and Home Environment?

Lack of preparation/

careless attitude of teachers

Challenges of textbooks

Content relevance and school facilities

Lack of political will


Objectives of the Paper

To study the effect of parental education on the Arithmetic learning

capabilities of children.

To study the associations of parental involvement, the incidence of

domestic work, the taking of private tuition and the home environment

with the learning capabilities of children.

To find out the linkages between maternal education and a favorable

home environment on learning capabilities of children


Past Literature

Parental educational level-the most important determinant of the

educational attainment of children.

(Stevenson and Baker, 1987)

Greater the parental education, greater the parental involvement,

better the home environment (Davis-Kean,

2005)

Increased maternal education, increased

achievement and readiness to attend school (Behrman

& Rosenweig,2002)


Context of the Study (School-TELLS)

Phase I

•Conducted in 2007-08 in India (World Bank)

•States: Bihar and Uttar Pradesh

•Districts: 10Number of Schools: 160

Phase II

•Conducted in 2011 in Pakistan (World Bank)

•Districts: Faisalabad, Mianwali and Rahim Yar Khan

•Number of Schools: 120

Phase III

•Conducted in 2013 in Pakistan (ITA)

•Districts: Faisalabad, Mianwali and Rahim Yar Khan

•Number of Schools: 106


Size of the Study

106 Schools(33 Girls Only, 44 Boys Only, 29 Mixed)

521 Primary teachers surveyed

and assessed 1652 Students From

Grades 3 and 5 surveyed and

assessed


Tools Used in the Study

Survey ToolsSchool QuestionnaireClassroom Observation QuestionnaireTeacher’s QuestionnaireStudent’s QuestionnaireAssessment Tools Teacher’s TestStudent’s TestRAVENS Progressive Matrices Test


Tools used for Analysis

School Questionna

ire • Gathered

Information on the Background and Home Environment

Student Test

• Tested students on Arithmetic competencies up to 5th grade.

• Final test scores scored out of a total of 100 marks

RAVENS

• RAVENS Progressive Matrices Test

• Administered to serve as a proxy for the child’s ability


Median Learning scores

For Grade 3:Math score= 47 out of 100RAVENS Test Score= 8 out of 20

For Grade 5:Math score= 56 out of 100RAVENS Test Score= 10 out of 20


The Econometric Model

Math_score= β0+ β1Parent_Educ + βX+ ε

where Math_score= Total score of the child on the Student Test

Parent_Educ= Highest Educational Level in the Household

X= Control and Explanatory Variables

H0: Parental Education does not have an impact on the Arithmetic test scores of children


Variables used in the Regression

• Age• Gender• Ravens Score (IQ)

Control Variables

• Parental Involvement• Children’s Aspiration• Socio Economic Conditions• Private Tuition• Language Used at home• Incidence of Domestic Work

Explanatory Variables


Associations between Explanatory Variables


Results and FindingsFor Grade 5

Parental Education

• Children of educated parents score 3 points more, on average.

• Null Hypothesis rejected

• Highly Significant


Results and FindingsFor Grade 5

Socioeconomic Conditions

Domestic Work

Private Tuitions

• A slight positive effect

• Not very significant• -2.24 points on average

• Significant• -4.38 points on

average• Significant


Results and FindingsGrade 3

Parental Involvement

• Children whose parents ask about their school related activities at least twice a week score 4.8 points higher, on average

• Highly Significant


Discussions

Paternal education is significant for the children in Grade 5

Parental Involvement is significant for the children in Grade 3

Socioeconomic conditions have significant impact on the learning outcomes of the children in Grade 5

Impact of domestic work on the learning levels is significant and higher in Grade 5 as compared to

Grade 3.


Policy Recommendations

Improving Parental

Education

Non-Formal Learning Options

Incentives

Strings Attached

Social Safety Net /Voucher

Programs

Improving Parental

Involvement

Special Awareness

and Orientation Programs

Awareness about a better

learning Environment


Future Directions and Research

Maternal Variables

Home Environm

ent

Parental Involvem

ent

In 2014 these schools will be revisited and some intervention is being explored with the School Education Dept, Punjab and private schools in the study


Thank You!

Documents

Baela Raza Jamil Zara Khan Zaheer Abbas PRESENTED AT: Comparative and International Education Society (CIES) – 10 th to 16 th March 2014 Effects of Parental