Effects of Parental Education and Involvement on Student Achievement: Evidence from Pakistan
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Transcript of Effects of Parental Education and Involvement on Student Achievement: Evidence from Pakistan
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• 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)
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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
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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 2013404550
4843
Grade 5 students who can read Grade 2 level sentences in English
% S
tude
nts
2012 2013404550
44 43
Grade 5 students who can do Grade 2 level
two-digit division
% S
tude
nts
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www.aserpakistan.org, www.itacec.org
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
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www.aserpakistan.org, www.itacec.org
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
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www.aserpakistan.org, www.itacec.org
Past LiteratureParental
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)
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www.aserpakistan.org, www.itacec.org
Context of the Study (School-TELLS)
Phase I
•Conducted in 2007-08 in India (World Bank)•States: Bihar and Uttar Pradesh•Districts: 10
Number 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
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www.aserpakistan.org, www.itacec.org
Size of the Study106 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
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www.aserpakistan.org, www.itacec.org
Tools Used in the StudySurvey ToolsSchool QuestionnaireClassroom Observation QuestionnaireTeacher’s QuestionnaireStudent’s QuestionnaireAssessment Tools Teacher’s TestStudent’s TestRAVENS Progressive Matrices Test
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www.aserpakistan.org, www.itacec.org
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
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www.aserpakistan.org, www.itacec.org
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
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The Econometric Model Math_score= β0+ β1Parent_Educ + βX+ ε
where Math_score= Total score of the child on the Student TestParent_Educ= Highest Educational Level in the HouseholdX= Control and Explanatory Variables
H0: Parental Education does not have an impact on the Arithmetic test scores of children
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www.aserpakistan.org, www.itacec.org
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
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www.aserpakistan.org, www.itacec.org
Associations between Explanatory Variables
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Results and FindingsFor Grade 5Parental Education
• Children of educated parents score 3 points more, on average.
• Null Hypothesis rejected
• Highly Significant
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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
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www.aserpakistan.org, www.itacec.org
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
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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.
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www.aserpakistan.org, www.itacec.org
Policy RecommendationsImproving Parental
Education
Non-Formal Learning Options
Incentives
Strings Attached
Social Safety Net /Voucher
Programs
Improving Parental
InvolvementSpecial
Awareness and
Orientation Programs Awareness
about a better
learning Environment
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www.aserpakistan.org, www.itacec.org
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
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www.aserpakistan.org, www.itacec.org
Thank You!