BRJ Parental Ed School TELLS

Effects of Parental Education and
Involvement on Student Achievement:

Evidence from Pakistan
Baela Raza Jamil
Zara Khan
Zaheer Abbas
PRESENTED AT: Comparative and

International Education Society (CIES) 10th
to 16th March 2014
Participation at CIES Supported by: Open Society Foundation (OSF)
Presentation Outline
Introduction
Objectives of the Paper
Past Studies on the Topic
Context of the Study
Tools used for Analysis
The Econometric Model
Results and Findings
Discussions
Policy Recommendations
Future Directions and Research
www.aserpakistan.org, www.itacec.org
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
Grade 5 students who can read Grade 2 level sentences in English
50
48
46
% Students 44
42
40
48
43
2012
2013
Grade 5 students who can do Grade 2 level two-digit division

50
48
46
% Students 44
42
40
44
43
2012
2013
Reasons for Poor Learning Levels
Lack of
preparation
/ careless
attitude of
teachers
Challenges
of
textbooks
Content
relevance
and school
facilities
Lack of
political
will
Student Background and Home Environment?

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
Increased
maternal
education,
increased
achievement and
readiness to
attend school
(Behrman &
Rosenweig,2002)
Parental
Greater the
educational levelparental
the most
education, greater
important
the parental
determinant of the
involvement,
educational
better the home
attainment of
environment
children.
(Davis-Kean,
(Stevenson and
2005)
Baker, 1987)
Past Literature
Conducted in 2013 in Pakistan (ITA)

Districts: Faisalabad, Mianwali and Rahim Yar Khan
Number of Schools: 106
Conducted in 2011 in Pakistan (World Bank)

Districts: Faisalabad, Mianwali and Rahim Yar Khan
Conducted in 2007-08 in India (World Bank)

States: Bihar and Uttar Pradesh
Districts: 10
Phas
e III
Phas
e II
Phas
eI
Context of the Study (School-TELLS)
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 Tools
School Questionnaire
Classroom Observation Questionnaire
Teachers Questionnaire
Students Questionnaire
Assessment Tools
Teachers Test
Students Test
RAVENS 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 childs
ability
Median Learning scores

For Grade 3:
Math score= 47 out of 100
RAVENS Test Score= 8 out of 20
For Grade 5:
Math score= 56 out of 100
RAVENS Test Score= 10 out of 20
The Econometric Model

Math_score= 0+ 1Parent_Educ + X+
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

Control
Variables
Explanatory
Variables
Age
Gender
Ravens Score (IQ)
Parental Involvement
Childrens Aspiration
Socio Economic Conditions
Private Tuition
Language Used at home
Incidence of Domestic Work
Associations
between
Explanatory
Variables

For Grade 5
Parental Education
Children of educated parents

score 3 points more, on average.
Null Hypothesis rejected
Highly Significant

For Grade 5
Socioeconomi
c Conditions
Domestic
Work
Private
Tuitions
A slight positive
effect
Not very
significant
-2.24 points on
average
Significant
-4.38 points on
average
Significant

Grade 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
Impact of
domestic
work on the
learning
levels is
significant
and higher in
Grade 5 as
compared to
Grade 3.
Socioeconomic
conditions have
significant
impact on the
learning
outcomes of the
children in
Grade 5
Parental
Involvement
is significant
for the
children in
Grade 3
Paternal
education is
significant for
the children in
Grade 5
Discussions
Policy Recommendations
Improving
Parental
Education
Improving
Parental
Involvement
Non-Formal
Learning
Options
Special
Awareness
and
Orientation
Programs
Incentives
Awareness
about a
better
learning
Environment
Strings
Attached
Social Safety
Net /Voucher
Programs
Future Directions and Research
Parental
Involvem
ent
Home
Environm
ent
Maternal
Variables
n 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!

BRJ Parental Ed School TELLS

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Effects of Parental Education and

Involvement on Student Achievement:

PRESENTED AT: Comparative and

Introduction- Learning Crisis in Pakistan

division or read Grade 2 level sentences in English. (ASER

Grade 5 students who can do Grade 2 level two-digit division

Reasons for Poor Learning Levels

Student Background and Home Environment?

Objectives of the Paper

To study the associations of

Conducted in 2013 in Pakistan (ITA)

Conducted in 2011 in Pakistan (World Bank)

Conducted in 2007-08 in India (World Bank)

Context of the Study (School-TELLS)

Size of the Study

(33 Girls Only, 44 Boys Only, 29

521 Primary teachers

surveyed and assessed

1652 Students From Grades

Tools Used in the Study

Tools used for Analysis

Median Learning scores

The Econometric Model

Variables used in the Regression

Results and Findings

Children of educated parents

Results and Findings

Results and Findings

Children whose parents ask

Future Directions and Research

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