Abstract :

This study explores the relationship between the level of parental involvement and the academic performance of primary school students in J District, Q City, Heilongjiang Province, China. Adopting a quantitative research approach, data were collected by distributing structured questionnaires to a representative sample of students selected through stratified sampling. This study delves deeply into the key aspects of parental involvement, including emotional involvement, intellectual involvement, and behavioral involvement, and examines the correlations between these aspects and students’ academic achievements. Various statistical methods that include as correlation analysis were employed to evaluate the strength and significance of these relationships. The research findings indicate that there is a significant positive correlation between the level of parental involvement and students’ academic performance, suggesting that a higher degree of parental involvement is a powerful predictor of students achieving better educational outcomes. These results imply that promoting greater parental involvement and providing relevant guidance can enhance students’ learning effectiveness. This study makes contributions to the ongoing discussion on home-school cooperation in the field of education and provides practical suggestions for policymakers and educators to optimize parental involvement in primary education.

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Keywords :

Parental Involvement, Academic Performance, Primary School Education, Double Reduction Policy

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