PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT AMONG HIGH-SCHOOL CHILDREN IN BANGLADESH: A META-SYNTHESIS OF QUALITATIVE RESEARCH

Abstract

It has been shown that more parental participation in their children's education is successful, even in underprivileged areas of industrialized nations. It demonstrates that this result may be applied to developing countries based on a study of randomized field trials, including frequent, in-person contact between instructors and parents in a rural Bangladesh environment. Parent-teacher conferences regularly encouraged parents to spend more time helping and supervising their kids' schoolwork. Therefore, this study aims to explore the influence of parental involvement on student's academic performance in Bangladeshi secondary schools. This led to changes in student attitudes and conduct, in addition to helping kids' test results. The treatment benefits were consistent regardless of parental, teacher, or school-level variables. Significant policy ramifications emerge from these results for underdeveloped nations where increased school enrollment levels often do not result in better educational outcomes: Parent-teacher engagement programs are affordable, simple to establish, and scalable.