Exploring Parental Involvement in Students’ Learning: A Mixed-Methods Approach from Students’ Perspectives
DOI:
https://doi.org/10.51454/jet.v7i2.918Keywords:
mixed methods, parental involvement, secondary education, student learning, students’ perceptionsAbstract
This study explores parental involvement in supporting students’ learning processes using a mixed-methods approach. The population comprised 645 students of SMP Al Ma’soem, with 247 students selected as the sample using Slovin’s formula at a 5% margin of error. The sample was proportionally distributed based on grade level and gender. Quantitative data were collected through a Likert-scale questionnaire, while qualitative data were obtained via semi-structured interviews. Descriptive statistics were used to analyze quantitative data, and thematic analysis was applied to qualitative findings. The results show that parental involvement is generally categorized as high to very high. Among the measured indicators, motivation and emotional support received the highest mean scores. Qualitative findings further indicate that students perceive parental involvement as attention, moral encouragement, and supervision that positively influence their motivation, discipline, and overall learning engagement. However, excessive parental control may generate pressure and negatively affect students’ learning experiences. These findings underscore the importance of balanced, supportive, and communicative parental involvement. Schools are encouraged to strengthen partnerships with parents to foster a conducive and sustainable learning environment.
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