The Role of Parental Involvement on the Fourth Grade Students' Achievement in English Language in Public Schools in Jordan

Abstract

The purpose of this study is to investigate the role of parental involvement in the classroom on the fourth grade students' achievement in English Language in public schools in Jordan.

To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in English language. The test consisted of fifteen items on English language

The sample of the study consisted of (56) fourth grade students in Al Baraa School for boys and Marj Al Hamam School for girls in Amman enrolled in the second semester in the academic year 2015/2016. The sample was distributed into two sections, which were selected purposefully (experimental group and control group). The experimental group's parents were involved while the control groups' parents were not involved in their children's educational process. The sample of the study was (30) students in the experimental group and (26) students in the control group.

Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' English language test to experimental and control groups. Means, standard deviations and t-test were used to measure the students' achievement in English language.

The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

Key words: Parental involvement, Achievement in English language