Exploring the relationship between

educational involvement

and school performance

at the early education level

Explorando la relación entre la participación

educativa y el rendimiento escolar

en el nivel de educación inicial

To cite: Hincapié, B. S. M., Maldonado, D. E. Belisario, E. R.. (2024). Exploring the relationship between

educational involvement and school performance at the early education level. Digital Journal of

Research and Postgraduate Studies, 5(9), 87-98. https://doi.org/10.59654/tjeaex60

Revista Digital de Investigación y Postgrado, 5(9), 87-98

ISSN electrónico: 2665-038X

Estela Maldonado Duran**

https:orcid.org/0009-0003-7427-9723

San José del Guaviare, El Guaviare / Colombia

Sandra Milena Hincapié Bernal*

https:orcid.org/ 0009-0006-0511-9870

San José del Guaviare, El Guaviare / Colombia

Edni Rosalba Belisario***

https:orcid.org/ 0009-0009-7423-5295

San José del Guaviare, El Guaviare / Colombia

Received: September/6/2023 Reviewed: September/26/2023 Accepted: November/8/2023 Published: Enero/10/2024

* Specialist in Educational Play, Juan de Castellanos University, Bucaramanga - Colombia. El Cristal educa-

tional institution, municipality of San José del Guaviare. Contact email: samidamas29@hotmail.com

** Specialist in Educational Informatics, University of Santander, Colombia. El Retiro educational institution:

municipality of San José del Guaviare. Contact email: estelimd05@hotmail.com

** Specialist in Educational Play, Juan de Castellanos University, Bucaramanga - Colombia. Primary Basic Teacher,

Caño Blanco Educational Institution 2. Contact email: ednibelisario-72@hotmail.com

https://doi.org/10.59654/tjeaex60

Sumary

This scientific article investigates the intrinsic relationship between educational involvement and

school performance, with a special focus on the influence of parents, caregivers, and the com-

munity in the educational process. A comprehensive definition of educational involvement is

provided, highlighting its importance in fostering collaboration between families and schools.

Various forms of involvement are explored, ranging from attending school meetings to colla-

borating in academic activities. A thorough review of diverse research underscores the positive

impacts of educational involvement on students' academic achievement, establishing a direct

correlation between increased involvement and better school performance. However, contextual

factors that can modulate this connection, such as socioeconomic status and the school envi-

ronment, are acknowledged. The article also delves into the pivotal role played by educational

involvement in academic performance, as well as the factors that influence the success of such

involvement and its impact on school performance..

Keyword

Educational involvement, school performance, early education, family-school colla-

boration, and educational participation.

Resumen

El artículo científico investiga la relación intrínseca entre la participación educativa y el rendi-

miento escolar, con un enfoque especial en la influencia de padres, cuidadores y la comunidad

en el proceso educativo. Se proporciona una definición integral de la participación educativa,

destacando su importancia para fomentar la colaboración entre la familia y la escuela. Se ex-

ploran diversas manifestaciones de participación, desde la asistencia a reuniones escolares hasta

la cooperación en actividades académicas. La revisión exhaustiva de investigaciones diversas

subraya los impactos positivos de la participación educativa en el logro académico de los es-

tudiantes, estableciendo una correlación directa entre una mayor participación y un mejor de-

sempeño escolar. Sin embargo, se reconocen los factores contextuales que pueden modular

esta conexión, como el estatus socioeconómico y el entorno escolar. El artículo también pro-

fundiza en el papel fundamental que desempeña la participación educativa en el rendimiento

académico, así como en los factores que influyen en el éxito de dicha participación y su impacto

en el rendimiento escolar.

Palabras claves: Participación educativa, rendimiento escolar, educación inicial, colaboración

familia-escuela y participación educativa.

Introduction

Parental involvement in their children's education is a topic of great importance today. Numerous

studies have demonstrated that collaboration between parents and teachers can significantly

enhance students' academic performance and overall development. This article addresses the

relationship between educational involvement and school performance at the early education

Sandra Milena Hincapi Bernal, Estela Maldonado Duran and Edni Rosalba Belisario

level. Different approaches and strategies are presented that parents and teachers can utilize

to encourage active parental participation in their children's educational process. Additionally,

the benefits of effective communication among parents, teachers, and students are discussed,

along with highlighting practices that can be implemented to enhance the educational quality

for students. This article serves as a valuable tool for parents, teachers, and anyone interested

in enhancing children's education at the early education level.

Educational Involvement of Parents and Caregivers of Children

The involvement of parents or parental participation in school education constitutes a valuable

strategy to elevate educational quality. According to

Driessen et al. (2005), this involvement ex-

pands the cognitive and social capacities of students. The terms used to refer to this participation

vary: "parental involvement," "parent participation," "educational collaboration," and "parental

engagement," as mentioned by these authors. On the other hand,

Hujala et al. (2009) describe

it as a collaboration between parents and teachers, while

Alasuutari (2010) refers to it as rela-

tionships between parents and professionals.

Following the same line, according to

Delgado (2019), “la participación de los padres en el pro-

ceso educativo implica que tanto maestros como padres compartan la responsabilidad de educar

a los alumnos y colaboren para alcanzar los objetivos educativos” (parr. 1)

. Uludağ (2008) defines

parental involvement as the collaboration between parents and teachers in a child's learning.

However, the term is complex due to divergent perspectives mentioned by Rapp & Duncan

(2012), who point out that there are differing opinions among teachers and parents. Regarding

this matter,

Anderson & Minke (2007) suggest that teachers consider involvement to be active

in school, while for parents, involvement in their children's learning could mean providing what

they need in their educational institution.

From our perspective, an education based on shared responsibility is required, involving both

educators and parents, transcending the exclusive responsibility of teachers, the educational ins-

titution, and the State. Educational involvement encompasses active and committed collaboration

among parents, caregivers, community members, and the educational institution. Its objective is

to enrich students' educational experience and improve their academic performance.

This topic has been extensively addressed in scientific research. In this regard,

Blanco & Uma-

yahara (2004) pointed out that there are three approaches through which parental involvement

is addressed. One of them evaluates the relationship between family-school collaboration and

improved educational performance in elementary school children. Others place fundamental

importance on parents, mothers, caregivers, and the community during the early years, con-

Exploring the relationship between educational involvement and

school performance at the early education level. r

Revista Digital de Investigación y Postgrado 5(9), 87-98

ISSN electrónico: 2665-038X

Our translation: The involvement of parents in the educational process implies that both teachers and parents

share the responsibility of educating students and collaborate to achieve educational objectives.

Sandra Milena Hincapi Bernal, Estela Maldonado Duran and Edni Rosalba Belisario

sidering that quality education translates to enhanced child learning development. However,

it is also argued that the family has the potential to expand the scope of primary education.

According to

Blanco & Umayahara (2004), family involvement in education implies “opinar,

tomar ciertas decisiones, proponer y disentir en los diversos espacios de la institución educativa”

(p. 26)

. Therefore, the act of participating goes beyond merely attending school meetings, pro-

viding contributions to educational institutions, or volunteering in the institution. In this sense,

mothers have the opportunity to approach institutions and establish direct contact with teachers

to better understand how they can support their children's education, which not only improves

children's living conditions but also significantly contributes to their learning process.

The contribution of parents or mothers can manifest in various ways by providing support to

their children's education. According to

Silinkas & Kikas (2019), parents or caregivers have the

possibility to complete school tasks or assignments together with children, establishing a con-

ducive learning environment at home. On the other hand,

Benner et al. (2016) point out that

parents can play an active role by providing stimulation and educational enrichment activities,

thus promoting the holistic development of their children beyond the classroom. Additionally,

collaboration in parent-teacher organizations is also a significant form of involvement, as it

strengthens the connection between school and home, promoting a more robust and beneficial

educational environment for students.

One of them involves establishing a daily structure that includes dedicated study and exploration

time, resulting in the creation of a stable routine for children. Furthermore, in line with these

support strategies, it is essential to share the experience of reading by practicing reading books

together and engaging in conversations about the stories to cultivate a love for reading. At the

same time, by engaging children in conversations about a variety of topics, their vocabulary

can be expanded, and the development of critical thinking can be fostered, known as "Mea-

ningful Conversations." These practices, supported by

Silinkas & Kikas (2019) and Benner et al.

(2016)

, reinforce the fundamental role of parents in education and the holistic growth of their

children.

On the other hand, a connection with nature can be a valuable means to stimulate children's

curiosity by exploring the environment through outdoor outings. Active involvement extends

to practical activities such as cooking, measuring, and building together, allowing the application

of mathematical and scientific concepts in real situations. Additionally, artistic expression can

be encouraged by involving children in activities like drawing, painting, and crafts. Support in

school tasks when needed promotes the child's autonomy, and supervising and selecting online

educational resources are also part of the process. All these concrete actions by parents signi-

ficantly contribute to the education and comprehensive growth of children.

Our translation: opining, making certain decisions, proposing, and dissenting in various spaces within the edu-

cational institution.

Exploring the relationship between educational involvement and

school performance at the early education level

Revista Digital de Investigación y Postgrado 5(9), 87-98

ISSN electrónico: 2665-038X

Fundamental Role of Educational Involvement in Academic Performance

From our perspective, educational involvement has a significant impact on students' academic

performance. According to the study by

Topor et al. (2010), it is concluded that children whose

parents are more engaged in their education achieve a higher level of academic performance

compared to those whose parents are less involved.

Therefore, according to

Sánchez et al. (2010), the level of parents' participation and satisfaction

serves as an indicator of the quality of the educational system. This aspect possibly constitutes

one of the reasons why a connection is established between parental involvement and academic

performance. In this relationship, it is relevant to cite authors like

Castro et al. (2015) who assert

that without positive cooperation between the family and the school, it is not possible to meet

the high standards set for educational outcomes by a demanding society.

On the other hand,

Jeynes (2016) found a significant relationship between overall parental in-

volvement programs and academic performance, both for younger and older students. Like-

wise, Rogers et al. (2009) maintain that the effects of parental involvement are mediated by

children's academic competence. These studies confirm the interactive influences of parental

educational involvement and children's personal characteristics in predicting school perfor-

mance.

In this sense, the active participation of parents and caregivers in education shows students

that they have support and value in their learning process. This can increase their motivation

to achieve optimal academic performance, as they perceive their efforts to be recognized

and appreciated. As

Rodríguez (2016) argues: "los padres son los mejores agentes para ayudar

a sus hijos" (p. 2) in developing their skills and cultivating a sense of satisfaction and motiva-

tion.

It is important to note that parents, caregivers, or guardians who actively participate in their

children's education often set clear expectations regarding academic achievements and behavior.

This approach can help students understand the relevance of education and strive for higher

goals. Likewise, parental involvement allows for closer monitoring of students' academic pro-

gress, enabling them to identify areas where a student may need additional support and take

action to address those needs in a timely manner.

In this context, communication among parents, teachers, and students plays a crucial role in

understanding students' strengths and weaknesses. Parents can provide valuable information

about their children's needs and personality, which in turn enables teachers to adapt their pe-

dagogical approach and address those needs effectively. In relation to this,

Zambrano et al.

(2019)

state that “una comunicación sólida en el seno familiar para establecer vínculos fuertes,

Our translation: parents are the best agents to help their children.

Sandra Milena Hincapi Bernal, Estela Maldonado Duran and Edni Rosalba Belisario

no confundidos con un régimen riguroso de disciplina, sino más bien un entorno saludable donde

prime la confianza y el respeto” (p. 141).

When parents actively participate in their children's learning process, they can provide additional

support outside the classroom, assist with assignments and projects, and offer explanations and

clarifications when necessary, thereby reinforcing learning and improving comprehension of

concepts. Additionally, involved parents can detect academic or behavioral problems at an early

stage, allowing them to address these issues before they become significant obstacles to aca-

demic performance.

Educational involvement is also related to creating a positive learning environment at home.

Parents can foster a love for learning, provide educational resources, and establish routines that

support academic success. Furthermore, students often emulate the behavior of adults in their

lives. If they see their parents caring about education and actively participating in it, they are

more likely to value and engage in their own learning.

Moderating Factors of Educational Involvement and Academic Performance

Moderating factors play a crucial role in the relationship between educational involvement and

academic performance. Moderating factors are variables that influence the strength or direction

of this relationship. Among them, the following can be mentioned:

Socioeconomic Level: The socioeconomic level of parents can moderate the relationship •

between educational involvement and academic performance. In families of higher so-

cioeconomic status, it is more likely that resources and support are available for students,

which could intensify the positive effects of parental involvement. According to

León &

Collahua (2016), “el nivel socioeconómico de las familias incide de manera positiva y sig-

nificativa en el rendimiento de los estudiantes” (p. 120). In contrast, the findings of Kor-

zeniowski (2016)

corroborated that a lower socioeconomic level has a negative influence

on children's academic performance.

Culture and Ethnicity: Cultural and ethnic differences can influence how educational •

involvement is understood and carried out. Some cultures may value more direct par-

ticipation in education, while others may prefer a more indirect approach. These cultural

differences can moderate the relationship between involvement and performance. Stu-

dies by

Miranda & Castillo (2016) have confirmed that families belonging to an indige-

Our translation: solid communication within the family is needed to establish strong bonds, not confused with a

strict regime of discipline, but rather a healthy environment where trust and respect prevail.

Our translation: the socioeconomic level of families positively and significantly impacts students' performance.

Exploring the relationship between educational involvement and

school performance at the early education level

Revista Digital de Investigación y Postgrado 5(9), 87-98

ISSN electrónico: 2665-038X

nous ethnicity have a high rate of support and educational involvement compared to

those not belonging to any ethnicity.

School Support: The quality of the school environment and the degree of collaboration •

between the school and parents can moderate the influence of educational involvement

on performance. A favorable school environment can amplify the positive effects of pa-

rental involvement.

Lastre et al. (2017), Barbar & Coronel (2022), and Serrano & Figueroa

(2016), Peña & Taboada (2018) state that children whose parents accompany them, pro-

vide feedback, and show interest in their school life tend to achieve higher levels of aca-

demic performance. When parents maintain effective communication, participate in

school activities, monitor progress, and have high educational aspirations for their chil-

dren, these children achieve notably superior academic performance.

Parents' Educational Level: The parents' educational level can moderate the influence •

of their involvement in their children's education. In this line, research conducted by

Ro-

dríguez & Guzmán (2019) and Espejel & Jiménez (2019) highlight that parents with higher

educational levels possibly have better tools to provide academic support and more ef-

fectively understand their children's needs.

Parenting Style: Parenting style, including the combination of authority, support, and •

control, can moderate the relationship between parental involvement and academic

performance. Parenting styles that promote autonomy and responsibility are often as-

sociated with positive academic outcomes.

Ortiz & Moreno (2016) argue that parenting

style determines whether academic performance is good or poor.

Access to Resources: The availability of resources at home, such as books, technology, •

and a suitable study space, can moderate how parental involvement impacts school per-

formance. Available resources can influence the effectiveness of the educational support

parents can provide. However, as

Gubbins & Ibarra (2016) assert, this resource availability

is related to socioeconomic level; if income and cultural capital are low, there is less edu-

cational involvement, which impacts children's academic performance.

Emotional and Social Support: The emotional and social support that students receive •

in the family environment can influence the relationship between parental involvement

and academic performance. An environment that provides emotional support and se-

curity can lay the foundation for more effective learning and better educational achie-

vement. Research conducted by

Silinkas & Kikas (2019) supports the idea that parental

support becomes emotional support when requested by children.

On the other hand, studies conducted by

Hakyemez & colleagues (2018) explain that a

strong interaction between parents and teachers can have a significant impact on chil-

dren's academic performance, improving various aspects of their development and their

ability to adapt, as well as their psychological well-being during early childhood. Addi-

Sandra Milena Hincapi Bernal, Estela Maldonado Duran and Edni Rosalba Belisario

tionally, according to Bronfenbrenner (1987), these interactions positively contribute to

children's socioemotional and cognitive development.

Parental Work Flexibility: The ability of parents to be present and engaged in their chil-•

dren's education can be influenced by their work flexibility. Parents with more flexible

schedules may have more opportunities to actively participate in the educational pro-

cess. Studies by

Kim (2020) confirm that work flexibility can contribute to promoting in-

teractions between parents and children by improving the coordination between work

and family responsibilities and, consequently, with their children's education.

Alzahrani

et al. (2019)

mention “el desarrollo de estas habilidades socioemocionales llevará a mejores

resultados escolares, una adaptación más efectiva al aprendizaje futuro, mayor bienestar

y la capacidad para gestionar comportamientos positivos” (p. 148)

School Communication and Collaboration: The relationship between the school and pa-•

rents can influence how parental involvement impacts performance. Effective communication

and collaboration between the school and parents can enhance the benefits of educational

engagement. According to

Western Governors University (2021), when a student's family can

communicate with their child's teacher, both parties can work together to establish a rela-

tionship and create an optimal learning environment, both at home and at school.

Conclusions

After conducting the analysis of the relationship between educational involvement and 1

academic performance at the early education level, the following conclusions can be

drawn.

Active parental involvement in their children's education is essential for improving aca-2

demic performance and the holistic development of students. Parents can collaborate

with teachers in planning educational activities and assessing their children's progress.

Effective communication among parents, teachers, and students is key to fostering edu-3

cational involvement. Parents should be informed about their children's academic pro-

gress, and teachers should be willing to listen to parents' concerns and suggestions.

Shared reading and meaningful conversations are practices that parents can implement 4

to foster a love for reading and the development of critical thinking in their children.

These practices have been supported by scientific studies and can be used from an early

age.

Our translation: that the development of these socioemotional skills will lead to better school results, more effective

adaptation to future learning, greater well-being, and the ability to manage positive behaviors.

Exploring the relationship between educational involvement and

school performance at the early education level

Revista Digital de Investigación y Postgrado 5(9), 87-98

ISSN electrónico: 2665-038X

Collaboration between parents and teachers can be beneficial for students with special 5

needs. Parents can provide valuable information about their children's needs, and tea-

chers can adapt educational activities to meet those needs.

Community involvement in children's education is also important. Parents and teachers 6

can work together to engage the community in educational activities and promote the

significance of education in society.

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