Impact Of Prenatal Involvement On Students’ Academic Achievement At Secondary School Level

Abstract

Parental involvement plays a vital role in shaping students’ academic achievement and overall development. This study aims to determine the impact of parental involvement on students’ academic achievement at secondary school level in District Peshawar. The research was quantitative in nature, and data were collected through a survey research technique using a self-developed five-point Likert scale questionnaire. A sample of 456 students was selected using a multi-stage sampling technique to ensure equal representation from both urban and rural schools. The researcher personally visited the sampled schools, obtained permission from school heads, distributed the questionnaires during class hours, and collected students’ academic records, which were verified from official school gazette results.

Data were analyzed using descriptive statistics (percentages, means, standard deviations) to summarize responses and inferential statistics, including Pearson correlation to determine the relationship, regression to [1]identify the most influential dimensions of parental involvement, and independent-samples t-tests to compare urban and rural groups. The results revealed a positive and statistically significant relationship between parental involvement and academic achievement. Among the measured dimensions, school-based involvement and parents’ academic expectations emerged as the strongest predictors of student performance. The urban–rural comparison showed differences in specific aspects, particularly in school–home communication patterns, with urban schools generally reporting more frequent contact.

The findings suggest that targeted efforts such as structured communication routines, parental awareness workshops, and encouragement of consistent home-based learning support can enhance academic performance. The study concludes that strengthening parental engagement is essential for improving educational outcomes in both urban and rural secondary schools and recommends policy measures to facilitate sustainable and context-specific family–school partnerships.