Chapter 1

INTRODUCTION

1.1 Background of the Study

Education is one of the basic elements for human development. Nobody can attain the

sustainable economic status without investing in human education. Education empowers

individual's comprehension about themselves and world. It improves the quality of their lives

and leads to broad social benefits to individuals and society. Education raises people's

productivity, creativity, promotes entrepreneurship and technological advances. In addition, it

plays a very crucial role in securing economic and social progress and improving income

distribution. As education is the base for the development of cardinal virtues like wisdom,

courage, self-control and justice that are pre-requisite for human development and further

increases the manpower in order to build up the nation in all aspects such as socially,

economically, morally, politically etc.

No doubt, the poor socio-economic status parents have affected the quality and

quantity of their children’s education. Poor parental care with gross deprivation of social and

economic needs of a child, usually yield poor academic performance of the child

(www.thefreelibrary.com). Similarly, good academic performance might be deemed as a

result of good parental support and socio- economic background, especially where the child is

properly guided in the choice of courses by the parents or counsellors. Education is meant for

the development of civilized and cultured society. The education of individuals is closely

linked to their life chances, income, and wellbeing (Battle and Lewis 2002).
 In present time education is also considered to be the source of income. It has

been observed in general that qualified, trained and skilled people have prominent

sources of income. Thus, it is clear that education provides a base for choosing a

profession or occupation which yields better income. Today a standardized education is

very much important for a person to survive in the modern world of information

technology. A person without education has no status in the society. In Pakistan to

acquiring quality qualification has become a dilemma for the socially and economically

low families. Socioeconomic status (SES) is often considered as a combination of

education, income, and occupation. The SES is meant as social position or class of an

individual or group in a society, where respect, authority and be in command of, are

considered to be prestigious.

Less education, poverty, and non-secure treatment methods for health, polluted

environment highly manipulate our society. An un-equal distribution of wealth and

resources has created a flaw and divided the society in various categories. This

categorization of the society further divided the system of education in various forms.

1.2 Statement of the Problem

The researcher investigated the relationship between the Education status of

parents and the academic achievement of their children. Socio-economic status of parents

plays a vital role in academic achievement of their children. This study was designed to

explore the relationship between social status of parents and the academic achievement of

their children in Haripur districts.

1.3 Objectives of the Study

 The following were the objectives of the study:

 To find the parents education of the students

 To compare the student’s achievements with parents education

1.4 Research Questions

The following were the research questions of the study:

 Is parent’s education of the student’s effects of the student academics?

 The student’s achievements and parent’s education interlinked with each

other or not?

1.5 Significance of the Study

This research study may be helpful in examining the impact of socio- economic

status on the education of learners. It may positively help to suggest how the academic

achievement of the children, of low socio - economic status parents, may be enhanced. It

may help teachers to give sufficient attention towards the students belonging to low

income families. It may be beneficial for the parents of low SES to seek help from their

neighboring for the wellbeing of their children in education. It may also set path for

policy makers, educators and for the future researchers to pay attention in this regard.

1.6 Scope and Limitations of the Study

The research was confined to explore the relationship between the parents’

education and the academic achievement the children.

1.7 Delimitation of the Study

Due to the limited time and resources only students of Class in session of 2017-

2018 were included from different high schools (both private & government) in district
Haripur.

1.8 Research Methodology

It was survey type of research in which the parents’ education and the academic

achievement were examined to know how effectively parents’ education play the role in

the education of their children.

1.8.1 Population

The population of the study included the parents of all students of Class 10th,

session 2018 in District Haripur. Among 10 public girls schools and 10 private girls

schools, were selected. Among which 400 students were selected for research.

1.8.2 Sampling Technique

Multistage criterion sampling technique was used to select the sample. Total 20

public and private schools (including 10 public and 10 private schools)

were selected on the basis of having more than 30 students who were promoted to

class 10th. 20 students from each school selected randomly from the gazette with

the help of their respective teachers.

1.8.3 Sample

A sample of 400 students was selected from all the secondary school teachers of

District Haripur.

1.8.4 Research Instrument

To collect the data about SES of parents a Questionnaire was developed by the

researcher keeping in view the socio-economic indicators.

The Questionnaire developed after reviewing the literature and was piloted on
small scale of the subjects from the population and these were not the real part of the

sample. The reliability of the questionnaire was obtained by using KR-21 formula and

reliability calculated value was (0.67). The questionnaire was finalized after the approval

of the supervisor and was administered for data collection.

1.8.5 Data Collection

The data were collected with the help of a questionnaire developed for parents.

Data was collected by the researcher personally and in some cases registered mail was

also used. To make the sample adequate the questionnaire was distributed to 400 (200

female private school students, 200 female government school students) respondents,

from which 370 filled and returned. The response rate was 92.5 percent.

1.8.6 Data Analysis

2 Data were analyzed in the form of different tables by using appropriate statistical

formulae i.e. chi-square in cross tabulation, frequency and percentage, with the

help of SPSS software.

1.9 Operational Definition(s)

SES Socio-Economic Status

 Chapter 2

REVIEW OF LITERATURE

Fan (2001) explained that parents’ educational aspiration for their children proved

to be strongly related to students’ academic growth. Research studies have explored that

parents’ education level has a significant impact on kids learning, (Khan & Malik, 1999).

Similarly, Schneider and Lee (1990) linked the academic achievement of the East

Asian students to the aspirations and values they share with their parents, and also to

learning activities at home in which their parents involve with them.

Kassim, Kehinde and Abisola (2011) documented the causal-effects of parental

education, profession and mother’s age on children attainments. The results revealed that

the parental education has the dynamic effect on the academic success of the students.

Vellymalay (2010) explained the relationship between parental education level

and their involvement in their children’s education. Findings of a study recommended

that there were no significant variances between parental education level and parents’

contribution and plans for their children’s education.

Dubow et. al. (2009) studied the forecast of individuals’ occupational and

educational success from related and individual variables assessed during their mid

childhood and late youth. The results providing a strong support for the unique predictive

role of parent’s education on their kid’s educational developmental factors such as late

adolescent achievement and achievement-related desires.

Feinstein and Sabates (2006) emphasized the importance of parental educational

behaviors and attitudes on children’s educational achievement especially in the

developmental of psychological literature. This finding filled the gap by providing an

estimate of the educational effect.

Kean (2005) studied the impact of socio-economic status, especially parental

education and income on children’s academic attainments. Socio-economic factors were

found to be related with students academic attainments.

Umberson (1992) discussed how parent-child association affects the adult

children and their psychological status. Results displayed that estimated effects of

intergenerational associations on distress levels sometimes depend on the structural states

of parents and their children.

Loasa (1982) calculated the relations between parental education and the parent-

child relationship. As a result, the global theoretical model was developed that links the

parental education, family communication processes, and children's education. Thus, the

global objective of current study was to identify the effect of parents’ education on their

children’s academic performance and academic motivation.

Jeynes (2012) examined by using meta-analysis, 51 studies of association

between different types of parental status participation and students attainment. Results

exhibited a considerable relationship between parental status and academic achievement.

Ogunshola and Adewale (2012) documented the relationships between domestic

environment and the educational performance of students. Inspection of a randomly

collected sample of about 180 students resulted in the four factors. Parental

socioeconomic status and educational background did not have significance effect on

academic performance of students but parents educational qualification and health of the
students had the statistical significant effect on their education.

Hanson and Chen (2007) studied the interaction between socio-economic status

and health behaviors of the students. The study showed that less socio-economic status

was associated with inferior diets, less physical activity, and greater smoking.

A study explained that how socio-economic status, parental education and

income, relates to children’s academic attainment. Data from a national, cross sectional

study of about 869 students were used. Using the structural equation modeling, the

researcher found that the financial status factors were connected indirectly to children’s

academic achievement through parents’ actions (Keen, 2005).

A study reviewed the literature on socio-economic status and academic

achievement in the journal articles published between 1990 and 2000. The sample

included 101,157 students, 6,871 schools, and around 128 school districts collected from

74 liberated samples. The results showed the medium to strong relation between

economic status and academic attainment (Sirin, 2005).

According to Hill et al., (2004) a longitudinal model of parent academic

connection, the behavioral problems and achievement was scrutinized for 463 students.

Parental academic participation was negatively related to behavioral variables and

positively related to the ambitions.

A study showed in 2001 by Fan and Chen exposed a small to moderate

relationship between the parental financial status and student academic success using a

sample survey. The moderator analysis exposed that the parental expectation for the

children’s achievements has the strongest, but the parental home management has
weakest relationship with children academic achievement.

Exploring the Impact of Parents’ Status on the Academic Performance and

Behavior of Students the study of Fan (2001) the effect of parental involvement on

students’ academic growth was evaluated. The data were used and the analyzed through

latent growth curve the analysis within the framework of structural equation. The results

showed that the parental participation acted as multidimensional, samples reported

analogous degrees of parents involvement, and parental aspiration for their kids education

achievement had a consistent and positive effect on the students’ academic growth.

A study indicated by using meta-analysis, almost 200 studies that parent’s

socioeconomic status, was significantly correlated with academic achievement. Factor

analysis was applied and the factors were significantly correlated with the academic

accomplishment of the parent’s and student socio-economic. The variables considered,

accounted for 75% variance found in correlation (White, 1982).

Dornbusch, Ritter, Leiderman, Roberts, and Fraleigh (1987) purport that the

parental education level disturbs the parenting style which, in turn, distresses children's

academic success. Moreover, families with the greater educational levels are likely to be

the more lenient and less strict in parenting. According to the Mullis and Jenkins (1990)

and White (1982), parental education indicates a strong correlation to students' academic

attainment. Other researchers have discussed the correlation of parental educational

achievement and the students' academic attainment.

De-Baryshe, Patterson, and Capaldi (1993) contended that parental education is

directly linked to styles of parenting and not the student's academic performance. In their
study, the parents having lower educational accomplishment used forcible strategies for

discipline which, in turn, predisposed their kids to disruptive and abnormal behaviors.

Such children performed poorly in the lower grades.

Melby and Conger (1996) explored that the educational achievement of mothers

and fathers linked positively to the parenting and youths' academic performance.

Stevenson and Baker (1987) reported that well-educated mothers who have a

predisposition to info about school are more likely than the less educated mothers to

deliberate their children school performance. This study showed that well-educated

mothers' anticipation levels are higher and they have more demands of the academic

achievements for their children.

Smith (1989) examined the variance between paternal and maternal inspiration on

students' academic performance and their educational goals, and determined that 6th, 8th,

10th grade students were importantly impacted by parental educational success. A

parental educational level influenced the realistic expectation and the ideal educational

ambition of the student. The results of current study found that patterns education had an

effect only on children’s educational hope. Other studies show that a father's educational

achievement has a direct bearing on kids and a mother's accomplishment has an indirect

effect.

Oh-Hwang (1994) found that the fathers' educational achievement level had a

significant connection with the intelligence and achievement scores in Korean and

American samples. Other results indicated that fathers who had greater educational level

had children who were more intelligent and greater achievers. Conclusions drawn from
the study were that high levels of attainment are indicators for children who had highly

educated fathers. On the other hand, the mothers' educational levels were not as

influential to students' academic achievement. In fact, the results showed that mothers'

educational accomplishment levels did not affect students' academic attainment. On the

other hand, the educational achievement indirectly affected the psychosocial adulthood of

youngsters and children of Korean and American samples. Cultured mothers were more

involved in their kids activities, and their involvement controlled their students to be

extra self-reliant. Although author found that mothers' educational attainment levels did

not have an impact on the student academic achievement, educational attainment

indirectly pretentious the psychosocial maturity of the student, which in turn determined

levels of achievement. Parents who attended college had kids who also attended the

college.

In a study of about 25,000 of grade 8 students, Lee and Peng (1994) explored that

the students whose parents only reached a high school diplomas where 5 times more

likely than their peers to drop out of a high school in 10th grade.

Authors such as Hudson (2001), and Staats, Bowman, and York-Anderson (1991)

displayed that the effect of the parental education and income has an influence on the

college experience of their kids. Parents who have the college degrees tend to have higher

incomes and higher educational accomplishment, and their children appear selective

colleges more often than their first-generation college peers.

Hudson (1991) and Staats et al. (1991) agreed that the parents’ educational

achievement has long-term impacts on student educational achievement. Students whose

parents have degrees are often pre-disposed to the environments of the academic

preparation and success which strengthen the holding of first-year school students. The

current study also revealed that the first-year academic presentation is closely related to

academic preparation, whereas retaining to the graduation is associated with the friends

and family. Parents education also disturbs standardized test scores. According to the

College Board (1992), Standard Aptitude Test (SAT) scores are the strongly connected to

parental education levels. The results of this study specified that the higher the academic

degree earned by their parents, the greater the students' test scores. Other findings

revealed the correlation between family income and test scores. Those students from

families with high incomes and high educational achievement had the highest SAT

scores.

Gruca et al. (1989) and MacDermott et al. (1987) reported that first-generation

college students were likely to choose less selective colleges. Thus, the current researcher

concludes that, because the first-generation college students do not have parents

collegiate experience to help them, either in the preparing for college or in preparing for

the academic challenges that lie ahead during their college career, 18 they are not as

likely to succeed. If universities are serious about meeting the needs of first-generation

school students, they must probe what differentiates first generation school students from

second-generation school students. Research should be conducted to regulate the

variances in their academic preparations, aspirations, and first-year academic

performances when compared with other school freshmen.

A study was carried out by Riehl (1994) at Indiana State University to determine
the academic aspirations, preparations, and academic achievements of first-year school

students. As a result of current study, 6 null hypotheses were formulated:

1. No significant difference found between the mean SAT scores of first generation

group of students and the mean SAT scores of other groups of freshmen;

2. There is no significance in the mean high school class rank of first-generation

students and the mean high school class rank of other freshmen;

3. There is no significant difference in the self-prediction of first-generation college

students and academic degree aspiration of freshmen; and

4. There is no significant difference found in the freshman-year academic

performance of first generation students and the academic performance of other

freshmen. The population sample in Riehl's (1994) study consisted of 2,190 freshmen

who participated in the fall 1992 New Student Advisement and Registration Program at

Indiana State University. It represented 93% of the entering freshmen class who were

identified through responses to a questionnaire. Question to answer the highest

educational level of the parents, out of the 2,190 students, 774 responded that neither

parents had attended college. The questionnaire also included questions regarding family

background, choice of college, and college plans. By using a method known as the static

group comparisons design, the study grouped first-generation college students with others

based on a series of responses. There were obvious differences in the means of SAT

scores, grade point averages and class ranks between first-generation college students and

other freshmen. First-generation college students had significantly lower SAT scores and

high school and first-semester college grades. There were no significant differences in
high school rank. Based on these results, first generation students were found to have

significantly lower test scores and grade point averages than students whose families had

at least one parent who attended college (Riehl, 1994). Prior research indicated that first-

generation college students have weaker academic preparation and lower degree

aspiration. Riehl's (1994) study validates and supports the literature in the field. Thus, it

is not surprising to note that first 20 generation college students in Riehl's study were also

less successful academically during their first semester of college. Programs are currently

being designed to help first-generation students with special needs such as advising,

study skills, and orientation programs.

Hushak (1973) studied several factors that have a major impact on learning inputs

and student achievement. Among the inputs studied, it was discovered that lower-

achieving students depend more on teachers than higher-achieving students because they

have less-educated parents and limited access to other learning inputs. This is indicative

of why low- achieving students study more and obtain more help from their less-educated

parents. To these students, the teacher is the primary skilled teaching input rather than the

parent. The parent's educational attainment level was used as a basis to determine the

educational atmosphere of home environments. In this regard the parent is the educator in

the home, and since students spend the majority of their time at home, their parents are

the primary learning inputs for these students. The findings state that parents who have at

least a bachelor's degree through private examination are better qualified in one or more

subjects of knowledge than any of the teachers in the school (Hushak, 1973).

In such an environment, a student is less dependent on the ability of the teacher

than a student with less educated parents. Information was gathered from both mother

and father concerning highest educational attainment level. In this study, the father's

education was used because the results showed a stronger statistical relationship than

with the mother's educational level academic achievement. The results of the study by

Hushak (1973) clearly showed that the father's education variable has the greatest effect

on student success. Highly-educated parents provide more or higher-quality teaching

input for their children. A child with less-educated parents does not have access to

alternative skilled teaching inputs, and the teacher is the most skilled teaching input to

which the child has access regardless of the teacher's qualification.

Other results also indicate that the father's educational level is the leading

determinant of the high quality of the teaching input. Thus, children with well-educated

parents are not as dependent on school inputs, nor do they spend much time studying

outside of school. The correlations between study time and father's education, and

between study time and achievement test scores, are consistent with this finding. Less-

educated parents tend to compensate by providing more help in terms of time, but the

children of less-educated parents are still more dependent on the teacher as their primary

skilled input.

Based on studies by LeVine (1980), Stevenson and Baker (1987), and Younis and

Smollar (1985), the education of the mother affects many areas of the child's educational

endeavors.

First, educated mothers are more likely to adopt parental investment strategies

designed to maximize the life chances of the student, such as their probability of survival,
health, and economic success.

Second, a well-educated mother might be more concerned and knowledgeable

about obtaining educational credentials for her children by supervising their school

attendance, transferring them to better schools, and providing supplementary tutoring

when necessary.

Third, more educated women might be more likely to choose husbands who share

some of the tendencies mentioned above. Their spouses may also be wealthier and,

therefore, would be better able to provide the resources needed to attain their children's

education goals. Finally, the more educated mother can provide her child with more

useful forms of instruction, self-perception, encouragement, interaction, and exposure,

thus transmitting skills and shaping his or her psychological development in distinctive

ways (Majoribanks, 1979).

Laosa (1975, 1977,1982) found that mothers who are well-educated affect the

cognitive abilities of children more regardless of their occupation. When socioeconomics

is compared to maternal education, it becomes a salient family determinant of students'

scholastic and academic achievement. A mother's praise or verbal approval of a child's

activity is linked directly to her schooling.

Hannan and Luster (1993) cited that maternal education has both a direct and

indirect effect on student educational attainment. Stevenson and Baker (1987) found that

educated mothers tend to manage their children's school career from elementary school

through the high school years. This becomes very important at the high school level,

when the mother aids in the selection of college preparatory courses. The researchers also
found that maternal education, more than employment, was related to the academic

achievement of children. Cultural backgrounds also add an interesting dynamic to

parental education and a student's success. Educational attainment among Latinos has

increased, but academic success continues to remain low, compared to non-Latinos.

According to the 1990 Census, only 1 in 2 Latinos completed high school. In

contrast, non-Latinos have an 80% high school graduation rate. Within the Latino

community, the Mexican-origin subgroup had the lowest graduation rate (44%), and

other groups of Hispanics had the highest graduation rate (69%) (Chapa & Valencia,

1993). Only 9% of adults aged 25 or older attained a four-year college degree, as

compared to 22% of non-Hispanics. Among Hispanics, Mexicans or Mexican-Americans

had the lowest college graduation rate (5%) and Cubans had the highest (20%).

Historically, Latinos have been the most undereducated group in the U.S. Despite a

gradual rise, based on statistics from the Bureau of the Census (U.S. Department of

Commerce, 1991, 1996), as compared to Blacks and Whites, Hispanics and Latinos have

had the lowest levels of educational attainment, highest dropout rates, and highest

illiteracy rates. These differences have persisted overtime. For example, in 1940 the

median number of years of education completed by the largest Latino group in the U.S.,

Hispanics aged 25 to 64 who lived in California, was 7.5 years, compared to 24 10.5

years completed by Whites (Chapa, 1988). The proportions of high school and college

graduates have doubled despite the gap between Latinos and Hispanics. Latinos and

Hispanics continue to lag behind their non-Latino counterparts in college admission and

college graduation. The number of Hispanic high school graduates going on to college
peaked at 36% in 1976, but Hispanic enrollment has been less than 36% since then

(American Council Education, 1990).

According to Nieves-Squires (1991), Hispanic or Latinos who go to college

experience a tremendous amount of pressure from their family due to cultural

expectations. Melendez and Petrovich (1989) reported that the values on which most

universities and colleges build their mission and culture are at odds with Hispanic culture

and values. Melendez and Petrovich (1989) found several cultural attributes that may

affect the academic achievement of Hispanics the most. In the Latino culture, tolerance of

differing thoughts and philosophies is welcomed and accepted by Latino students, but

challenging points of view could be seen as controversial. Hispanic students, thus, may

be seen as reluctant to participate in free exchange of thought and dialogue.

Most faculties would misconstrue such behavior as being not interested or as a

lack of independent thinking. Academia produces an environment that is conducive to

competitiveness and individualism, which is in direct conflict with Hispanic cultural

values of cooperation and group cohesiveness. For Hispanics to be successful, they must

learn to adapt to the academic environment. Major studies have shown that cognitive

factors (intellectual ability and scholastic aptitude) and psychosocial factors (attachment,

locus of control, optimism, androgen, and self-esteem) are significant predictors of

academic achievement at all levels of education. These factors and others predict the vast

majority of academic achievement, as do other factors like parental education and family

socioeconomic status. All tend to influence students' academic success. The research also

suggests that the more educated one's parents are, the more likely they are to support and
encourage their children's educational endeavors (Brown & Robinson Kurpius, 1997;

Lin, 1990; Winfield, 1991).

Finn and Rock (1997) found parents' educational attainment is one of several

factors that contribute to academic resilience among minority students from low-income

homes. Researchers have reported that students who come from environments where both

parents have degrees have fears of failure and disgrace if they were unable to graduate

from college (Peng, 1994).

 Chapter 3

RESEARCH METHODOLOGY

Two variables: educational status of parents and students' learning achievement

were studied. The educational status was taken as an independent and the learning

achievement of students as dependent variable. The questionnaire was designed keeping

in view the social and economic indicators. These indicators include were "parents' level

of education, and educational level of siblings.

To measure the SES six class structure named as the Upper-Upper Class, Lower-

Upper Class, Upper Middle Class, the Lower Middle Class, the Working Class, the lower

or poor class, was used. The information about the learning achievement of selected

students was collected from their Secondary School Certificate examination which was

conducted by the Board of Intermediate and Secondary Education Abbottabad. The

learning achievement was divided in seven categories that are as A+, A, B, C, D, E and

Compartment. The study is quantitative in nature and design of the study is ex-post facto.

3.1 POPULATION

The population of the study included the parents of all students of Class 10th,

session 2018 in District Haripur. Among 10 public girls schools and 10 private girls

schools, were selected. Among which 400 students were selected for research.

3.2 SAMPLE

Multistage criterion sampling technique was used to select the sample. Total 20

public and public schools (including 10 public and 10 private schools)

were selected on the basis of having more than 30 students who were promoted to
io" class. 20 students from each school selected randomly from the gazette with

the help of their respective teachers.

3.3 RESEARCH INSTRUMENT

To collect the data about SES of parents a Questionnaire was developed by the

researcher keeping in view the socio-economic indicators.

The Questionnaire developed after reviewing the literature and was piloted on

small scale of the subjects from the population and these were not the real part of the

sample. The reliability of the questionnaire was obtained by using KR-21 formula and

reliability calculated value was (0.67). The questionnaire was finalized after the approval

of the supervisor and was administered for data collection.

3.4 DATA COLLECTION

The data were collected with the help of a questionnaire developed for parents.

Data was collected by the researcher personally and in some cases registered mail was

also used. To make the sample adequate the questionnaire was distributed to 400 (200

female private school students, 200 female government school students) respondents,

from which 370 filled and returned. The response rate was 92.5 percent.

3.5 ANALYSIS AND INTERPRETATION OF DATA

Data were analyzed in the form of different tables by using appropriate statistical

formulae i.e. chi-square in cross tabulation, frequency and percentage, with the help of

SPSS software.
 Chapter 4

RESULTS AND DISCUSSION

Table 4.1: Academic Qualification * Students Achievement in BISE Exam

Students Achievement in BISE Exam Total
Compart E D C B A A+
None
Primary 21 1 7 2 1 0 0 32
Middle 0
SSC, HSSC 29 5 51 9 2 0 0 96
Bachelor 33 2 28 30 25 1 0 119
Master 0 39 29 8 41 6 123
Total 83 8 125 70 36 42 6 370

Table 4.1 reveals that the value of calculated X2 (650.838) is greater than
tabulated value (42.98) therefore academic qualification of the parents has
positive relationship with students achievements.

Table 4.2: Child's Mother Academic Achievement in BISE Exam

Students Achievement in BISE Exam
Total
Compart E D C B A A+
None
Primary 32 5 30 21 4 0 0 92
Middle 0
SSC, HSSC 25 4 43 53 7 20 2 154
Bachelor 0 0 15 5 21 32 7 80
Master 1 0 21 16 5 1 0 44
Total 58 9 109 95 37 53 9 370

Table 4.3: Father's Professional Qualification * Students Achievement in BISE

Exam
Students Achievement in BISE Exam
 Total
Compart E D C B A A+
None 52 3 39 16 1 1 1 113
Certificate 31 3 21 9 2 0 0 66
Diploma 1 0 31 51 1 0 0 84
Degree 1 0 25 21 25 19 8 99
MS, PhD 0 0 0 1 1 5 1 8
Total 85 6 116 98 30 25 10 370

Table 4.3 exposes that the value of calculated X2 (856.240) is greater than
tabulated value X2 (42.98) therefore father's profession has positive relationship
between students achievements

Table 4.4: Child's Mother Professional Qualification * Students

Achievement in BISE Exam
Students Achievement in BISE Exam
Total
Compart E D C B A A+
None 71 4 95 29 11 13 5 228
Certificate 24 0 29 19 17 14 5 108
Degree 0 0 0 0 11 20 3 34
Total 95 4 124 48 39 47 13 370

Table 4.4 indicates that the value of calculated (265.654) is greater than
Tabulated value X2 (42.98) therefore professional qualification of the mothers has
positive relationship with students achievements.

Table 4.5: Father Academic Qualification * Students Achievement in BISE

Exam
Students Achievement in BISE Exam
Total
Compart E D C B A A+
None
Primary 21 1 9 2 1 0 0 34
Middle 0
SSC, HSSC 42 3 51 8 1 0 0 105
Bachelor 22 3 43 39 15 1 0 123
Master 1 0 34 25 11 30 7 108
Total 86 7 137 74 28 31 7 370

Table 4.5 unveils that the value of calculated X2 (650.838) is greater than
tabulated value i (42.98) therefore academic qualification of the fathers has
positive relationship with students achievements

Table 4.6: SES * Students Achievement in BISE Exam

Total
Compart E D C B A A+
0-30 0 0 0 0 0 0 0 0
31-60 35 1 21 3 1 0 0 61
61-90 26 3 40 28 13 0 0 110
91-120 23 1 55 40 21 19 6 165
121-150 0 0 0 1 6 22 5 34
151-180 0 0 0 0 0 0 0 0
Total 84 5 116 72 41 41 11 370

Table 4.6 discloses that the value of calculated X2 (665.392) is greater than
tabulated value X2 (42.98) therefore socio economic status has positive relationship
with students achievements
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 SUMMARY

This study was focused to analyze the relationship between the educational status

of parents and academic achievement of their children.

Keeping in view the objectives of the study, one years (2018) annual result was

tabulated and analyzed with percentage and graphs between the results of government

school students' result and private school students' result considering private school

students belonging to economically better families and the government school students

belonging to deprived and poor families. A questionnaire was developed after the

comprehensive study of the work done on the topic previously by various researchers in

the world. The questionnaire was administered to the parents of the 10th Class students

and responses were collected. The data was analyzed through chi-square, frequency, and

percentage in SPSS software. The tabulated result was discussed separately a strong

relation lies between the educational status of parents and the academic achievement of

their children.
 5.2 FINDING

During correct study it had been found that most of the children of high SES

parents had been passed in AI, A and B Grades while the major numbers of children of

low SES parents had been passed in lower Grades i.e. C, D, E or had been failed in one of

two subjects.

18. The students' academic achievement was related to parents' academic and

professional qualification.

5.3 CONCLUSIONS

1. A number of students got A-grade and their parents' socio-economic status

was average. The finding indicated that their parents take interest in their children

education. It can also be concluded that their children were gifted.

2. Many students have average academic achievement while their parents

were enjoying a very high SES status in term of education, profession and income. It can

be concluded that those parents did not pay attention to their children's education.

3. Majority of the students have Band C grades and their parents have

average socio-economic status. It can be concluded that their parents were taking interest

and care about their children education.

4. A great number of students got D and E grades whose socio-economic

status was poor low. It can be concluded that their parents were not taking care of their

children education. It might be due to their unawareness regarding importance of

education their illiteracy and low income.

5.4 RECOMMENDATIONS

1. Parents should provide an avenue to take adequate care of their children

education so that proper support and encouragement would be given to them accordingly.

2. Teachers and administrators should provide feedback to parents concerning the

progress or otherwise of their children.

3. Future researchers should try to conduct more researches on the factors

affecting academic performance to other level of education.

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