Você está na página 1de 10

Title: Effects of educated and uneducated parents on children

outcomes
Abstract
The present research is conducted to explore the influence of parents’ education on
their children’s academic performance. Various items measuring the influence of
parents' education on their kids were developed. A public university of Pakistan was
considered as population and cluster random sampling was used to collect sample by
a self-administered questionnaire. The analysis was done by the combination of
descriptive and inferential statistics. Over the last decade, parents and teachers are
supposed to collaborate more and more as partners in education. To establish these
partnerships, the primacy is placed on teachers and schools as they are the professional
partners. The results of our review study reveal different good practices to enhance
parental involvement: from parent and teacher training programs to reorganization of
the school structure and family interventions. When illiterate parents want to be
involved in their children's education, they are faced with many difficulties.
Remarkably, the research findings on the involvement of illiterate parents appeared to
be limited, in contrast with the results of our literature search on the topic of parental
involvement in children's education in general, which was very extensive. However,
we have found some good practices to foster the involvement of illiterate parents in
their children's education. Parents’ education is an important, but hardly exclusive part
of the common family background that generates positive correlation between
siblings’ educational attainments. Our estimates based on Norwegian twins indicate
that an additional year of either mother’s or father’s education increases their
children’s education by as little as one-tenth of a year. There is evidence that father’s
education has a larger effect than that of mothers: one explanation is that better
educated mothers work more in paid employment and spend less time interacting with
their children. We test this hypothesis and find no evidence to support it.

Key words: Parents, children, effects of educated, academic performance.


Introduction
Literacy is not a luxury; it is a right and a responsibility. Role of education is of primary
importance to steady functioning of human society. Education is mandatory for the
development of individuals. It makes them familiar, capable, skilled and expert. If learning
ability is in part inherited, the education of parents and children will tend to be associated.
The research explores the possible effects of parents’ educational impact on the children’s
encouragement for studies, environment provided for education and the resulting progress
of children in their studies. Encouragement and building up intellectual awareness aptitudes
in a child are chief concerns in the context of the child’s education.

Probably the most noticeable and direct explanation of the link between parents’ education
and their children’s academic achievement depend on the assumption that parents learn
something during schooling that effects the ways in which they interact with their children
around learning activities in the home. Parents with higher education make sure their
children are exposed to lots of educational opportunities in their communities.

The association between parents’ and their children’s educational attainments has been one
of the measures featured in the study of intergenerational mobility. It has either been the
focus itself or has been part of the exploration of the reasons for earnings, income or social
class persistence--the opposite of mobility (for example, see Blanden et al. 2010). Parental
education is of course just one aspect of family background that influences children’s
subsequent achievements as adults, but an important one. For instance, parents’ educational
attainments have a large impact on their earnings; they may alter the ‘productivity’ of their
time investments in children, such as reading to the child; and they may affect children’s
aspirations.

Need for the Project


In the current study we aim to estimate the causal impacts of parents’ education. We focus
on a comparison between the USA and Norway, although we compare Norway with some
other countries to a more limited extent. Table 1, taken from a recent study (Hertz et al.
2007), puts the two countries in the context of other developed countries. It reports the
average correlation (across 9-10 five-year birth cohorts) between the average of parents’
years of education and those of their children.

Such a correlation, or a corresponding coefficient from a regression of children’s education


against that of their parents,3 is unlikely to reflect solely a true causal effect of parent’s
education on that of their children. For instance, if people’s ‘abilities’ affect their
educational attainment and parents’ and children’s ‘abilities’ are correlated, then the
regression coefficient will also reflect this correlation. Recent studies of the correlations in
cognitive test results between parents and their children indicate substantial correlations,
of the order of 0.4 (Anger and Heineck 2009, Black et al. 2009, Björklund et al. 2010).
‘Ability’ need not only reflect genes, but also skills acquired during childhood. Aspects of
the family environment that promote acquisition of such skills may also be correlated with
parents’ educational attainments and their abilities, further undermining a causal
interpretation of the intergenerational correlation. The results of the twins’ analyses
reported later in the paper indicate that, at least for Norway, the USA and Sweden, the
correlations reported. Overstate the causal impact of parents’ education on children’s
education, and we suspect that this is also the case for other countries.

The theoretical framework provided in section 3 is used to structure empirical analyses that
may allow us to identify the causal impact of mother’s and father’s education on that of
their children. Before that it is helpful to put parents’ education in the context of family
background viewed more generally.

Research problem

Our research problem is to study Effects of education and uneducated parents on children
outcomes.

Objectives of Study

Following are the objectives we will mainly look at:

The purpose of study is to point out the Effects of education and uneducated parents
on children outcomes in Pakistan. So these research will suggest some remedies to tackle
with this situation. Here will be told that Pakistan can make progress in all the fields of life
while resolving these issues.

 To explore the effect of parents’ education on their children’s academic performance.

To empirically assess the dimensions of parental involvement in student’s education.

To study the impact of physical facilities available on academic performance.

Hypothesis

Based on the assumptions regarding the Effects of education and uneducated


parents on children outcomes, following hypothesis are proposed:
H1: Effects of education and uneducated parents on children outcomes

H2: To study the role of educated female in increasing literacy rate and nation building in
Pakistan.

Statement of the Problem

The purpose of this study was Effects of education and uneducated parents on
children outcomes. The study was conducted to gain an understanding of the impact that
different parental educational levels have on the three dependent variables. Past research
has shown clearly that parental possession of a college degree leads to higher incomes,
higher educational attainment, and a choice of more selective colleges for their children
(Gruca et al., 1989). It is hypothesized that student-parent dynamics are important to the
success of a child's academic.

Purpose of the Study

The purpose of the study was to examine the effects of distal variables (i.e., parental
educational attainment, parental influence, achievement and socioeconomic status, poverty
and achievement, and family structure), and proximal variables (i.e., home environment
and parent-child interaction) on the academic achievement of freshmen students. Two other
factors that might impinge on students' academic achievement were also examined: poverty
and socioeconomic status. Students were categorized into five groups based on whether
their parents possessed: (1) a high school diploma, (2) one or two years of college, (3) a
two-year associates or technical degree, (4) a four-year degree, and (5) a graduate or
professional degree.

Research Question

Thus, our analysis approximates the answer to the following thought experiment and policy
question: what would happen to the mean educational attainment of children if the
educational attainments of all women (men) were increased, for the same distribution of
available partners? There are alternative questions, such as how does an increase in an
individual’s education affect her child’s education, inclusive of the effects on who they
marry? But in light of general increase in parents’ education we focus on the former
question.

Review of Related Literature


Kassim, Kehinde and Abisola (2011) examined the causal-effects of parents’
education, profession and mother’s age on students’ attainments. The results revealed
that parents’ education has the vital influence on the academic achievement of
students. Vellymalay (2010) studied the relationship between parents’ education level
and their immersion in their children’s education. Findings of the study suggested that
there were no significant differences between parents’ education level and parents’
involvement plans for their children’s education. Dubow et. Al. (2009) examined the
forecast of individuals’ educational and occupational success from related and
personal variables assessed during their mid childhood and late adolescence. The
results provided strong support for the unique predictive role of parental education on
their children’s educational developmental factors such as late adolescent
achievement and achievement-related ambitions.

Awan and Bilal (2015) investigated the impact of educated and uneducated
mothers on child performance. The objective of the study was to find out the impact
educated and uneducated mothers on the academic achieving of the children. Survey
method was used; questionnaires for mothers were prepared to explore the issue at hand.
Ten different schools were selected, in which 20 children were selected randomly from
the schools of Peshawar City. Questionnaire was administered to the mothers of these
children. The collected data was organized tabulated, analyzed, and interpreted by using
spread sheet software. It was found that educated and uneducated mothers both take
interest in the education of their children. Financial problems become hurdles in the
performance of the children of uneducated mothers, whereas majority of children of
educated mothers affected. Results show that the education of mothers affects greatly the
performance of the children; whereas the educated mother has good effect and
uneducated mothers have bad effect on the education of their children. It is recommend
that beside curricular activities, schedule for co-curricular activate may also be provide
for the overall personality development of the child. Religious education may also be
given to the children. It is also necessary for the parents to check the class work of the
children regularly. Parents may help their children regarding home work. Free education
policy may be adopted by the Government to provide basic education for all.

Theoretical Framework
Investments in children that affect their educational attainment require both parental time
and money. Parents’ time with their children transmits abilities, aspirations and values that
affect how well they do in education, and there are many goods that parents buy, from early
child care to home computers to direct tuition and private education that affect the level of
education that children achieve. Parents’ education affects the amount and productivity of
these inputs. Our aim is to estimate the effect of a woman’s (man’s) education on her (his)
children’s education while controlling for her (his) partner’s education. A reasonable
interpretation of such an estimate is that the woman matches with a man with the same
education despite her higher education, which would only occur if all women’s education
increased by the same amount.

Research Methodology
No doubt the methodology is the order line of research. This mean the ways of
producing knowledge and critically analyzing the data. The present study will highlight the
causes of ethnicity in Pakistan and its effects on nation building. This research will be made
on the basis of public material by various semi government, autonomous bodies, official
documents, articles, newspapers, books and internet. So the date will be collected through
primary and secondary sources. In this research cluster random sampling was used as a
sampling technique considering the faculties of the university as clusters. The sample
number of respondents is selected from each cluster through proportional allocation.
Kruskal Wallis H test is a non-parametric test which is used to identify that all independent
samples come from the population with identical means. Kendall’s Tau b test tests the
association between ordinal scale variables.

Population

All students of each sex of government high schools of district Lodhran is treated
as population of the study. Total number of students in government high schools of
district Lodhran is in 2013. (School Education Department, Government of Punjab).

Sampling

The sample size of this study is 200. High schools of tehsil Dunyapur are selected
randomly, considering the possible access of researcher. The students of class VIII and
IX of these schools are treated as sample of the study. Students of class VIII and IX are
selected by calling their roll numbers randomly (e. g. 1, 5, 6, 9, 20, 26 etc.). However, in
the case of small number of students in the class, whole of the class is selected for the
sample. The crucial aspect of standardization is sampling including two important
variables: size and representativeness. The sampling must accurately reflect the target
population and it must be sufficiently large to reduce standard error of normative data to
negligible propositions. No statement can be made about sampling without relating with
population from which it is derived. A small but representative normative sample is far
superior to a large but bias sample. Large samples minimize sample errors (Kline, 1986).
Similarly to make sample homogenous, students of class VIII and IX between the age of
13 and 14 years were taken in sample.

Design of study

Design of the study is formal, study contains dependent and independent variables.
We see the impact of independent variable (educated mother) on dependent variable (child
academic achievements).

Data and Type

In our model we use the technique of correlation coefficient. It shows the degree
of association between mothers’ education and her children’s’ academic achievements.
In this paper we use correlation coefficient to see the impact of mothers’ education and
child’s academic achievement. This technique is purely an econometric technique. In
econometrics we use coefficient of correlation to see the degree of association between
two variables.

Data Analysis and Interpretation


A sample of 394 was selected from the University of the Punjab, Lahore. Different
questions measuring parents’ involvement in their children’s studies, parents’ guidance,
parents’ check and balance of studies, modern technology and study atmosphere provided
at home by parents’ were included in the questionnaire. The demographics of the sample
were explored by the percentage analysis.
References
Dubow, E.F., Boxer, P., &Huesmann, L.R., (2009). Long-term effects of parents’
education on children’s educational and occupational success: Mediation by family
interactions, child aggression, and teenage aspiration. Wayne State University
Press, 55(3), 224–249.

Fan, X. (2001). Parental involvement and student’s academic achievement: A growth


modeling analysis. The Journal of Experimental Education, 70(1), 27-61.

Feinstein, L.,& Sabates, R.(2006). Does education have an impact on mothers’ educational
attitudes and behaviours? Wider Benefits of Learning Research,16,1-34.

Kassim,A.,Kehinde, M., & Abisola, L.(2011).Parents’ education, occupation and real


mother’s age as predictors of students’ achievement in Mathematics in some
selected secondary schools in Ogun State, Nigeria. International Journal of African
Studies, 145(4),50-60.

Kean, P.E.D. (2005). The influence of parent education and family income on child
achievement: The indirect role of parental expectations and thehome environment.
Journal of Family Psychology, 19(2), 294-674.

Loasa, L.M. (1982). School, occupation, culture, and family: The impact of parental
schooling on the parent-child relationship.Journal of Educational Psychology,
74(6), 791-827.

Umberson, D.(1992).Relationships between adult children and their parents: Psychological


consequences for both generations.Journal of Marriage and Family, 54(3),664-
674.

Vellymalay, S.K.N. (2010). Parental involvement in children’s education: Does parents’


education level really matters? European Journal of social sciences,16(3), 430-
431.

Awan, A.G. (1987) “Comparative Study of English and Urdu Medium Educational
Institutions in Islamabad- Pakistan” National Language Authority, Islamabad.

Awan, A.G. (2013) “Relationship between Environment and Sustainable Development: A


Theoretical Approach to Environmental Problems” International Journal of Asian
Social Science, Vol 3 (3) 741-761.

Awan, A.G. (2014) “Role of Economic policies in Economic Growth: A case study of
China’s Economic Growth” Global Journal of Arts, Humanities and Social
Sciences, Vol. 2 (8)

Awan, A.G. and Bilal Ahmad Sheikh (2015) “The Enigma of Wealth and Education as
determinant of Poverty Alleviation” , an unpublished Thesis, Institute of Southern
Punjab, Multan.

Awan, A.G. and Asma Zia (2015) “Comparative Analysis of Private and Public
Educational Institutions: A case study of District Vehari, Pakistan” Journal of
Education and Practices, Vol 6 (16) 122-130.

Awan, A.G. and Iqbal (2015) “Role of Microfinance in Poverty Alleviation: Evidence from
Pakistan” American Journal of Trade and Policy, Vol 2(1)

Becker, Gary S. (1962) Investment in Human Capital: A Theoretical Analysis. Journal


of Political Economy, 70, Supplement.Cordry, s., and Wilson, J.D. [2005] parents
as teachers. Education, 125[1]; 56-62

Bulletin of Education and Research December 2008, Vol. 30, No. 2 pp. 1-6 Does Mothers’
Education Influence Children’s Personality Factors and Academic
Achievement?AzraParveen* & Muhammad TayyabAlam**

Driessen, G., Smit, F., and sleegers, P. (2005) parental involvement and educational
achievement .British educational research journal, 31[4], 509-535

Fruchtler, N., Galleta, A., and white J.L. (1992). New directions in parental involvement.
New York: AED Academy for educational development, Inc.

Grossman, M. &Kaestner, R. (1997). Effect of Education on Health. InJ. R. Behrman &


N. Stacey’s (Eds), The Social Benefits of Education.AnnArbor: University of
Michigan Press.

King. E. and A. Hill (1995) .Women Education in Developing countries. Baltimore: Johns
Hopkins Press. Magnuson KA.The effect of mothers ‘return to schooling on their
children’s academic acl Evidence from the

ECLS-K; Paper presented at the meeting of the International Society for Behavioral
Development; Ghent, Belgium. 2004. July,

Sartor C.E., and Youniss, J (2002) the relationship between positive parental involvement
and identity achievement during adolescence 37(146), 221-234

Você também pode gostar