The Role of School-Based Parent-Teacher Associations in Enhancing Parental Involvement and Student Outcomes in Elementary Schools in Bangladesh

Abstract

This quantitative study investigated the relationship between parental involvement and student outcomes in elementary schools in Bangladesh. Data was collected from a convenience sample of parents using a survey instrument, and demographic data was recorded. Descriptive statistics were conducted on variables related to parental involvement, and the reliability of the survey instrument was assessed using Cronbach's alpha coefficients. Correlation and regression analyses were performed to explore the relationships between parental involvement and student outcomes. The study found a positive relationship between Parent-Teacher Associations activities, parental involvement, and specific domains of parental involvement such as parenting, volunteering, and communicating. Regression analysis revealed that all independent variables, including the four domains of parental involvement, have a statistically significant relationship with student outcomes.

The findings suggest that enhancing parental involvement can improve student outcomes in elementary schools in Bangladesh. However, limitations, such as the use of convenience sampling and self-reported data, should be noted. The study's results can inform the development of policies and strategies aimed at enhancing parental involvement in elementary schools in Bangladesh.