Parental Involvement and Academic Performance of Higher Education Students: Evidence from the University Students

Abstract

This study examined the relationship between parental involvement and the academic performance of higher education students, focusing on potential differences based on gender and area of residence. A quantitative research design was employed, with a sample of 300 undergraduate students selected from the University of Okara using stratified random sampling to ensure representation across gender and urban-rural residence. Data were collected through a structured questionnaire measuring parental involvement across behavioral, cognitive, and emotional dimensions, while academic performance was assessed using self-reported cumulative grade point averages (CGPA). Descriptive and inferential statistics, including Pearson’s correlation and independent-samples t-tests, were utilized to analyze the data. Findings revealed a significant positive relationship between parental involvement and academic performance, indicating that students with higher levels of perceived parental engagement achieved better academic outcomes. Furthermore, independent-samples t-tests demonstrated significant differences in parental involvement and academic performance based on gender, with female students reporting slightly higher parental support, and urban students performing better academically compared to their rural counterparts. These results underscore the continued importance of parental support in higher education and highlight the need for targeted interventions that consider demographic factors. The study contributes to understanding the role of family engagement in student success in the Pakistani higher education context.