Parents’ Participation in Children’s Education in Indonesia, Tanzania and Kyrgyzstan and its Implications for Children’s Academic Performance

Abstract

Participation of parents in their children’s learning is crucial to prove the continuity and sustainability of positive progress among the children. This research paper studied the realm of parent participation in students’ learning from NAMA Foundation-supported schools in 3 different countries. The study investigated the relationship between parents’ participation in children’s education and its implication on children’s academic performance. The sample involved 63 NAMA Foundation schools from 3 different countries. By employing a quantitative method, the data was collected through a survey design, and SPSS was used to analyze the data. Through the descriptive analysis, the findings indicated that there is a positive increase in parents’ participation in all three countries from 2021 to 2022, which are Kyrgyzstan (+0.7 index), Tanzania (+0.5 index), and Indonesia (+0.4 index). In terms of inferential statistics, Pearson Product Moment Correlation was used to analyze the data. It can be seen from the school index that there is a significant relationship between parents’ participation and academic performance for Tanzania and Kyrgyzstan, while there is not a statistically significant relationship for Indonesia.