EVALUATING THE MODERATING EFFECT OF SOCIO-ECONOMIC STATUS ON THE RELATIONSHIP BETWEEN PARENTAL ENGAGEMENT IN TRANSITION TO SCHOOL AND STUDENTS PERFORMANCE

Hafeez Ud Din; Muhammad  Idris; Saqib Shahzad

doi:10.46662/jass.v10i2.380

Hafeez Ud Din Education
Muhammad Idris Associate Professor, Department of Education, Abdul Wali Khan University Murdan
Saqib Shahzad Associate Professor, Department of Education, Abdul Wali Khan University Mardan

DOI: https://doi.org/10.46662/jass.v10i2.380

Keywords: Transition, Socio-Economic Status (SES), Moderation Analysis, Parental Involvement

Abstract

The objective of the current study is to determine how parental involvement in the transition to school affects students’ academic achievement in Khyber Pakhtunkhwa. The goal was to investigate the diminishing character of socioeconomic position in the link between academic success and the start of school. For this study, a survey research approach was chosen. The 140 kindergarteners and their 140 parents made up the study's sample utilizing a random sampling procedure. Both the MCQ-based exam and the parental involvement questionnaires were employed, and their reliability was later validated. Data analysis was done after the data-gathering process. Parents with higher SES levels significantly influence their children achievement in school as compared to the parents with low SES. Following that, it was suggested that the government take the lead in offering stipends to students with low financial support for their studies. This action may provide kids with the tools they need for a smooth transition. The availability of resources and pupils' academic success are related. This action could boost students' performance in school.