Parental involvement in homework and children’s academic achievement in Malta

Abstract

Children’s academic achievement is affected by various factors including gender, age, the family’s socioeconomic status, the residential area, as well as parental involvement. International studies demonstrate that parental involvement in homework seems to influence the children’s academic achievement. However, it is not well known what Maltese parents and teachers of Year 6 pupils think about the need for supporting children with homework. Additionally, it is not well known to what extent parents in Malta and Gozo are supporting their children with homework to maximise their academic achievement. The aim of this study was to fill this gap in knowledge and determine how parental attitudes, support and monitoring of homework influence their children’s academic achievement. Another objective of this study was to determine the ways in which parents involve themselves to fully support their children despite work commitments. The study examined parental support in Maths, English and Maltese. The study was carried out in Primary State Schools in Malta and Gozo with parents (N=304) and teachers (N=8) of year 6 pupils. Four colleges and two schools from each college were randomly selected. The results of this study demonstrated that both, teachers and parents believe that a reasonable amount of homework and parental involvement plays an important role in children’s academic achievement. The results also indicate that despite many work and time-related barriers, the majority of parents are involved in supporting their children. However, there is a strong gender gap since mothers are much more frequently involved in supporting their children.