Designing and Developing a Proposed Parent Involvement Model and Investigating its Impact on Early Grade Students' Learning

Family performance is one of the factors that can affect students and their learning quality. The purpose of the present study was to design and develop a proposed model of parental involvement and its impact on the learning of first grade students.

In this study, mixed method was used. In the qualitative part of the research, inductive content analysis was used and in the quantitative part, a semi-experimental design with pre-test and post-test was used. In the qualitative part of the research, documents, articles, books and texts that were extracted from interviews with 27 expert teachers and parents were analyzed. The teachers and parents were selected in a purposeful manner. Inductive content analysis including key text, coding, subcategories and categories were used to analyze the qualitative data. According to the content analysis, five main components (analysis, decision making, family interaction and education, dimensions of family participation and evaluation and feedback) and 55 sub-components were extracted for the main components. In the quantitative part of the study, the statistical population includes all first grade male students studying in Tehran province, Iran. The sample in the quantitative section consisted of 60 first grade elementary school students in the city of Quds, who were selected through purposeful sampling and randomly divided into two groups of 30 (experimental and control). Also, Cronbach's alpha method was used to collect quantitative data. At the level of descriptive statistics, mean and standard deviation, and at the level of inferential statistics Univariate analysis of covariance were used to compare the two experimental and control groups in terms of the mean score obtained.

The results obtained from the analysis of data related to the research hypothesis showed that after removing the pre-test effect (adjusted mean), there was a significant difference between the mean scores of learning in the two groups in the post-test (p <0.001). Therefore, the results of this study, along with other researches, indicate the positive role of parental involvement in enhancing the learning of first grade students.

Therefore, it is recommended to use this model as one of the executive approaches to achieve one of the major goals in the document of fundamental transformation of nurturing education "increasing participation and overall effectiveness of the family, especially in the education system".