Exploring the Long-Term Impact of Parental Involvement on Children's Educational Achievements at Primary Level: A Grounded Theory

Authors

  • Ali Amir Raza Ph.D. Scholar, Division of Education: University of Education, Lahore, Punjab, Pakistan
  • Dr. Asif Iqbal Associate Professor, Department of Education, University of Education Lahore, Faisalabad campus, Punjab, Pakistan

DOI:

https://doi.org/10.47205/plhr.2023(7-III)68

Keywords:

Constant Comparative Analysis, Grounded Theory, Paradigm and Parental Involvement, Theoretical Sensitivity

Abstract

The primary objective of this research was to explore parental perspectives and their contributions to fostering parental involvement in primary schools in Pakistan. This study employing the Straussian grounded theory approach , “Exploring the long-term impact of parental involvement on children's Educational Achievements at Primary Level: A Grounded Theory”. In the data collection phase, the researcher conducted interviews with participants, transcribed their responses and applied coding framework originally developed by Strauss and Corbin in 1990. Data were gathered from a variety of sources using a triangulation method. The researcher included nine participents for interviews and four participents in the focus group discussions until reaching a point of data saturation. Data collection was executed using purposive sampling technique. In the analysis phase the researcher employed Nvivo softwear. The findings of this research was that a well-designed parental involvement mechanism needs to be developed and put into practice.

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Published

2023-09-30

Details

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    PDF Downloads: 106

How to Cite

Raza, A. A., & Iqbal, A. (2023). Exploring the Long-Term Impact of Parental Involvement on Children’s Educational Achievements at Primary Level: A Grounded Theory. Pakistan Languages and Humanities Review, 7(3), 788–799. https://doi.org/10.47205/plhr.2023(7-III)68