JOURNAL OF CRITICAL REVIEWS

ISSN- 2394-5125 VOL 7, ISSUE 03, 2020

IMPACT OF PARENT’S LITERACY LEVEL ON THEIR

CHILD’S EDUCATION – NEED FOR INTERVENTION
Jonnalagada Sudheer , Research Scholar (FT), Department of Social Work, Vikrama Simhapuri
University, Nellore-524324, & ICSSR Fellow, New Delhi , Email: [email protected]

Dr.K.Suneetha Associate Professor, Department of Social Work, Vikrama Simhapuri University,

Nellore-524324, Email: [email protected]

ABSTRACT
Education has advanced and pervaded all spheres of existence. It was crucial to a nation's
improvement, even in terms of its economic standing. Parental involvement in their children's
education makes this feasible which requires intervention of their literacy level. Social behaviour
and peer pressure of low-literate parents and educational outcomes of students can be influenced by
social intervention. This can pave way for a better future of the children. Moreover, illiterate parents
confront a number of challenges when attempting to participate in their children's education. The
findings of the study point to a variety of effective intervention strategies for boosting parental
involvement, including parent and teacher training programmes, schools practicing community
based model to involve parents, and decentralization of educational policies.

Keywords: Education, Literacy level, Parents involvement, Social behaviour, Social work
intervention, Educational outcomes.

1. INTRODUCTION
The home environment is a crucial place for children to learn literacy skills since there are many
unique possibilities for reading and writing at home, including the chance to watch family members
read and write and participate in group reading and writing activities. Development of reading later
on depends on how parents introduce literacy to their children before they start schooling.
According to educators, parents can assist their children in learning to read. However, there is
evidence to back up the claim that integrating parents in their children's literacy development will
improve the children’s outcomes. There are several methods that parents can get involved in their
child's literacy development. In fact, there are at least three different subcategories of parent
engagement, including school-based involvement, home school conferencing, and involvement in

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the parent's house.1 The first kind of parental involvement is school-based involvement, which
involves a variety of parental actions and conduct that take place in their children's educational
settings. The second phase is parental participation in home-school conferences, which entails
dialogue between parents and teachers or other school personnel on their children's academic
performance, school-related enjoyment, and rate of advancement. Last but not least, parental
involvement is crucial for motivating kids to learn at home and for giving them access to
educational possibilities. The process of learning to read is one that requires a wide range of talents
and aptitudes. Literacy is one of the most crucial academic skill areas since it influences skill
acquisition in other academic areas, thus children must use their prior knowledge and experiences to
reading assignments in addition to using reading skills like reading comprehension and decoding
ability.2

2. BACKGROUND OF THE STUDY

Parental participation has the potential to have a significant impact on how well children learn to
read and write. Home-school communications, home visits, phone contacts, parent-teacher
conferences, home tutoring, homework assistance and a home educational environment can all help
parents improve their children's learning abilities. Parents can also work as paid classroom
assistants, volunteers, and serve in other volunteer capacities. The two main core abilities for all
school-based learning are reading and writing. In modern society, learning is necessary for success.
For a child, learning to read and write is a crucial ability. For a child to succeed in school, parental
involvement in their early literacy development is crucial. Children in early elementary school
whose parents make themselves available for their children to help with their academics showcase
greater improvement in studies than those children whose parents are less involved and disparities
in social class in how children are exposed to situations that may aid in the development of
emergent literacy abilities. It is crucial for parents to educate their child’s literacy skills and to
foster a love of reading in them. For children to succeed in academics later in life, it is crucial to
understand how the home literacy environment influences language and literacy development
throughout the primary level. In the Nellore district of Andhra Pradesh, this paper attempted to
present a study on the effects of parents' literacy levels on their children's education.

1
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family
participation in early childhood education. Journal of Educational Psychology, 92, 367–376.
2
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of
literacy. Reading Research Quarterly, 21, 590- 612

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3. DEFINITIONS OF LITERACY

A number of factors, including historical, social, economic, political, and other influences, can
affect how literacy is defined. For instance, throughout the middle ages, literacy was frequently
equated with the ability to speak, read, and write Latin, and only a select few members of
aristocratic societies had access to formal education or the Latin literature that served as its primary
sources. By the 16th century, printing technology had been developed in Europe, and the usage of
languages other than Latin had increased. As a result, literacy rates had skyrocketed, reaching even
those from historically lower social strata like peasants and merchants.3 The ability to read and
write was no longer just possessed by a small number of elite groups, but was now a way for a wide
range of people to advance in power and prestige. Literacy was originally defined by UNESCO in
1951 as the capacity of a person "who can with understanding both read and write a short, simple
statement on his everyday life," and it was revised in 1978 to include the capacity to "engage in all
activities in which literacy is required for effective functioning in his group and community" as well
as the capacity to continue to use reading, writing, and calculation for his own and community's
development.4 The definition revision made by UNESCO represents a shift from a limited range of
reading and writing habits to a broader sense of community functioning that includes mathematics.
From a socio-psycholinguistic point of view, literacy is seen as encompassing more than just the
capacity to read and write. It also includes the use of spoken and written language, as well as other
sign systems like arithmetic and art, to make sense of the outside world and interact with others. 5

3.1 Literacy development

The process of learning words, sounds, and language is known as literacy development. Children
acquire literacy skills so they can read and write with confidence and subsequently enhance their
communication abilities in general. Depending on the children's understanding abilities, a child may
progress through several stages of literacy development; however they all generally involve the
same fundamental ideas. In order to help kids master these fundamental abilities that prepare them
for school, educators must have a thorough understanding of how children learn to read. Both
teachers and students will be prepared for success in the classroom with knowledge of literacy
development and how to address each of its stages. Literacy development is an important period in
a child's life since it forms the foundation of language and reading abilities.

3
Heath, S. B. (1983), Ways with Words: Language, Life and work in Communities and Classroom. New York,
Cambridge University Press.
4
United Nations Education Scientific and Cultural Organization http://www.unesco.org, (accessed 7 Oct2007)
5
Halliday, M.A.K. (1978), Learning how to mean: Explorations in the development of language. Cambridge:
Cambridge University Press.

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Life is dependent on the growth of literacy. A child who develops strong literacy and reading skills
through appropriate and effective literacy development is positioned for success in a wide range of
academic and personal endeavours. The typical adult takes reading for granted, yet if they lost that
capacity, they would be completely powerless in life. That is because reading is essential for daily
living. There are several things in life that involve reading, from reading traffic signs to following a
recipe. The growth of a student's literacy is intimately related to that student's academic success.

3.2 Parental Involvement in Children’s Literacy Development

Growing evidence points to the importance of including families in their children's education, both
at home and at school, is a key strategy for improving learning outcomes for children. Children
learn oral and written language for the first time in the household. According to some academics,
parents are their children's first and lifelong teachers and are the most important individuals in their
education. The bulk of children receive their education mostly from their family and teachers. It is
impossible to overstate the impact that parental actions and attitudes have on a child's socio-
emotional, intellectual, and physical development. The parental role plays a motivating and
accelerating impact in children's literacy development. A child's active participation in the daily
activities they engage in will help them develop their speaking, listening, writing, and reading skills.
Early literacy encouragement and support from the environment has a positive impact on children's
confidence in learning new things and pushing the boundaries of their existing knowledge.6 The
academic performance of parents' children improved as a result of their parents' involvement in
literacy-related activities throughout their life.7

When compared to other factors related to family background, such as parental educational
background, family size, and socio-economic class, parental involvement was the strongest
construct predicting a better academic outcome. In particular, throughout the early years, parental
involvement in learning-related activities at home should be connected to children's improved
cognitive development. Reading aloud to young children on a regular basis helps them improve
their language and literacy skills, including their vocabulary, comprehension, letter knowledge, and
awareness of word sounds.8 These abilities are critical indicators of how well kids will learn to read,
demonstrating the value of parent-child reading in helping kids succeed in school.

6
Enemuo, J. O., & Obidike, N. D. (2013). Assessment of parental involvement in children's literacy development.
Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 807-814
7
Brady, E. (2015). The effects of parental involvement on reading success in kindergarten (Doctoral dissertation,
Goucher College)
8
Smith, S., Robbins, T., Stagman, S., & Mahur, D. (2013). Parent engagement from preschool through Grade 3: A
guide for policymakers (Report). New York, NY: National Center for Children in Poverty.

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3.3.Impacts of parent involvement in children education

It is well known that a child's family background affects their academic success. Socio-economic
status, parents' educational level, and immigrant origin are the three most significant background
variables that are linked to academic achievement. Proximal factors, such as cultural norms, parent-
child communication, or the number of books in the house, are as important in addition to those
distal factors.9 There is hence ample reason to believe that familial influences on reading occur even
in the absence of any deliberate efforts through intervention.

The majority of parent-involved reading programmes fall under the category of family literacy
initiatives. To avoid delays in children's literacy development, family literacy programmes
primarily focus on expanding literacy experiences and enhancing children's reading skills outside of
the classroom. The intergenerational nature of studying language and literacy to develop skills and
cultural practises valued in the community is emphasised. Although the topic of these programmes
is relatively vast, programmes can address a variety of target groups and can involve a wide range
of activities. Many family literacy initiatives target young children and include activities like
reading aloud to one another.10 However, some initiatives concentrate on formal education for
children, sometimes fostering collaboration between the home and the school.

3.4 Parental Education and impact of Levels of Literacy Skill of children

The educational attainment of parents has a strong bearing on the academic success of their
children. Children need families that can afford to give them a good education so they may
complete their schoolwork with honour. The parental involvement in their children's education is
limited due to low literacy rates. This suggests that parents with poor literacy levels may have the
desire to help their children learn but are hindered by their own incomplete formal education.11
Even though parents are not required to speak English in most official forums, it is the preferred
language. As a result, many people who are unable to read, speak, or write in English are forced to
attend most official gatherings as passive observers. The parent's high literacy skills have an impact
on how actively involved they are in their children's educational pursuits. Parental involvement in
children's education will, however, always is hampered by a communication gap between the school
and the community. Family literacy, as a whole, is a method to literacy skill development in young

9
Van Steensel R (2006) Relations between socio-cultural factors, the home literacy environment and children’s literacy
development in the first years of primary education. Journal of Research in Reading, 29(4):367-382
10
Mol SE, Bus AG, De Jong MT, Smeets DJH (2008) Added value of dialogic parent–child book readings: A meta-
analysis. Early Education and Development, 19: 7-26.
11
Adam, F., 2005. Community participation in school development: Understanding participation in basic schools
performance in the Nanumba District of Ghana (Unpublished Thesis). University of Bergen, Norway.

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children that is taught outside of the classroom. More than just teaching children to read books, this
involves introducing them to new ways of thinking.

3.6 Intervention for Literacy Development

 The intervention intends to boost deliberate teaching, which would enhance infant's skills.
Therefore, the theory of change is such that the intervention increases parents' instructional
and interactive skills as well as language and literacy skills. In order to support and promote
parent-child book sharing, this programme included three main components: (a) teaching
parents how to use language-learning support strategies; (b) modelling parents' shared book
reading sessions; and (c) providing guidance and feedback to parents about shared book
reading in infancy.
 For special needs children whose home-based education has been approved, the same may
be maintained by volunteers or special educators visiting the homes of these children with
proper safety precautions and the parents' consent. There may be more children with special
needs included in the scope of home-based schooling. At the start of the upcoming academic
year, enrolment drives such as Proyeshotsov, Vidya Chalo Abhiyan, School Chalo Abhiyan,
Back-to-School campaigns, etc., may be held. These may be held not only to welcome new
students but also to welcome out-of-school children.
 Ongoing communication between schools and parents can help parents feel more confident
about sending their children back to school and assuage their concerns. When the schools
reopen, there needs to be increased awareness among parents and the community about the
need of enrolling children in school and having them attend frequently. Funds from Samagra
Shiksha's Media and Community Mobilization programme must be used for this.
 Educational materials and resources, such as workbooks, worksheets, and other graded
supplemental materials, may be distributed in addition to textbooks, with clear instructions,
with the assistance of instructors, BRCs, and CRCs, to enhance home-based education and
ensure learning continuity.
 The most resources are needed from educators to train parents to teach their children using
specialised exercises and structured programmes because they must develop or select the
exercises and programmes, design or select appropriate reading materials, and train parents.
When selecting the type of intervention to use, educators must balance the resources
required for the intervention's implementation against the variations in the effectiveness of
the many types of interventions.

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4. REVIEW OF LITERATURE

Melike Yumus and Figen Turan (2021)12 analyzed how a newly created shared book reading
intervention programme was put into practise to improve infants’ early skills and lay a strong basis
for ongoing language progress. In order to improve the benefits of the Shared Book Reading
Intervention, a randomised control study was carried out with 20 parents (n = 10 experiment, n = 10
control) and their infants/toddlers between the ages of 8 and 16 months. The 12-week parental
training component of the programme significantly improved the infants' ability to comprehend
language, produce words, and read. Findings also show that shared book intervention teaching
tactics assisted parents in mastering linguistic domain knowledge. Together, the findings imply that
parents can influence their children's development in the near term by introducing modifications to
their home environment that improve reading skills.

Rajni (2020)13 explained the intricate function and engagement of parents in their children's
education. Numerous researches on homeschooling have focused on parental engagement in
children's schooling. As a result, different conceptualizations and diverse findings concentrated on
identifying various tactics that can support efficient parental participation. However, parental
participation is a multifaceted concept, and various forms of parental involvement have diverse
consequences on how well children do in school. The statistics of parent-teacher meetings reflecting
family involvement in the educational process in India have been emphasised in numerous research
studies and government records. Government data on school education failed to include information
about the value of parent-child interaction at home, the learning process both inside and outside the
house, or a solid strategy. The focus of this study is therefore only on how parents see their
involvement in the education of their children.

Robert Andrews Ghanney (2018)14 investigated how parents' reading levels and educational
backgrounds impact their children’s access to a basic education. In order to accomplish the goals of
this study, a case study approach was used, involving interviews with parents and teachers from two
school communities in the Ghanaian municipality of Effutu's Winneba East educational circuit. All
parents in the Effutu Municipality in Ghana's Central Region made up the study's population. The
parents chosen for the study individually were chosen using a snowball sampling technique. To find

12
Melike Yumus and Figen Turan (2021) The impact of parent training intervention in early years: language and literacy
development, International Journal of Early Years Education, Published online: 01 Jun 2021
13
Rajni (2020) Parental Participation in Child Education: A Sociological Study, International Bilingual Peer Reviewed
Refereed Research Journal, Vol. 10, Issue 38 (III), Page Nos. 21-25,I SSN - 2229-3620
14
Robert Andrews Ghanney (2018) How parental education and literacy skill levels affect the education of their wards:
the case of two schools in the Effutu municipality of Ghana International Journal of Education and Practice, Vol. 6, No.
3, pp. 107-119

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themes, the data were coded and analysed. According to the study, the majority of parents were
aware of the advantages of education, but their ability to participate in their children's fundamental
education was hampered by the realities of their own circumstances, such as literacy and
educational barriers. The study concludes by advising that policies on education decentralisation
should take better account of contextual elements, such as formal education and reading proficiency
levels, which have an impact on parental involvement in children's basic education.

Manjula P. et al. (2009)15 examined the effect of intervention on parents' involvement in their
children's education in Dharwad municipal schools. Sixth-grade students came from 14 different
schools. Based on the child's prior academic achievement on class tests and teacher evaluations,
samples totalling 418 kids were assessed. Using Kannada reading and writing examinations, they
were further examined and determined to be challenging kids (180 in reading and 114 in writing).
For comparison purposes, 165 typical youngsters in reading and 114 in writing were also chosen.
Study results showed that the majority of children with reading challenges (80%) studied
independently at home without assistance from family members. Compared to 60% for children
who are typically developing, just 39% of parents support their children’s academic endeavours. A
similar pattern was seen in writing as well. Parents were made aware of the value of supporting and
encouraging their children's education through the intervention programme. Results showed that
experimental children performed considerably better in school than children of control parents
thanks to their parents' participation.

5. STATEMENT OF THE PROBLEM

Due to poor academic performance, many capable students have their educational and employment
goals permanently restricted. A theoretical framework has been developed in the current study to
evaluate parental engagement in the advancement of children's education. This model provides a
strong theoretical framework including social behaviour of parents, peer pressure and educational
outcomes. With proper social intervention the children can get a better future with better education.
So the main purpose of this research is to find out the need for intervention, the key factor behind
the intervention, whether the social behaviour of the parents is due to their illiteracy and the degree
of relation with the child’s education due to parent education level.

6. OBJECTIVES OF THE STUDY

15
Manjula, G. Saraswathi, P. Prakash and K.V. Ashalatha (2009) Involvement of parents in the education of children
with reading and writing difficulties - Impact of an intervention, Educational Research and Review Vol. 4 (4), pp. 208-
212,ISSN 1990-3839

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 To determine the influence of parents’ literacy level on their child’s continuation of

education.
 To identify the relation between parents’ level of education and child’s better future through
social intervention.
 To provide suggestions for improving parental involvement in enhancing their child’s
educational achievement and minimise out of school children.
7. SIGNIFICANCE OF THE STUDY

A considerable number of studies have investigated the impact of the education level of parents in
their children’s education. Previous research results suggest that parental involvement has a
significant impact on children’s achievement and attitudes towards education. At the same time,
parents’ education and attitudes towards their children’s education have been identified as
significant impact on children’s educational outcomes. Although the various researches were
conducted in Andhra Pradesh but the maximum parents in rural part of SPSR Nellore district has
low education level. They are not aware of their responsibilities towards their child’s education.
This study would help parents, children and educators to determine the impact of parents’ literacy
level on their child’s education.

8. SCOPE OF THE STUDY

This study will help to learn more about how parental education levels affect their children's
education. This study shall aide the selected schools in determining the level-by-level relationship
between parents' educational level and their child’s desire towards academics. This study can create
awareness among parents about the importance of giving their children, the required academic
support in order to improve their performance. This study will also help parents in supporting and
improving their involvement with their children at home. Through effective social intervention, the
educators can address concerns about parental participation in giving their child a better future.

9. LIMITATIONS

This study has few limitations. The sample size comes first. Even though 219 individuals might be
chosen, some people would view this low number as a limitation. Given the amount of children,
parents and teachers in this district, the number may have been higher to be more representative of
the population. The time limitations that were there were still another drawback. Their hectic
schedules need to be accommodated in order to interview the parents without interfering with their
obligations at home and at work. More information and perspectives from the parents would have

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been gathered if time had not been an issue. The results of the study might not be generalized to
other groups not covered by the sampling frame, which was another constraint in the study.

10. RESEARCH METHODOLOGY

The characteristics of the study region and the primary methodological elements important to the
investigation are presented in the following section:

Research Design: This study uses a descriptive and exploratory research design. In order to create
the theoretical framework for the study, descriptive research designs summarise the features of the
pertinent group, while exploratory research designs explore data from many secondary sources,
such as relevant reviews, articles, books, etc.

Aim of the Study: This study's main goal is to look into how parents’ literacy levels affect the
schooling of their children. This article will focus on parents' literacy habits at the home level and
how they affect children's academic success.

Study Area: Due to time and resource limitations on the part of the researcher, the study was
limited to the SPSR Nellore district in Andhra Pradesh.

Geographical Location - SPSR Nellore District: The 163 KM-long Nellore District is located in
the state's South-East and is bordered on the East by the Bay of Bengal. Up to the 13th century, the
area was referred to as Vikrama Simhapuri; afterwards, it came to be known as Nellore. With the
emergence of the Mouryan Empire, Nellore also appears to have come under its influence and was a
component of the Ashoka Empire in the third century B.C. It is said that Nellore was located in the
Dandakaranya forests, into which the Aryas first ventured as daring sages. The Pallava Dominion
then embraced it between the fourth and the sixth centuries A.D. Up until October 1st, 1953, the
Nellore district was a part of the combined Madras State. When the states were reformed on a
linguistic basis on November 1st, 1956, this district was included in the Andhra Pradesh State. On
June 4th, 2008, the name of the district of Nellore was changed to Sri Potti Sriramulu Nellore
District. One of Andhra Pradesh's nine coastal districts, SPSR Nellore District is the Southernmost.
It is located between 79° and 80° E of the Eastern Longitude and Northern Latitudes 13° 25' and
15° 55' N. It has an area of 13,076 square kilometres, or 4.75% of the State's overall territory.

Education in Nellore District: The education sector is crucial to the socio-economic growth of
society as a whole. The government has been spending a lot of funds on establishing the
infrastructure for education, including hiring teachers from all categories and providing pucca
structures for their housing and conveniences. These positive actions have significantly raised the

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literacy rate, which now stands at 69%, slightly higher than the state average of 67.41%. The
existing infrastructure, including primary, upper primary and high schools in addition to others, is
provided in full here. In the district, there are up to 3056 primary schools. The majority of their
primary schools are run by Mandal Parishads. Under all of the managements, there are 598 Upper
Primary schools operating in the district. In the reference year, there were 205 junior colleges, 30
high schools affiliated with junior colleges, and 803 high schools operating in the district.

Data Collection: For the current study, both primary and secondary data have been gathered.

Primary Source: In Gudur, Kavali, and Nellore in the SPSR Nellore district of Andhra Pradesh
state, data were collected primarily through surveys with the aid of structured questionnaires related
to the impact of parents' literacy levels on their children's education with interventions based on a 5-
point Likert scale from Strongly Disagree (S.D.) to Strongly Agree (S.A).

Secondary Source: Information is gathered from a variety of sources, including books, journals,
newspapers, magazines, websites, and more.

Sampling Technique: For this investigation, a convenience sampling strategy is employed. This
approach is used since it takes the least amount of money and effort.

Samples Size: The sample size for the current study consisted of 219 individuals from six schools,
including students, teachers, and parents from three mandals in the Andhra Pradesh district of
Nellore. In the SPSR Nellore district, there are three distinct geographic areas: Gudur, Nellore, and
Kavali.

Table No – 1: Sample size estimation

SL. No. Participants Gudur Nellore Kavali

1 Parents 35 35 35

2 Children 30 44 40

TOTAL 65 79 75

Overall Total 219

Target population: Participants in the current study include parents and children.

Instrument: For the purpose of gathering primary data, the researcher created a self-structured
questionnaire. The questionnaire consists of two sections; the first section deals with demographic

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information, and the second section has variables referring to several dimensions of the impact of
parent literacy level on their child's education with intervention in SPSR Nellore. Social behaviour,
peer pressure, educational outcomes, interventions, and a better future are the variables of the
current study.

Ethical Concerns: The Nellore district and the Andhra Pradesh Department of Education were
both contacted for permission. Informants were also given information on voluntary involvement
and informed that they might withdraw from the study at any time without fear of retaliation.
Private information of informants was not disclosed without the informant's consent or knowledge.
In order to maintain confidentiality, the names of informants were kept undisclosed during
interviews and during filling out the raw data.

Variables of the study

Social behaviour: Parental involvement encompasses a wide range of behaviours, including

expectations, attitudes, and ideas about the child's education on the part of the parents. Social and
economic changes raise concerns about the parenting behaviours towards their children as well as
the society.16

Peer pressure: Peer pressure is the impact a peer group has on a person to persuade them to alter
their beliefs, attitudes, or conduct in order to conform to the group norms. A person's potential is
strengthened by positive peer pressure, while their strength is diminished by negative peer pressure.
In academic life, positive pressure leads to success whereas negative pressure leads to failure.17

Educational outcomes: The educational outcomes of children of low-literate parents are one sign
that public schools are unable to adjust to the shifting demographics. Language difficulties, poverty,
racism, and social isolation are only a few of the factors that contribute to the low academic
achievement and high dropout rates among primary school students. However, it has been
discovered that low-literate parents' lack of cooperation also plays a part.18

Intervention: With the effects of social intervention, parents' involvement and parents'
understanding of efficient reading practises enhances their children’s academic accomplishment.

16
Oduntan, O., & Fasina, O. (2018). Parental Factors Influencing Acceptability of Children’s Involvement in Skill
Acquisition Activities in Ondo State, Nigeria. Journal of Education, Society and Behavioural Science, 26(3), 1–8.
https://doi.org/10.9734/jesbs/2018/27171
17
Akhtar, Zarina & Aziz, Shamsa. (2011). The Effect of Peer and Parent Pressure on the Academic Achievement of
University Students. Language in India. 11.
18
Marschal, M. (2006). Parent involvement and educational outcomes for Latino students. Review of Policy Research,
23(5), 1053-1076

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This in turn changes their perceptions of their responsibility for their children’s literacy
development.19

Better future: The above mentioned factors with proper social intervention and involvement of
parents, paves way for better education and better future of children of low-literate parents.

Key words

Literacy: It is the reading and writing habits that young children establish before they transition to
traditional literacy. Reading and writing skills are necessary for a wide range of jobs carried out
both within and outside of the classroom.

Intervention Plan: An intervention programme is one that conducts several activities pertaining to
emerging skills over the course of 28 days in order to improve emergent literacy in young children.

Parents: The biological father or mother or learner's guardian. It includes other family members
who agree to fulfil the responsibilities of a student or learner at school, such as grandparents, elder
siblings, aunts, and uncles.

11. DATA ANALYSIS

The Statistical Package for Social Sciences (SPSS) version 20 and AMOS version 20 were used to
enter and analyse the obtained data. The following statistical methods were used to assess the
hypotheses: One – way ANOVA and multiple regression.

Multiple Regressions

H01 – Better future (Children’s) has no significant influence on Peer pressure, social behaviour and
educational outcomes of the respondents.

Dependent variable: Better future (Y)

Independent variables:
1. Social Behaviour (X1)
2. Peer pressure (X2)
3. Educational Outcomes (X3)

19
Steiner, Lilly. (2014). A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning.
Reading Psychology. 35. 10.1080/02702711.2013.801215

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Table No – 2

Model R R2 Adjusted R2 Std. Error of

the Estimate

1
.677a .458 .450 3.041

a. Predictors: (Constant), Educational_Outcomes, Social_Behaviour, Peer_Pressure

ANOVA a

Model Sum of df Mean F Sig.

Squares Square

Regression
1679.282 3 559.761 60.527 .000b

Residual
1988.343 215 9.248

Total
3667.626 218

a. Dependent Variable: Better_Future (Children’s)

b. Predictors: (Constant), Educational_Outcomes, Social_Behaviour, Peer_Pressure

Co-efficient

Model Unstandardized Standardized t Sig.

Coefficients Coefficients

B Std.Error Beta

(Constant) 6.029 1.605 3.758 .000

Social Behaviour .161 .082 .132 1.957 .002

Peer Pressure .326 .087 .267 3.767 .000

Educational Outcomes .460 .083 .377 5.575 .000

a. Dependent Variable: Better_Future(Children’s)

The multiple regression analysis has been carried a sample of 191 and data considering better future
as a dependent variable and the remaining independent variables to test above hypothesis. The
above table shows that (R2 – 0.458, F – 60.527, P- 000) hence the P value is at significant at 1%

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level it is affirmed that there is a significant influence by the factors viz. Peer pressure, social
behaviour and educational outcomes over the better future of the respondents. Better future has
significant influence on Peer pressure, social behaviour and educational outcomes of the
respondents; hence it is clear that the null hypothesis is rejected. The multiple regression equation is
Y= 6.029+0.161X1+0.326X2+0.460X3.

The above results infer that social behaviour of parents, peer pressure faced by parents and children
and educational outcomes of children has significant impact of better future of children with respect
to the parent’s involvement in their child’s educational activities.

One – way ANOVA (Age Groups)

H02 -There is no significant difference between age groups (of the respondents) with regards to the
social behaviour, peer pressure, educational outcomes, intervention and better future.

Table No – 3

Dimensions Sum of Df Mean F Sig Statistical

Squares Square Inference

Between Groups 12.043 3 4.014 Not Significant

Social .355 .786

Within Groups 2431.966 215 11.311
Behaviour
Total 2444.009 218

Between Groups 79.220 3 26.407 Not Significant

2.389 .070
Peer Pressure Within Groups 2376.488 215 11.053

Total 2455.708 218

Between Groups 116.951 3 38.984 Significant

Educational 3.564 .015

Within Groups 2351.496 215 10.937
Outcomes
Total 2468.447 218

Between Groups 254.903 3 84.968 Significant

4.422 .005
Intervention
Within Groups 4131.517 215 19.216

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Total 4386.420 218

Between Groups 140.160 3 46.720 Significant

Within Groups 3527.466 215 16.407 2.848 .038
Better Future
Total 3667.626 218

* @5% level

Interpretation

It is established that there is statistically significant difference between the age groups and the
factors such educational outcomes, intervention, and better future since the significant (p) values are
less than 0.05 (5%), the threshold of significance. As a result, the null hypothesis is rejected. The
null hypothesis is accepted since the significant (p) values are greater than 0.05 (5%), the threshold
of significance, which indicates that there isn't a statistically significant difference between the age
groups and the variables like social behaviour and peer pressure.

The educational outcomes, interventions, and better future are thus significantly different across age
groups, although social behaviour and peer pressure are not significantly different across age
groups.

One – way ANOVA (Education Groups)

H03: There is no significant difference between education groups (of the respondents) with regards
to the social behaviour, peer pressure, educational outcomes, intervention and better future.

Table No – 4

Dimensions Sum of Df Mean F Sig Statistical

Squares Square Inference

Between Groups 7.414 3 2.471 Not Significant

Social .218 .884

Within Groups 2436.595 215 11.333
Behaviour
Total 2444.009 218

Between Groups 88.590 3 29.530 Not Significant

2.682 .048
Peer Pressure
Within Groups 2367.118 215 11.010

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Total 2455.708 218

Between Groups 152.046 3 50.682 Significant

Educational 4.704 .003

Within Groups 2316.402 215 10.774
Outcomes
Total 2468.447 218

Between Groups 253.864 3 84.621 Significant

4.403 .005
Intervention Within Groups 4132.556 215 19.221

Total 4386.420 218

Between Groups 109.428 3 36.476 Not Significant

Within Groups 3558.198 215 16.550 2.204 .089
Better Future
Total 3667.626 218

* @5% level

It is established that there is statistically significant difference between the education groups of the
respondents and the factors such peer pressure, educational outcomes and intervention, since the
significant (p) values are less than 0.05 (5%), the threshold of significance. As a result, the null
hypothesis is rejected. The null hypothesis is accepted since the significant (p) values are greater
than 0.05 (5%), the threshold of significance, which indicates that there isn't a statistically
significant difference between the age groups of the respondents and the variables like social
behaviour and better future.

The peer pressure, educational outcomes and interventions are thus significantly different across
education groups of respondents although social behaviour and better future are not significantly
different across education groups.

12. FINDINGS
 Peer pressure, educational outcomes, and interventions are substantially different among
education groups according to a one-way ANOVA test among respondents' education
factors, but social behaviour and a better future are not.
 The results of a one-way ANOVA test among the respondents' age factors indicate that
although social behaviour and peer pressure are not statistically different across age groups,

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educational outcomes, interventions, and a better future are considerably different across age
groups.
 The null hypothesis is obviously rejected since the findings of multiple regression reveal
that a better future of the respondents significantly influences peer pressure, social
behaviour, and educational outcomes of the respondents. Y=
6.029+0.161X1+0.326X2+0.460X3 is the multiple regression equation.
13. SUGGESTIONS
 Teachers and administrators collaborate with parents to create opportunities for parent
participation that are believed by all parties to have a good impact on children's learning,
literacy development, and achievement. Teachers and administrators should consider how to
further reinforce parents' favourable perspectives or acceptance of their roles as the primary
influencers and supporters of their out of school children's literacy development.
 Schools may lead by providing additional chances for parents to participate, even in
unconventional ways. For instance, schools and teachers might schedule meetings and
discussions at various times to create possibilities for individualised interaction. Schools
may also use a more community based style of parental involvement, where the interests of
the families are prioritised over those of the school.
 Encourage out of school children to visit bookstores and libraries. Rethink the tradition of
having parents tell tales of their own childhood or family history during family story time.
Keep children's access to books, newspapers, magazines, papers, crayons, and markers so
they can read and write. Parents can read traditional poems and tongue twisters to their kids,
or they can sing hymns from hymnals to them. Children watch and absorb information from
others around them.
 More consideration of contextual elements, such as parental literacy and educational
background, which have an impact on their involvement in out of school children's basic
education, must be included in policies on education decentralisation.

14. CONCLUSION

According to the study's findings, intervention programmes for children offered at the right time can
surely assist them get past their problems and achieve grade levels that are acceptable for their
abilities. It is noteworthy to point out that efforts should be made to teach parents how to improve
their reading and writing skills, boost their involvement, and, with the assistance of teachers,
improve the learning abilities of children.

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The findings of the study reveal that, in order for low literacy parents to learn how to use their
current skills as instruments for bettering their children's education, there are a number of aspects in
the family setting that must be discovered and thoroughly studied. When low-literate parents,
especially mothers, are able to improve their own reading abilities, they are more likely to have a
favourable impact on their children's academic performance.

By fostering better ties between parents, teachers, and the literacy leaders in the school, the
implementation of social intervention proposed in this study within the school enhances the
possibility that parents will continue to be involved in their children's education. In order to create
successful learning environments for young learners at both home and school, it is hoped that the
study's findings will help pave the way for mutually beneficial partnerships by bridging what
already takes place in the home and offering ways to make it possible for family members to create
better future for their children.

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