Parental Involvement and SES on Academic Achievement: A Weighted Regression Analysis in Public Senior High Schools

This study aims to examine the impact of parental involvement and socioeconomic status (SES) on academic achievement at public senior high schools in Tangerang Municipality. The study used a cross-sectional survey design. The study population consisted of students from public senior high schools in Tangerang Municipality. We applied Weighted Regression analysis utilizing a sample size of 893 participants. We used a validated questionnaire that was distributed via WhatsApp groups. The findings showed that parents with high SES tended to be more involved in their children's learning; however, high parental SES did not guarantee high academic achievement for their children. The mean difference tests revealed that academic achievement did not differ significantly by parental involvement, whereas it did differ significantly by parental SES. Researchers also found that parents’ involvement in education significantly boosted students' academic achievement. In contrast, parents' SES did not have a significant impact. Intensive discussions, good communication, full attention, giving gifts, and providing learning facilities are effective parental involvement actions that encourage increases in children's academic achievement. Parental involvement matters more than parental SES in improving students’ academic achievement. Therefore, maintaining strong relationships between schools and parents is essential to support students’ educational outcomes. Local governments need to strengthen regulations governing parents' roles at home and at school. Keywords: academic achievement, parental involvement, SES.