THE IMPACT OF PARENTAL INVOLVEMENT ON SECONDARY SCHOOL STUDENTS' ENGAGEMENT IN DIGITAL LEARNING

Abstract

Digital learning continues to take centre stage in secondary education, making parental support in enhancing students' engagement even more critical. This cross-sectional, quantitative study examined correlations between multiple types of parent-reported parental involvement (PI) and parent-perceived student engagement (SE) in digital learning among 100 parents of secondary school students (Grades 9-10) in an urban area. The data were gathered using scales developed to assess PI (Motivational Support, Digital Support, Supervision), SE, Parental Digital Competence (PDC), and Socioeconomic Status (SES). Multiple Linear Regression analysis: PI as a whole accounted for substantial variance in SE (Adjacent R-Squared = 0.262, p < 0.001), and the only predictor with both a unique and strong predictive value was Motivational Support (0.49, p < 0.001). Hierarchical Moderated Regression showed that Parental Digital Competence had a significant positive interaction effect (beta = 0.25, p = 0.012), indicating that the positive impact of Motivational Support on SE is even greater when parents are more digitally competent. Socioeconomic Status, on the other hand, was not a significant moderator. The current results emphasize the importance of initial parental emotional support, primarily facilitated by the parent's technological literacy, for student achievement in digitally mediated learning settings in this context. The best place to start interventions is by equipping parents with digital skills, thereby maximizing the benefits of their motivational efforts.