Vol. 7, Issue 2, Part B (2025)

This study investigates the relationship between parental involvement and student achievement in secondary schools, with a focus on identifying which dimensions of involvement exert the strongest influence. A quantitative correlational design was employed, involving 320 Grade IX and X students and their parents from five government secondary schools in Amritsar, Punjab, India, during the 2023-2024 academic year. Data were collected through the Parental Involvement and Student Achievement Survey (PISAS), which combined a validated parental involvement scale with official mid-term scores in Mathematics, Science, and English. Findings revealed a strong positive correlation between overall parental involvement and academic achievement (r =.63, p<.001). Regression analysis showed that parental expectations and communication with teachers were the most significant predictors of achievement, while homework assistance had subject-specific benefits, particularly in Mathematics. School participation, though statistically significant, contributed only marginally. Gender-disaggregated analysis indicated that the positive effects of parental involvement were slightly stronger for female students, highlighting its potential to address gender disparities in education. The study concludes that aspirational and communicative forms of parental engagement hold greater academic value than symbolic school-based activities. These results underscore the need for schools to structure parent-teacher dialogue and goal-setting initiatives, while policymakers can promote parental involvement as a cost-effective strategy to enhance equity and learning outcomes in resource-constrained contexts.