The effect of parental school involvement on student academic achievement in Somalia
Moderating role of parental education
Bibliographic Data
| ID | 22436688 |
|---|---|
| Authors | Yonis Abdullahi Hirei (Mogadishu University), Muktar Mohamed Abdirahman (Mogadishu University), Marian Dini (Mogadishu University), Abas Omar Mohamed (Mogadishu University), Abduljalil Mohamoud Roble (Mogadishu University), Ali Dahir Mohamed (Mogadishu University), Abdulkadir Jeilani Mohamud (Mogadishu University, corresponding author) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-04-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01461-6 |
| OpenAlex | W7154736408 |
| Language | EN |
| References cited | 23 |
The study aimed to examine the effect of parental school involvement on student academic achievement in Somalia, with a focus on the moderating role of parental education. A descriptive, cross-sectional design was employed, and data were collected from 104 parents of students in Benadir schools using a structured questionnaire assessing home-based involvement, school-based involvement, home–school communication, parental education, and student academic achievement. Independent-samples t-tests revealed that mothers demonstrated significantly higher home-based involvement than fathers (t(101.99) = -3.771, p < .001, Cohen’s d = 0.634). One-way ANOVA analyses indicated statistically significant differences in student academic achievement across low, moderate, and high levels of home-based involvement (F(2, 101) = 30.292, p < .001), school-based involvement (F(2, 101) = 23.262, p < .001), and home–school communication (F(2, 101) = 19.863, p < .001). Multiple regression analyses showed that home-based involvement (β = 0.327, p = .001) and parental education (β = 0.336, p < .001) were significant positive predictors of student academic achievement, while school-based involvement and home–school communication were not statistically significant. Moderation analysis indicated that parental education significantly moderated the relationship between home-based involvement and student academic achievement (β = -0.424, p = .023), suggesting that home-based involvement has a stronger positive effect on students whose parents have lower education levels. These findings highlight the critical role of home-based parental engagement and parental education in supporting student academic outcomes in Somalia. The study recommends targeted programs to encourage parental involvement and address educational disparities in the family context.
Academic achievement · Achievement test · Family income · Statistical analysis · Student achievement · Parental Involvement in Education · Poverty, Education, and Child Welfare · School Choice and Performance
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| Highly cited | No |
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