Name: Asha Elizabeth Chhetri
Country: India

Year: 2026
Volume: Volume-11, Issue-1, January-June 2026
Page Number: 10-20
DOI: https://doi.org/10.5281/zenodo.18253138

ABSTRACT
This study investigates the impact of parental involvement on the academic achievement of secondary school students in the contrasting districts of Kakching and Chandel in Manipur, India. Employing a descriptive correlational design, the study sampled 400 Class XI students (200 from each district) selected through multistage stratified random sampling. Data were collected using the Parental Involvement Scale (TPIS) and students' annual examination scores. Analysis using descriptive statistics, Mann-Whitney U tests, Chi-Square tests, multiple regression, and Spearman's correlation revealed several key findings. Students in Kakching district reported significantly higher levels of parental involvement than those in Chandel (Mean Rank = 216.63 vs. 184.37, p = .005). However, the two districts had no significant difference in academic achievement levels (χ² = 2.046, p = .359). Moreover, the correlation between parental involvement and academic achievement was nonsignificant in both Chandel (ρ = –.045) and Kakching (ρ = +0.068). A regression analysis identified school type (β = -.362) and location (β = .333) as the only significant predictors of academic achievement. At the same time, parental involvement and other demographic factors were insignificant. These results challenge the universally positive association found in Western literature, suggesting that in Manipur's unique socio-cultural and economic context, structural factors like school quality and geographical location overshadow the influence of parental engagement on academic outcomes. The findings underscore the need for context-specific, culturally responsive educational policies and interventions.

Keywords: Parental Involvement, Academic Achievement, Secondary School Students, Manipur, Kakching, Chandel.