In in this theoretical and empirical work, as

In primary children’s
education parental involvement plays a vital role and provides many benefits
for students. According to the study of Barkley (2013), the academic success of
children was shown through the positive influence of parental involvement. Distinctly,
parental involvement was shown to have an impact on test scores than grade
point average (REF?). Given the importance between the
relationship of school and the family it has stimulated a growing interest in
its significance for education and human development (REF?). The
positive aspects of the family’s involvement with the school are presented in
this theoretical and empirical work, as they have a direct impact on learning
and the development of students.

According to Benner et al (2016), students that are much
better in Mathematics and English reading are those who have high levels of
parental involvement than those students who have a low level of parental
involvement. Also, on the other hand, parental
involvement makes the positive contribution to achievement in academic by
impacting their self-conceptSB1 .
This shows the substantial importance of
the success of education (REF?).
Booth and Dunn (2013)
examined that the improvement of education is enhanced by parental involvement.
However, it has been inspected parental involvement can negatively influence the
education success of a child when parents get involved with children and help
them with their homework, and thus may result in reducing their test scores (REF). Likewise, the
direct involvement of parents adversely impacts the achievement of students
specifically.  (REF?) (so what is the balance that helps

Feuerstein’sSB1  aims were to
demonstrate which factors make education more successful while promoting the
involvement of parents (what is the reference for this as it is not included in
the reference list either?) Several studies discovered schools with
teachers who come from similar cultural background as parents communicate with
parents in a more effective manner (Which studies, ref?). Also, it has been identified parents and teachers who share
identical beliefs, schools areSB2 
more effective in promoting the involvement of parents (Dulac, O’Connell and Wu, 2014). Feuerstein was demonstrating
regarding the factors used in the study of Jennings
and Niemi (2015) and demonstrate that parent engagement may improve
children scores and make them more involved with their studies (which
factors are these?). Sadly, Golombok et al (2014) found that community
and family factors play an important role instead of the educational factors
that determine the level of involvement of parents. Hines and McCoy (2013) stress,
conversely, that it is quite difficult for schools to stimulate the involvement
of parents, but this does not mean it is unattainable

relation to the literature associated to parental involvement in primary
children’s education, some of the factors that influence parental involvement
can be divided into three of the groups such as parent-related
factors, student-related factors and school-related factors (Li et al., 2014). AlsoSB1 ,
Karbach et
al (2013) demonstrated that parental involvement can be impacted by
numerous socio-political factors that consist of parent’s negative school
experience and socioeconomic condition. According to the study of Yap et al
(2014), the factors that contributes to the level of parental inclusion is the instructive foundation of the guardians. Wilder (2014) found that guardians who have two
years or higher advanced education speak all the more frequently about instructive
issues with youngsters and anticipate that their children will be fruitful in
their essential training. Likewise, then again, Winheller
et al (2013) distinguished
that guardians who have a low level of
instruction every now and again volunteer in different sorts of activities at
schools instead of those parents who have a high
level of education. The researcher in the study of Swain et al (2014),
stated that the issue with parents who have a low-level
education is that they cannot help their children with school-related issues and homework. In other words, parents who have
high degree show lack of time where the reason for
not getting involved can be seen clearly. (what do you mean by this?)

to Park and Holloway (2013), the beliefs
of a parent regarding whether the
involvement contributes to their children’s
academic accomplishment influences their involvement levels. Moreover, the
income levels of parents impact their involvement levels where Park and Holloway (2013) found that high-income parents take part in activities
organised by the school as compared to the parents who earn low. Furthermore,
high socioeconomic status parents try to
get involved in an effective manner than the parents with low socioeconomic statusSB1 .
Olmstead (2013) identified that income
level of parents is not actually a factor that contributes
to parental involvement. On the other hand, in accordance SB2 of Olmstead
(2013), parental involvement has been impacted by family structure. For
example, OlmsteadSB3  (2013) found that children with step
guardians are furnished with less control and support as a contrast with the youngsters who live with
two-parent families. Interestingly, Karbach et al (2013) inspected that there
is no immediate impact of family structure on school accomplishment through the
help of parents which is
very amazing (not
academic-please rephrase). In the family, the conjugal interruption can
prompt low levels of parental association by diminishing the measure of time
that guardians go through with children. SB4 Interestingly, Yap et al
(2014) examined that parents when they were in school also impacts how they get
involved by looking at their own experience of parental involvement.