https://doi.org/10.70092/IJE.51
TITLE – Home learning environment and parental characteristics of high- and low-achieving pupils in Ireland: Evidence from PIRLS 2021 and TIMSS 2023
AUTHORS – Sarah McAteer
Home is where many children first engage in experiences that support the development of their educational skills. Understanding the role of the home learning environment and parental factors is therefore key for informing educational policies. This study examines factors associated with the achievement of 10- and 11-year-old pupils using data from two international large-scale assessments that took place in Ireland: PIRLS 2021 and TIMSS 2023. Pupils in the highest- and lowest-achieving quartiles in each study were compared across parental factors (education level and educational expectations) and home environment factors (socioeconomic status and early literacy and numeracy activities). Results showed that more high-achieving pupils had parents who reported attaining a higher education level. Across groups, parents’ expectations for their children’s education were generally similar to, or higher than, their own education level. Pupils from homes with higher socioeconomic status were more likely to be high-achieving. These findings contribute to the current research and emphasise the importance of the home learning environment and parental factors in shaping educational policy and strategies in Ireland.
https://doi.org/10.70092/IJE.51.01