The aim of this study is to investigate if lifestyle at home and parenting influence students’ achievement when controlling for other factors that are also known to influence learning. Based on Epstein’s framework, this study explores the influence of active parents’ participation in home-based learning on children’s academic skills, efficacy and performance. A cross-sectional quantitative study in which structured questionnaires were used to sample parents and teachers in some selected primary schools. The results identify a highly significant relationship between parental engagement at home and their child’s success in school focusing on among other themes, discipline, completing homework, communication skills and a positive attitude to learning. The implications of the study are to recommend the ministry of education to develop and establish policies that support and promote parent involvement outside of the school. Theoretically, the research supports Epstein’s model, providing further evidence that home-based parenting activities are equally important as school-based practices in ensuring the development of the whole child. The study is limited by its use of self-report and by the restricted geographical range of the sample and it suggests the need for additional research on qualitative data and for cross-cultural examination. In conclusion, this investigation confirms that the role of parental effect particularly via home learning is a fundamental and too often neglected cause of children’s success in school in today’s educational world.
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