The purpose of this study was to determine whether there could be a relationship established between parental involvement in children schooling and children's academic achievement, as well as physical school environment and children's academic achievement at alternative basic education and regular primary first cycle schools in Hamer Woreda. However, there are many factor s that may influence e academic pe/jormance. It may not be correct to attribute all influences on academic performance to parental involvement. This study also investigated differences on the degree ofinvolvement ofparents and academic achievement ofchildren in ABE and RPFC schools. To this end, parental involvement having two categories (high and low) was made based on the response ofparents using the measure ofparental involvement. Additionally, teacher made achievement tests were used to determine the academic achievement ofchildren. The study followed quantitative approach to see the relationship and difference between variables and qualitative approach was supplemented to describe more about of the schools physical environment in relation to children '.I' academic achievement. A sample of 60 children and their parents (totally 120) were selected using stratified and systematic random sampling techniques from the schools. Data were gathered using structured interview and qualitative observation. A structured interview was made with parents/guardians. And observation was made on the physical environment of the selected schools. In an attempt to lookfor the degree ofparental involvement in education ofchildren, the study revealed that there is high (50%) and low (50%) parental involvement in children '.I' schooling both in ABE and RPFC schools. Accordingly, the result of analysis showed that there is a positive relationship between parental involvement and children '.I' academic achievement. It was also found significant difference between parental involvement and children '.I' academic achievement (t= 2224, p< 0.05). Also there exists a significant differences in the parental involvement of ABE and RPFC school children (t= -5.784, p<0.05). RPFC school children enjoy more parental involvement than their counterparts in the ABE centers. Besides, there exists a significant difference in the academic achievement ofABE and RPFC schools children (1= -3.604, p<0.05). RPFC children scored better than their ABE center counterparts in academic achievement. As part ofthe analysis, the result ofcorrelation has shown positive relationship between children '.I' perception oftheir physical school environment and academic achievement. Finally, based on the findings, it is recommended that a comprehensive and more targeted intervention programs has to be designed and implemented quickly.

Submitted in Partial Fulfillment of the Requirement for the Degree of Master of Education in Educational Psychology