MBARARA, UGANDA – May 20, 2023: Researchers in Uganda have established a direct link between parental engagement and students’ academic performance.
The researchers from Mbarara University of Science and Technology, Kabale University, Uganda Christian University, Bishop Baharm University College, Busitema University, and Uganda Management Institute, have published their findings in a 2023 aground breaking study titled: “Parents’ Involvement and students’ academic performance in Ryakasinga centre for higher Education-Sheema District, Uganda.” It has been duly published in the International Journal of Educational Administration and Policy Studies.
In the study, the researchers have uncovered a significant link between parental engagement and students’ academic performance in government grant-aided secondary schools in Sheema District, South Western Uganda.
The study, employing a quantitative approach and involving senior four students, parents, and teachers, sheds light on the crucial role parents play in shaping their children’s educational journey.
The researchers are Duncans Mugumya, Benon Basheka, Adrian Rwekaza Mwesigye, Dennis ZAMI Atibuni, Aduwo Jennifer Rose, and Emmanuel Karoro Ahimbisibwe.
In setting out the pace of their study, they first observed from the literature that a significant number of parents globally do not engage with their children’s academic reports or end-of-term communications, indicating neglect of their parental responsibilities.
“Despite government provisions of textbooks, chemicals, trained staff, and efforts by the school administration to motivate teachers and organize remedial classes, academic achievement has not shown improvement,” they observe.
Reporting from Ryakasinga CHE, a secondary school in Sheema District, the researchers indicate that the statistics from the past four years reveal that only a mere 2.5% of UCE students received distinctions. At the advanced (A) level, only 0.25% achieved a Principal A grade in the span of four years, and a mere 37% obtained two principal passes, which would enable them to pursue higher education. In the field of business studies, the pass rate stood at only 43% over the four-year period.
“These statistics highlight the significant challenges faced by students at Ryakasinga CHE and raise concerns about the level of parental engagement and its impact on academic outcomes,” they further state.
Using a comprehensive cross-sectional survey, the study aimed to achieve three objectives at Ryakasinga CHE:
One; to investigate the impact of parenting on students’ academic performance.
Two; to assess the influence of parents’ involvement in their children’s learning at home on the children’s academic performance.
Three; to examine the relationship between students’ academic performance and parents’ involvement in volunteering activities at Ryakasinga CHE.
To arrive at their findings, the researchers theorized that:
One; Parents’ involvement in providing basic needs and maintaining regular communication with their children (parenting) significantly predicts the children’s academic performance.
Two; Parents’ involvement in their children’s learning at home significantly predicts the children’s academic performance at Ryakasinga CHE.
Three; There is a statistically significant regression effect of students’ academic performance on parents’ involvement in volunteering at Ryakasinga CHE.
Findings:
The researchers found that parental involvement in providing basic necessities, effective communication, participation in school and home activities, infrastructure development at the school, and decision-making processes have an impact on student’s academic achievement.
“The study expects that increasing parental participation will lead to improved academic performance among students,” they observe.
The overall level of parenting was reported as high, indicating that participants agreed on the influence of parenting on academic performance.
“A strong positive correlation was found between parenting and academic performance, indicating that as parenting improved, academic performance also improved,” they added.
Regarding learning at home and academic performance, the findings indicate that parents’ involvement in creating a conducive home learning environment and providing appropriate learning materials was relatively low in Sheema District.
The majority of respondents disagreed that parental involvement in learning at home significantly affected students’ academic performance.
“However, there was a moderate positive relationship between learning at home and academic performance, suggesting that some level of impact exists.”
“Our findings highlight the importance of parenting in influencing students’ academic performance, while also indicating the need for increased parental involvement in learning at home to further enhance academic outcomes,” the researchers observed.
The study’s findings highlight the powerful impact of parental engagement on various aspects of students’ academic performance. The provision of basic needs, academic communication, decision making, infrastructural development and maintenance at school, creation of conducive learning environments, and provision of adequate learning resources were all found to significantly influence learners’ academic performance.
From these compelling findings, the study recommends the implementation of school programs aimed at actively involving parents in educational activities.
“By deliberately fostering parental engagement, schools can unlock the full academic potential of their students and pave the way for a brighter future,” the researchers suggest.
The study concludes by recommending that schools should initiate activities to sensitize parents about the importance of providing basic necessities, creating a conducive learning environment at home, and participating in volunteering activities. The groundbreaking study in Sheema District reaffirms the global understanding that parental engagement is a vital ingredient for academic success.
“By recognizing the influential role of parents in their children’s education, educators and policymakers can work hand in hand to create a supportive ecosystem that empowers learners to thrive academically,” they conclude.
To read more about this study, visit this link: https://bit.ly/3BLh5pC
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Is a longtime journalist in Uganda who has served as a cab reporter, Bureau Chief, Managing Editor, and Digital Media Editor at the country's prominent publications such as Daily Monitor, Red Pepper, and now, Research Finds News since 1999.
Rugyendo is currently a Ph.D. Fellow in Journalism and Communication at Makerere University, a Desmond Tutu Fellow, Crans Montana New Leader, and Chairman of Young Engineers Uganda and Uganda Premier League.
