Parents’ Attendance of School Meetings and Pupils’ Academic Performance in Selected Primary Schools in Kyotera Town Council
DOI:
https://doi.org/10.53449/ije.v4i1.147Keywords:
meetings, academic performance, parent, primary schoolAbstract
The purpose of this study was to establish the relationship between parents’ attendance of school meetings and pupils’ academic performance in selected primary schools in Kyotera Town Council. The researchers adopted a cross-sectional survey design where both qualitative and quantitative approaches were used. Census and purposive sampling technique were used to select a sample of 71 teachers, 8 Members of the PTA, and 8 SMC members of the selected schools. The major instruments used in the study were a Likert scale type questionnaire which was filled by teachers as well as an interview guide for head teachers, PTA executives and SMC members. Validity of the research instruments was computed and results were found to be .86 while the reliabilityobtained was .948. The research utilized descriptive statistics to analyze data was which presented in form of tables with frequencies and percentages. Equally, a Pearson Product Moment correlation was used to establish the relationship between variables. From the findings, the correlation between attendance of meetings and academic performance was found to be moderate (r = .433, p< 0.01). Thus, the study recommends that the parents and teachers associations (PTA) should ensure that parents attend school meetings regularly, parents should also be sensitized about their role as guidance and counselling providers to their children and government should set in motion adequate measures and policies to enable the parents provide their children with basic school requirements.
Downloads
References
Action Aid Uganda (2009). Models in budget monitoring and parental participation in Uganda. Kampala Uganda. Action Aid.
Arzika, A. (2015). The Influence of Family Background on Students Academic Performance in Government Secondary School in Sironko District, Uganda. A masters’ Dissertation of Islamic University in Uganda. Accessed on 20th May 2021 from, http://www.ir.iuiu.ac.ug/handle/20.500.12309/301
Education Act 13 (2008). For Free Primary, Primary and Post Primary Education Department, Parental Involvement: Title 4. Non-Regulatory Guidance. No Child Left Behind USA.
European Union Monitoring Report (2013). Students’ performance and parents’ education level. http://www.socialsituation.eu.
Gada, I. M. and Hassan, A. (2018). Influence of meetings on academic staff performance in Islamic University in Uganda. Interdisciplinary Journey of Education, 1 (1), p 98-109
Lesanjir, B. M. (2013). Factors influencing academic performance of girls in public primary schools in Sereolipi Zone in Samburu County, Kenya (Masters’ thesis) University of Nairobi, Nairobi.
Manasi, E. Judah M. N. Anthony, S, & Epari E. (2014). The Influence of Parental Involvement in Provision of Teaching-Learning Resources On Educational Outcomes: An Empirical Study of Teso North Sub County Primary Schools. International research journals Vol. 5(9) pp 333-360.
Mbiti, D. M. (2007). Foundations of School Administration. Nairobi: Oxford University Press.
Ministry of Education and Sport, Uganda (2001) A Report On the Development of Education
Mugumya, D. (2014). Parents’ involvement and students’ academic performance in Ryakasinga centre for higher education – Sheema district –Uganda. A masters’ Dissertation, Uganda Management Institute. Accessed on 20th May 2021 from http://umispace.umi.ac.ug/bitstream/handle/20.500.12305/128/MUGUMYA%2C%20Duncans.pdf?sequence=
Muhuro, G. M. and Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3: 1264170. http://dx.doi.org/10.1080/2331186X.2016.1264170
Nyarko, K. (2011). Parental involvement: The case of Ghana. Journal of Emerging Trends in Educational Research and Policy Studies. Vol. 2, Issue 5, pp378.
Osei-Akoto I, Chowa G, Ansong, D. (2012). Parental involvement and academic performance in Ghana. Youth save research brief, CSD publication No. 12-42.
Owolabi, S. O (2006). Policy Making and Educational Policy Analysis. Kampala: Makerere University Press.
Sanders, M. G. & Epstein, J.L. (2000). Building school-family community partnerships in middle and high school. In MG. Sanders (ed), school students placed at risks: Research, policy and practice in the education of poor and minority adolescents, Mahwah, NJ: Lawrence Erlbaum associates.
Sekiwu, D. & Kaggwa, T, V. (2019). Parent Involvement in Child Education as a Correlate of Academic Performance: Analyzing Denominational Secondary Schools in Uganda. Advances in Social Sciences Research Journal, 6(6) 52-67.
Spernes, K. (2011). I buy paraffin so can read in the evening: A study from Kenya about parental involvement in school. Ostfold University College. Norway
Streiner, D.L. (2003). Starting at the beginning: an introduction to coefficient alpha and internal consistency.J. Pers Assess. 2003 Feb; 80(1): 99-103.
The Basic Education Act (2013). Government of Kenya., Nairobi, Kenya.
Uganda National Examination Board (2006). National Assessment of progresses in Education (NAPE). UNEB.
UNESCO (2000). Framework for action on values of education on early childhood. ECF Values, Early Education and Family Education Unit, (UNESCO.
World Bank (2008). Guiding Principles for Implementing School Based-Management Programs. Washington. D.C World Bank retrieved on 10th October 2014 (http:/www.worldbank.org/education/economicsed).
