The impact of parental educational background on students’ English language learning: A case study of students in Dunkwa Church of Christ MA J.H.S

Abstract

This study looked at the impact of parental educational background on students ‘ English Language learning at Church of Christ M/A J.H.S., Dunkwa-on-Offin. The mass failure in English Language among students in both internal and external examinations in Dunkwa West Circuit, Upper Denkyira East Municipality has become unbearable. This problem has been attributed to the ineffectiveness of teachers, the levity of students and other factors, neglecting the parental factors that significantly affect students‘ performance in English language and other subjects as well. In my municipality, English teachers specifically have been made to bear the brunt of students‘ poor performance in English language all the time. This is evident when SPAM (School‘s Performance and Appraisal Meeting) is held. It is in view of this that the researcher seeks to investigate other factors, specifically parental educational level and involvement and their impact on the performance of students in English language in my school. The main objective of this study is to analyze (determine and access) the impact of parental educational background on students‘ English Language learning in Dunkwa West Circuit, Upper Denkyira East Municipality, using Dunkwa Church of Christ M/A JHS as a case study. The research design adopted for the study was a case study. Forty students were sampled from J.H.S 1and 2 classes using purposive and simple random sampling techniques. The instruments used to collect data were questionnaire, interview, observation and textual material (English language end-of-semester examination). Descriptive statistics in a form of means, frequencies and percentages were computed. The results of the study showed that majority of the students‘ parents have little formal education and most of them are never involved in their children‘s English Language homework and studies at home. The total time spent on reading daily by majority of students was less than an hour and they preferred reading textbooks to pass their examinations. Most of the students were dissatisfied with the provision of materials at home for their studies. It was concluded that parents‘ educational background and involvement in their wards‘ learning of the language have a significant effect on their ward‘s performance in English language. It is recommended that government should intensify adult education policy to cover illiterate or parents with limited formal education. Parental involvement should be increased to address language problems of children. Parents also should provide appropriate reading materials and help their children in their home assignments so that their children‘s performance in the language can be improved.