Abstract:
The study investigated parental involvement in pupils’ education and its impact on
academic performance of public Junior High School pupils in the Gomoa East District
in the Central Region of Ghana. Explanatory sequential mixed methods was used for
the study. Two hundred and one pupils were selected using multi-stage sampling
technique (purposive, proportional and simple random). Questionnaires and interview
guide were used to collect data for the study. Descriptive and inferential statistics
were used to analyse the data. The Findings for the study were that: parents did not
assist their children with homework, lack of home discussions on school matters,
inadequate parental guidance and assistance, insufficient learning materials at home,
less encouragement from parents and lack of parental assistance to children at home
were the nature of home influences prevalent in the Gomoa East District. Also, there
was a positive correlation between parental Socioeconomic Status (SES) and the
nature of influences wielded on their children’s education. Furthermore, parental
involvement to a large extent impacted on pupils’ academic performance. Again,
challenges that confront parental involvement on the academic performance of JHS
pupils included: parents’ level of income; parents’ inability to manage their anger;
lack of leadership skills. It was concluded that nature of home influences prevalent in
the Gomoa East District can negatively influence children’s academic performance.
Also, parental involvement to a great level impact on pupils’ academic performance.
More so, barriers to parental involvement in pupils’ academic performance included:
parents’ level of income; parents’ inability to manage their anger; lack of leadership
skills. It was recommended that parents should be educated by headteachers on the
need to create a conducive home environment for their children towards educational
attainment. Again, the school management committee (SMC), Parent Teacher
Association (PTA) and school management should organize training programmes for
parents on the need to involve themselves in school activities. Headteachers together
with the teachers and school guidance and counselling coordinators should find
strategies to assist parents overcome challenges that confront them.
Description:
A thesis in the Department of Basic Education, Faculty of Educational Studies,
Submitted to the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba