Abstract:
This study explored parental involvement and its influence on academic performance of basic school learners in Saltpond Circuit ‗A‘, Mfantseman Municipality. It employed qualitative approach with case study design using Epstein Six typologies of parental involvement and overlapping sphere of influence as theoretical frameworks to support the study. Sixteen (16) participants, consisting of six (6) parents, six (6) learners, and four (4) teachers were purposively sampled and data collected through semi-structured interview guide and observation guide. Thematic analysis was employed for the data analysis, ensuring trustworthiness through credibility, confirmability, transferability, and dependability. Findings from the study indicated that parents generally expressed positive views towards being actively involved in basic school learners‘ academic performance, emphasizing the importance of supporting their learning journey. Again, parents contribute through homework support, communication with teachers, and holistic engagement in extracurricular activities. Based on the study findings, it was recommended among others that the Municipal Education directorates in the Mfantseman Municipality should develop and implement an ―Inclusive Parental Engagement Framework‖ that addresses specific factors hindering parental involvement.
Description:
A thesis in the Department of Basic Education, School of
Life-Long Learning, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
