Abstract:
Using a phenomenological design, this study explored the influence of parents' educational
backgrounds on the academic activities of learners at early childhood centres in the Ablekuma
West Municipality. The study focused on a population of 232 parents whose children were
enrolled in these centres, from which a sample size of thirteen (13) parents were selected using
a convenience sampling technique. This sampling method was chosen for its practicality and
feasibility, particularly in the context of qualitative research. Semi-structured interviews served
as the primary data collection instrument, allowing participants to provide in-depth insights
into their experiences and perspectives. Thematic analysis was utilized to systematically
identify, analyze, and interpret patterns or themes within the qualitative data collected. The
findings revealed that parents' educational backgrounds significantly influenced their
involvement in their children's academic activities. Parents with higher educational levels were
more likely to engage actively in structured academic support, while parents with lower
educational levels faced challenges. Based on these findings, recommendations were made to
the Ablekuma West Municipal Directorate of Education and school administrators to
implement support programs for parents, improve communication between schools and
families, and provide accessible learning resources to enhance parental involvement in early
childhood education.
Description:
A Thesis Work Submitted to the Department of
Early Childhood Education,
Faculty of Applied Behavioural Sciences in Education
Winneba in Partial Fulfilment of the
Requirements for Award of Master of Education
(Early Childhood Education)
In the University of Education, Winneba
DECEMBER, 2024