Professional Documents
Culture Documents
The Effect of Parental Involvement On Student Performance.
The Effect of Parental Involvement On Student Performance.
BY
NAKYOBE SANDRAH
13/2/323/D/067
AUGUST, 2016
DECLARATION
APPROVAL
This research proposal is NAKYOBE SANDRAHs work and has been done under my
supervision.
Signature ..
Date ..
Ms. NAKIJOBA ROSEMARY
(University Supervisor)
DEDICATION
This research proposal is dedicated to my beloved parents; father Mr. Ssalongo Baliruno
Nicholas and mother Mrs. Nalongo Namutebi Jane, may the Almighty Lord bless you
abundantly.
ACKNOWLEDGEMENT
First and foremost I would like to acknowledge the Almighty God for the support and guidance
He has provided me up to this level I have reached now.
I wish to express my sincere heart gratitude and appreciation to my parents parents; father Mr.
Ssalongo Baliruno Nicholas and mother Mrs. Nalongo Namutebi Jane for their guidance and
support financially, emotionally and spiritually. May God grant them all their hearts desire.
I am greatly indebted to my supervisor Ms. Nakijoba Rosemary for the guidance and reviewing
my proposal during the process of my proposal writing.
Not forgetting my friends Ssenyonga Godfrey, Kaboni John, Tusabe Claudia, Nakazibwe
Nashiba, Tony and Nabunya Fausta.
TABLE OF CONTENTS
DECLARATION..............................................................................................................................i
APPROVAL.....................................................................................................................................ii
DEDICATION................................................................................................................................iii
ACKNOWLEDGEMENT..............................................................................................................iv
LIST OF TABLES.........................................................................................................................vii
LIST OF FIGURES......................................................................................................................viii
ABSTRACT...................................................................................................................................ix
CHAPTER ONE..............................................................................................................................1
GENERAL INTRODUCTION........................................................................................................1
1.0 Introduction................................................................................................................................1
1.1 Background of the study............................................................................................................1
1.2 Statement of the Problem...........................................................................................................4
1.3 Purpose of the study...................................................................................................................5
Specific objectives...........................................................................................................................5
1.4 Research Questions....................................................................................................................5
1.5 Scope the study..........................................................................................................................6
1.5.1 Geographical scope.................................................................................................................6
1.5.2 Content Scope.........................................................................................................................6
1.5.3 Time scope..............................................................................................................................6
1.6 Significance of the study...........................................................................................................6
1.7 Definition of key terms..............................................................................................................7
1.8 Conceptual frame work..............................................................................................................8
CHAPTER TWO.............................................................................................................................9
LITERATURE REVIEW.................................................................................................................9
2.0 Introduction................................................................................................................................9
2.1 Ways to involve parents in school activities..............................................................................9
2.2 The challenges faced by children that hinder their performance.............................................12
2.3 The possible solutions to improving parents involvement in school activities......................14
CHAPTER THREE.......................................................................................................................18
METHODOLOGY........................................................................................................................18
5
3.0 Introduction..............................................................................................................................18
3.1 Research design.......................................................................................................................18
3.2 Area of the Study.....................................................................................................................18
3.3 Study population......................................................................................................................18
3.4 Sample Size.............................................................................................................................19
3.5 Sampling Procedure.................................................................................................................19
3.6 Sources of data.........................................................................................................................19
3.7 Data collection methods and instruments................................................................................20
3.7.1 Questionnaire........................................................................................................................20
3.7.2 Interviews.............................................................................................................................20
3.7.3 Data collection instruments..................................................................................................20
3.8 Data Process, Analysis and Presentation.................................................................................21
3.8.1 Data processing,....................................................................................................................21
3.8.2 Data analysis.........................................................................................................................21
3.8.3 Data presentation..................................................................................................................22
3.9 Anticipated limitations.............................................................................................................22
CHAPTER FOUR.........................................................................................................................23
PRESENTATION AND INTERPRETATION OF DATA.............................................................23
4.0 Introduction..............................................................................................................................23
4.1 Biographical data.....................................................................................................................23
4.1.1 Gender of the respondents....................................................................................................23
4.1.2 Age group of the respondents...............................................................................................24
4.1.3 Marital status of the respondents..........................................................................................24
4.1.4 Religious affiliation of the respondents................................................................................25
4.1.5 Education level.....................................................................................................................26
4.1.6 Findings on who the respondents are in Biina Islamic School.............................................27
4.1.7 Findings on how long the staff have worked in Biina Islamic School.................................28
4.2 How parents are involved in school activities in Biina Islamic School..................................29
4.2.1 Whether parents are involved in school activities in Biina Islamic School..........................29
4.2.2 How parents are involved in school activities in Biina Islamic School...............................30
4.2.3 Why parents are not involved in school activities at Biina Islamic School..........................31
6
LIST OF TABLES
Table 1: How parents are involved in Biina Islamic School..........................................................31
Table 2: Why parents are not involved in school activities in Biina Islamic School.....................32
Table 3: The challenges faced in slum areas of Katanga suburb, Kampala district.......................34
Table 4: Who is in charge of solving these challenges faced by children that hinder their
performance in Biina Islamic School............................................................................................35
LIST OF FIGURES
Figure 1: Showing the gender of the respondents.........................................................................23
Figure 2: Showing age groups of respondents...............................................................................24
Figure 3: Showing marital status of the respondents.....................................................................25
Figure 4: Showing religious affiliation of the respondents............................................................26
Figure 5: Showing education level of the respondents..................................................................27
Figure 6: Who the respondents are in Biina Islamic School..........................................................28
Figure 7: How long the staff members have worked in Biina Islamic School..............................29
Figure 8: Showing findings on whether parents are involved in school activities in Biina Islamic
School............................................................................................................................................30
Figure 9: Whether children face any challenges that hinder their performance in Biina Islamic
School............................................................................................................................................33
Figure 10: Showing whether parents involvement is needed for children to perform better in
Biina Islamic School......................................................................................................................36
ABSTRACT
This research was about the effect of parental involvement on student performance and the study
looked at Biina Islamic School as the study area. The objectives were; to find out how parents
are involved in school activities, challenges faced by children that hindered their performance
and possible solutions to improving parents involvement in school activities in Biina Islamic
School.
Research design sought to explain the variable by associating it with the study and this was used
because the researcher was interested in explaining why and how the variables behave the way
they do. Descriptive research design described the variable which was under study. The sample
size was selected from study population with the help of stratified random. Sampling, the sample
size was 50 respondents whose structure was; local council leaders, community members
respectively. The researcher used a stratified random sampling procedure during the study. While
carrying out the study, the researcher employed a variety of methods among which included
questionnaires, interviews and observation.
Data collected was edited for accuracy and completeness which was mostly done manually. This
was done by translating the answer in questionnaire into a form that could be manipulated to
produce statistical data and this involved editing, tabulation among others.
Using the study findings, it was indicated that majority of the respondents selected attending
PTA meetings as the best way parents are involved in school activities. The best way parents are
involved in school activities in Biina Islamic School is through attending PTA meetings which
only happens once in a year which is not enough for parent involvement.
It was concluded that majority of the respondents agreed that parents involvement is needed for
children to perform better in Biina Islamic.
The research also recommends a strong parent teacher partnership for students to excel in
mathematics. Parents should also set realistic expectations on their childrens performance. These
high expectations motivate their child to perform well in school. The confidence they have in
their children builds their own confidence in their academic abilities and makes them more likely
to succeed.
10
CHAPTER ONE
GENERAL INTRODUCTION
1.0 Introduction
This research was about the effect of parental involvement on student performance and the study
looked at Biina Islamic School as the study area.
This chapter presented the background of the study, statement of the problem, purpose of the
study, objectives of the study, research questions, scope of the study, significance of the study
and the definition of key terms.
students attain in tests or examinations done at the end of the topic, term or year or education
cycle. Kalule John (2006) explained that the scores and grades that each student obtains measure
the degree of achievement. This means that the students output in terms of grades, scores in tests
and internal examinations, national examinations, subject contests, seminars, quizzes and debates
reflect his or her academic performance. Poor academic performance according to Aremu et al
(2003) is a performance that is adjudged by the examinee/testee and some other significant as
falling below an expected standard. Aremu (2000) stresses that academic failure is not only
frustrating to the students and the parents, its effect are equally grave on the society in terms of
dearth of manpower in all spheres of the economy and politics.
Parents are required to play a role not only in the promotion of their own childrens achievements
but more broadly in school improvement. That is a significant indicator of the quality of
schooling. Desforges, (2003) in his research concluded that parental involvement made a
significant unique contribution to childrens academic achievement. Parental attitude translates
into childrens attitude towards school and learning and therefore it is of utmost importance to
incorporate this element in all policies and programs related to education. Given that parents
have limited influence over the childs peer relationships, direct parental influence remains an
opportunity to leverage those factors for the benefit of the child, including their academic
achievement. According to the existing research, a lot of investigations have been made in
several countries in primary and secondary schools but nothing is known about parental
involvement and students academic performance in secondary schools in Kampala District. The
current research therefore sought to expand knowledge on parental involvement and students
academic performance in secondary schools in Kampala district, Uganda.
Asikhia (2010) adds that parents play and determine to a very great extent the academic
achievement and overall success of their children. But in Mutungo Biina parents seem to differ
from that. Their childrens education is a no bother to them as long as the government can put a
structure called a school. The parents shy away from their responsibilities of paying fees, having
a two way communication between home and school regularly, being full partners in decision
making that affect their childrens performance in school, contributing towards buying scholastic
materials, discipline of children at home and pointing them towards the great use of education for
bright future. But without suitable and ample support from the parents, learning can be a difficult
task .
Mutugo Biina is endowed with public secondary schools which offer a place for every child to
have an opportunity to have good education that will lead him or her to a higher level of
education in life but this is becoming a problem because of less parental involvement hence low
academic achievement due to poor grades. Most of the students are lying in the fourth grade,
third grade and failures according to Uganda National Examination Board standard. Basing on
the real situation in Mutungo Biina, as stated by the UNEB, (2012), there need for parents to rise
and take the mantle in their hands for the educational field to boost among secondary schools and
benefit all the students.
whose parents are involved to a lesser degree. The effect of parent involvement on academic
success has not only been noted among researchers, but also among policy makers who have
integrated efforts aimed at increasing parent involvement into broader educational policy
initiatives. Since education is one of the key factors for the countrys development, it goes
without saying how important it is for students to do well in school. Therefore, it was interesting
to study the effect of parental involvement on student performance in Biina Islamic School.
Specific objectives
i.
To assess how parents are involved in school activities in Biina Islamic School.
ii.
To identify challenges faced by children that hinders their performance in Biina Islamic
School.
iii.
What are the challenges faced by children that hinder their performance in Biina Islamic
School?
iii.
What are the possible solutions to improving parents involvement in school activities
Biina Islamic School?
The study also enabled the researcher partially fulfill the requirement for award of a degree in
social work and social administration.
The study also benefited policy makers such as the Ministry of Education, Science, Technology
and Sports for example in planning and development, and other government organizations to
come up with effective means to bring parents closer to their childrens performance.
The research also benefited the academicians who were interested in carrying out research about
the same topic about the effects of parental involvement on student performance.
DEPENDENT VARIABLE
Parental involvement
Attending class day meetings
with teachers and students
Supervising homework given
to children
Following up with childrens
performance in class
Cater for school requirements
and fees
Student performance
Good grades
Self esteem
Involvement in school activities
Daily attendance, etc
INTERVENING VARIABLES
Other factors
Peer pressure
Teaching policies
Government policies
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presented the principles and concepts that had been explored and brought up by
various scholars in the existing literature on the effects of parental involvement on student
performance.
Another important item is communication. More communication between the school and home
are needed, but specific types of communication are important. Two-way informal exchanges
between teacher/parent are much more effective than one-way communication from the teacher
(Wanat). Also, friendly contact should be established with parents early in the year before
something has happened that makes it necessary for the teacher to contact the parent (Wherry,
2012).
There are many ways that a school can improve communications. One way is for the school to
sponsor a parent/student fund raising. Parents and students working side-by-side gives them a
chance to talk, and hopefully the teachers and schools will also be included in this important
exchange. Also, parent/teacher organizations can be an avenue to reach parents. Parents who
attend parent/teacher meetings are able to get to know their child's teachers better. Another
avenue sometimes overlooked is inviting parents to volunteer. By doing this, the school is letting
them know that they are wanted, needed, and welcomed at the school. Many parents are more
than willing to share their knowledge of occupations, foreign travel, special skills and hobbies.
They just want to be asked. Alumni events have been shown to be an excellent way to improve
parent/community involvement and a way to raise needed money.
Former students may appreciate the opportunity to return something to their school. One popular
program is parent classes, which can help parents with parenting ideas/problems,
homework/tutoring strategies, drug education, and improving communications skills. These
classes can help the parent, student, and school. Invitational events can encourage people to get
involved with the school that might not otherwise.
Grandparent day is one such invitational event that has met with success (Stouffer et al., 2012).
An open house program at school can bring in parents, and it is very important to greet these
visiting parents face-to-face as quickly as possible. Also, greeting visitors with a sign in their
own language can make a big impression. Find out the languages spoken by students and parents
and put up a sign with all languages on it. Another way to help parents feel genuinely wanted and
welcomed is to establish parent advisory groups.
People like to know that their input is valued. Also, the school could set up a parent center in the
school stocked with resources to help parents. This is one way the school can say we care. In
10
addition, the school could recognize what parents are doing to help the students and praise them
for their efforts. People like to know that someone takes the time to notice and appreciate what
they were doing (Wherry, 2012).
One very important way that parents can become involved in their student's work is through the
use of computers. This is a new world opening up for a lot of students as well as their parents.
They can learn about this exciting world together. One thing that is necessary is to make sure the
programs used are at the correct grade level and that there is a lot of variety (Rickelman & Henk,
2011).
There are several things that have been suggested for populations that are at-risk. These
populations have a great number of uneducated people, drug addicts, alcoholics, and child
abusers. The ideas already presented may not work for this sector of the population, and they
may need special consideration. The first thing the school can do is to meet the parents where
they are by assessing the parent's needs and providing programs to meet those needs. Having a
workshop on Good Parenting Skills in English simply will not work when offered in a district in
which Spanish is the main language spoken. The school will need to make a greater effort to get
to know the parents individually. Someone from the school may actually have to go door-to-door
to make the invitation as personal as possible so that the parents will feel welcomed. Also, the
school should "offer a broad range of activities to encourage support and participation, including
nonthreatening, low-commitment opportunities" (Vandergrift & Greene, 2012). Making the
parents feel as comfortable as possible is an important step.
Results from the Arizona At-Risk Pilot Project suggest that the most effective means to involve
parents are ones that (1) establish a personal rapport between someone from the school and the
parent and (2) do not initially require high levels of commitment or participation (Vandergrift &
Greene, 2012). When parents, students, and the school work together, it is possible to accomplish
great things at the secondary level. Everyone reaps the benefits! "When both parents and
teachers work together, communicate and build a family and school partnership, parents, teachers
and children benefit from the outcome" (Gelfer, 2011).
The main benefit of parental involvement is the improved achievement of the student. According
to Loucks (2010), "Research shows that parent involvement in the school results in improved
11
student achievement". There it is in a nutshell: if the parent shows concern, it will translate into
greater achievement on the part of the student. The more that the parent becomes involved with
the teacher, school curriculum, and administration, the better the parent feels about the school.
The parent will have an increased sense of pride in the school and the community. The more the
parent learns about the way the school functions, the more the parent will understand the
educational process and educational decisions. The parents and the school become allies and are
able to be of mutual benefit when it comes to dealing with difficult students and situations. The
parents are also more supportive of the school with financial support as well as support of bond
issues and other leeway levies (Stouffe, 2009). The more the parent becomes involved and learns
about the school, the more the parent can help the student. The parents are able to "increase their
understanding of child development in areas of physical, social, emotional and cognitive
development" (Gelfer, 2011). This helps to provide a bond between home experiences and the
educational program. When the parents understand how the child develops, they are better able
to provide a more positive and exciting home environment. The parents may even want to learn
more and possibly attend the parent classes provided by the school. This type of situation can
produce a positive spiral of success for the parent, school, and student.
13
Colker, 2010). Still with this high ratios, some teachers are poorly remunerated and under the
mercy of parents most of whom have little or nothing to give.
Most teachers know when a student has rushed through a project or essay. Students who
routinely wait until the last minute to complete assignments will submit substandard efforts and
achieve poor performance on exams. Our natural instinct is to jump in and help spruce up the
project, correct grammar or spelling mistakes or help our children cram for the test. Encourage
good homework and study habits from an early age. Provide graphic organizers, calendars and
other tools and encourage their use. The younger a student can begin developing organized study
habits, the better prepared they will be for the transition from high school to college two very
different worlds. Successful students dont rely on parents or teachers to tell them when
assignments are due or when test dates are approaching.
14
Another important item is communication. More communication between the school and home
are needed, but specific types of communication are important. Two-way informal exchanges
between teacher/parent are much more effective than one-way communication from the teacher
(Wanat). Also, friendly contact should be established with parents early in the year before
something has happened that makes it necessary for the teacher to contact the parent (Wherry,
1992).
There are many ways that a school can improve communications. One way is for the school to
sponsor a parent/student fund raising. Parents and students working side-by-side gives them a
chance to talk, and hopefully the teachers and schools will also be included in this important
exchange. Also, parent/teacher organizations can be an avenue to reach parents. Parents who
attend parent/teacher meetings are able to get to know their child's teachers better. Another
avenue sometimes overlooked is inviting parents to volunteer. By doing this, the school is letting
them know that they are wanted, needed, and welcomed at the school. Many parents are more
than willing to share their knowledge of occupations, foreign travel, special skills and hobbies.
They just want to be asked. Alumni events have been shown to be an excellent way to improve
parent/community involvement and a way to raise needed money.
Former students may appreciate the opportunity to return something to their school. One popular
program is parent classes, which can help parents with parenting ideas/problems,
homework/tutoring strategies, drug education, and improving communications skills. These
classes can help the parent, student, and school. Invitational events can encourage people to get
involved with the school that might not otherwise.
Grandparent day is one such invitational event that has met with success (Loucks, 1992; Stouffer,
1992; Wherry, 1992). An open house program at school can bring in parents, and it is very
important to greet these visiting parents face-to-face as quickly as possible. Also, greeting
visitors with a sign in their own language can make a big impression. Find out the languages
spoken by students and parents and put up a sign with all languages on it. Another way to help
parents feel genuinely wanted and welcomed is to establish parent advisory groups.
People like to know that their input is valued. Also, the school could set up a parent center in the
school stocked with resources to help parents. This is one way the school can say we care. In
15
addition, the school could recognize what parents are doing to help the students and praise them
for their efforts. People like to know that someone takes the time to notice and appreciate what
they were doing (Wherry, 1992).
One very important way that parents can become involved in their student's work is through the
use of computers. This is a new world opening up for a lot of students as well as their parents.
They can learn about this exciting world together. One thing that is necessary is to make sure the
programs used are at the correct grade level and that there is a lot of variety (Rickelman & Henk,
1991).
There are several things that have been suggested for populations that are at-risk. These
populations have a great number of uneducated people, drug addicts, alcoholics, and child
abusers. The ideas already presented may not work for this sector of the population, and they
may need special consideration. The first thing the school can do is to meet the parents where
they are by assessing the parent's needs and providing programs to meet those needs. Having a
workshop on Good Parenting Skills in English simply will not work when offered in a district in
which Spanish is the main language spoken. The school will need to make a greater effort to get
to know the parents individually. Someone from the school may actually have to go door-to-door
to make the invitation as personal as possible so that the parents will feel welcomed. Also, the
school should "offer a broad range of activities to encourage support and participation, including
nonthreatening, low-commitment opportunities" (Vandergrift & Greene, 1992, p. 59). Making
the parents feel as comfortable as possible is an important step.
Results from the Arizona At-Risk Pilot Project suggest that the most effective means to involve
parents are ones that (1) establish a personal rapport between someone from the school and the
parent and (2) do not initially require high levels of commitment or participation (Vandergrift &
Greene, 1992, p. 59). When parents, students, and the school work together, it is possible to
accomplish great things at the secondary level. Everyone reaps the benefits! "When both parents
and teachers work together, communicate and build a family and school partnership, parents,
teachers and children benefit from the outcome" (Gelfer, 1991, p. 167).
The main benefit of parental involvement is the improved achievement of the student. According
to Loucks (1992), "Research shows that parent involvement in the school results in improved
16
student achievement" (p. 19). There it is in a nutshell: if the parent shows concern, it will
translate into greater achievement on the part of the student. The more that the parent becomes
involved with the teacher, school curriculum, and administration, the better the parent feels about
the school. The parent will have an increased sense of pride in the school and the community.
The more the parent learns about the way the school functions, the more the parent will
understand the educational process and educational decisions. The parents and the school
become allies and are able to be of mutual benefit when it comes to dealing with difficult
students and situations. The parents are also more supportive of the school with financial support
as well as support of bond issues and other leeway levies (Stouffe, 1992). The more the parent
becomes involved and learns about the school, the more the parent can help the student. The
parents are able to "increase their understanding of child development in areas of physical,
social, emotional and cognitive development" (Gelfer, 1991, p. 164). This helps to provide a
bond between home experiences and the educational program. When the parents understand how
the child develops, they are better able to provide a more positive and exciting home
environment. The parents may even want to learn more and possibly attend the parent classes
provided by the school. This type of situation can produce a positive spiral of success for the
parent, school, and student (Gelfer).
17
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter aimed at highlighting the methods the research employed in conducting the study. It
included the research design, sample procedures and design study population methods of data
collection, analysis among others.
18
19
3.7.1 Questionnaire
The researcher used questionnaires because they collected information from different
respondents in a projected timeframe. All respondents were asked the same questions except in
technical circumstances. 50 questionnaires were used to collect data from respondents. Close
ended questions were preferred because they were easy to answer and score, while, Open-ended
questions were intended to give respondents a chance to support their opinions in a free
atmosphere in addition to predetermined choices.
3.7.2 Interviews
The researcher conducted formal interviews, with management. Guiding questions were used for
the interviews but during the course, other questions were asked depending on the responses by
respondents. Results from interview helped in complimenting information that was obtained
from questionnaire.
Editing this was done to make sure that the information that was given was accurate and
consistent. This checked the inconsistencies in responses. Selected responses on the
questionnaires after editing were coded. In case where it was impossible to predetermine the
certain response to particular questions the researcher used the code among others.
Tabulation was carried out as the rest sub process in the whole task of data processing after
editing and coding, where by the data process involved counting and adding up all responses.
The whole process of tabulation was done manually by relating all the questions on each
schedule with the already formulated coding frame for every question. The tally system was
applied to avoid memory loss.
Data was edited, coded, tailed and rented. Computation was done to determine the percentage.
Frequency of each response was determined at the end of it all, tables were compiled from the
coded answers by setting the number of respondents for each response category and the
corresponding percentage in order to compare various responses.
21
Financial constraints, a lot of money in terms of transport, stationary, eats and drinks was needed
in conducting of the research. However the researcher carried out the research/ study in phases
and within an area of proximity.
The researcher was threatened by the fluctuating weather conditions and anticipates that these
would affect her field study. The researcher purchased a portable umbrella, raincoat to enable her
do the research amidst all weather conditions.
A lot of time was wasted in movement due to poor appointments with people of high authority.
The researcher however tried to make appointments with the high authority on particular days
and time frame.
22
CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF DATA
4.0 Introduction
This chapter presents the findings arising from the study that analyzed the effect of parental
involvement on student performance in Biina Islamic School. The findings are presented in line
with the specific objectives outlined in chapter are of this report.
GENDER
Female; 48%
Male; 52%
23
The results in the figure 1 above show that most of the respondents (52%) were male and (48%)
of the respondents were female. This therefore, implied that majority of the respondents in the
study were male with a very small difference from the percentage of the female. This therefore
indicated that there was gender balance in the selection of the respondents.
Age group
40%
Age group
34%
18%
8%
24
MARITAL STATUS
MARITAL STATUS
Divorced
14%
Married
Single
56%
30%
25
Religious affiliation
Religious affiliation
46%
30%
24%
Catholic
Protestant
Moslem
26
EDUCATION LEVEL
Never went to school
Univeristy
EDUCATION LEVEL
Tertiary Level
Secondary Level
Primary Level
0%
27
Position of respondents
Parent
Staff member
28%
72%
4.1.7 Findings on how long the staff have worked in Biina Islamic School
The researcher sought of investigating on how long the staff members have worked in Biina
Islamic School. Below are findings in figure 7.
28
Figure 7: How long the staff members have worked in Biina Islamic School
Length of work
Length of work
60%
22%
Below 5 years
18%
5-10 years
All my life
4.2 How parents are involved in school activities in Biina Islamic School
The researcher study findings on how parents are involved in school activities in Biina Islamic
School.
29
4.2.1 Whether parents are involved in school activities in Biina Islamic School
Below the researcher wanted to know whether parents are involved in school activities in Biina
Islamic School.
Figure 8: Showing findings on whether parents are involved in school activities in Biina
Islamic School
RESPONSE
YES; 44%
NO; 56%
30
4.2.2 How parents are involved in school activities in Biina Islamic School
Below the researcher wanted to know the exactly how parents are involved in school activities in
Biina Islamic School and table 1 shows the findings.
Frequency
13
17
04
07
04
05
50
Percentage
26%
34%
08%
14%
08%
10%
100%
According to the study findings in table 1 above, it is indicated that 13(26%) of the respondents
chose attending class day meetings as the ways parents are involved in Biina Islamic School,
17(34%) chose attending PTA meetings, 4(8%) chose evaluating their children, 7(14%) chose
helping with assignments, 4(08%) chose financial support and the rest of 5(10%) chose other
ways. This therefore implied that majority of the respondents (34%) chose attending PTA
meetings. This indicated that the best way parents are involved in school activities in Biina
Islamic School is through attending PTA meetings which happens once in a year which is not
enough for parent involvement.
4.2.3 Why parents are not involved in school activities at Biina Islamic School
The researcher wanted to know exactly why parents are not involved in school activities in Biina
Islamic School. And the findings are showed in table 6 below;
31
Table 2: Why parents are not involved in school activities in Biina Islamic School
Why parents are not involved
Their education levels
Poverty
Cultural beliefs
Bias
Others
Total
Source: primary data
Frequency
19
20
2
8
1
50
Percentage
38%
40%
04%
16%
02%
100%
According to the study findings in table 2 above, it is indicated that 19(38%) of the respondents
responded parents level of education is their reason for not getting involved in school activities
in Biina Islamic School, 20(40%) responded poverty, 2(04%) responded bias while as 1(02%)
blamed it on other factors. This therefore implied that majority of the respondents believe that
the level of poverty of parents affects their involvement in school activities.
32
4.3 The challenges faced by children that hinder their performance in Biina Islamic School
The researcher study, were the researcher looked at the challenges faced by children that hinders
their performance in Biina Islamic School.
4.3.1 Findings whether children face any challenges that hinder their performance in Biina
Islamic School
Figure 9: Whether children face any challenges that hinder their performance in Biina
Islamic School
Response
Yes
No
100%
33
Table 3: The challenges faced in slum areas of Katanga suburb, Kampala district
Challenges faced by children
Bullying
Peer pressure
Early marriages
Lack of scholastic materials
Poor teachers
Poverty
Other(s)
Total
Source: primary data
Frequency
05
14
06
09
05
10
01
50
Percentage
10%
28%
12%
18%
10%
20%
02%
100%
According to the study findings in table 3 above, it is indicated that 5(10%) of the respondents
responded that bullying is one of the challenges faced by children in Biina Islamic School,
14(28%) chose peer pressure, 6(12%) responded early marriages, 9(18%) responded with lack of
scholastic materials, 5(10%) responded with poor teachers, 10(20) responded with poverty and
1(2%) responded that there are other factors that faced by children at Biina Islamic School. This
therefore implied that majority of the respondents choose one of the biggest challenges being
peer pressure.
4.3.3 Findings on who is in charge of solving these challenges faced by children that hinder
their performance in Biina Islamic School
The researcher looked at finding out whether the challenges faced in slum areas of Katanga
suburb Kampala district have solutions and below area the findings.
34
Table 4: Who is in charge of solving these challenges faced by children that hinder their
performance in Biina Islamic School
Who is in charge of solutions
Parents
Teachers
Children themselves
Counselors
Total
Source: primary data
Frequency
10
30
06
04
50
Percentage
20%
60%
12%
08%
100%
According to the study findings in table 4 above, it is indicated that 10(20%) of the respondents
chose parents as the people in charge of solving the challenges faced by children in Biina Islamic
School, 30(60%) chose teachers, 6(12%) chose children themselves and 4(8%) chose counselors.
This therefore implied that majority 60% of the respondents think that teachers are in charge of
solving the challenges children face in Biina Islamic School. This is further explained by one of
the key respondent, who said,
teachers the people who spend more time with the children because children are always at
school so they are supposed to be in charge of solving their problems.
4.4 The possible solutions to improve parents involvement in school activities in Biina
Islamic School
The researcher study looked at finding the possible solutions to improving parents involvement
in school activities in Biina Islamic School and below are the findings.
35
4.4.1 Findings on whether parents involvement is needed for children to perform better in
Biina Islamic School
Figure 10: Showing whether parents involvement is needed for children to perform better
in Biina Islamic School
Response
No
Response
Yes
0%
10%
20%
30%
40%
50%
60%
4.4.3 Possible solutions to improve parents involvement in school activities in Biina Islamic
School
The researcher also looked at finding out possible solutions to improve parents involvement in
school activities in Biina Islamic School.
According to the study findings on the theme above several positive suggestions were brought up
including; encouraging parents to attend class day events/meetings to always check on students
performance with the class teachers and schools administration, parents provide necessary
requirement for their children, there must be strict laws and regulations, introduction of seminars
to students to create awareness to the peer group, teachers should teach and give students needed
36
notice, teachers carry out evaluation, government should employ skilled teachers, government
should provide or give enough salary to teachers, sensitizing students to have clear goals, parents
should be exemplary to their children, parents should have a positive attitude towards their
childrens education, cooperation between teachers and parents should be encouraged and
students should be taken through counseling session by qualified counselors. This showed that
the respondents had enough knowledge about the possible ways how parents can be involved in
school activities in Biina Islamic School.
37
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This summarizes the findings that were presented, discussed, analyzed and interpreted in the
presentation and discussion of findings. It also presented the conclusion and recommendation
below.
5.2.1 How parents are involved in school activities in Biina Islamic School
According to the study findings in figure 4, it was indicated that 56% of the respondents
disagreed on whether parents are involved in school activities in Biina Islamic School. This
therefore implied that majority of the respondents did not agree with the statement. Showing that
parents involvement in school activities in the school is very minimal.
Looking at the study findings in figure 5, it was indicated that majority of the respondents 34%
chose attending PTA meetings. This indicated that the best way parents are involved in school
activities in Biina Islamic School is through attending PTA meetings which happens once in a
year which is not enough for parent involvement.
According to the study findings in figure 6, it is indicated that majority 40% of the respondents
believe that the level of poverty of parents affects their involvement in school activities in Biina
Islamic School.
5.2.2 The challenges faced by children that hinder their performance in Biina Islamic
School
According to the study findings in figure 7, it is clearly indicated that 100% of the respondents
agreed that children face challenges that hinder their performance at Biina Islamic School. This
38
therefore implied that majority of the respondents were aware of the challenges that children face
that hinder their performance.
According to the study findings in figure 8, it was indicated that majority 28% of the respondents
responded that peer pressure is the major challenge faced by children in Biina Islamic School.
This therefore implied that majority of the respondents choose one of the biggest challenges
being peer pressure.
Basing on the study findings in figure 9, it was indicated that majority 60% of the respondents
think that teachers are in charge of solving the challenges children face because they spend more
time with them compare to the parents in Biina Islamic School.
5.2.3 The possible solutions to improve parents involvement in school activities in Biina
Islamic School
According to the study findings in figure 10, it was indicated that majority 60% of the
respondents agreed that parents involvement is needed for children to perform better in Biina
Islamic. This therefore implied that majority of the respondents believe in importance of parents
involvement for children to perform better in Biina Islamic School.
According to the study findings on the theme above several positive suggestions were brought up
including; encouraging parents to attend class day events/meetings to always check on students
performance with the class teachers and schools administration, parents provide necessary
requirement for their children, there must be strict laws and regulations, introduction of seminars
to students to create awareness to the peer group, teachers should teach and give students needed
notice, teachers carry out evaluation, government should employ skilled teachers, government
should provide or give enough salary to teachers, sensitizing students to have clear goals, parents
should be exemplary to their children, parents should have a positive attitude towards their
childrens education, cooperation between teachers and parents should be encouraged and
students should be taken through counseling session by qualified counselors. This showed that
the respondents had enough knowledge about the possible ways how parents can be involved in
school activities in Biina Islamic School.
39
5.3 Conclusions
The study findings indicated that majority of the respondents disagreed on whether parents are
involved in school activities in Biina Islamic School. This therefore implied that majority of the
respondents did not agree with the statement, showing that parents involvement in school
activities in the school is lacking at Biina Islamic School.
Using the study findings, it was also indicated that majority of the respondents selected attending
PTA meetings as the best way parents are involved in school activities in Biina Islamic School.
This indicated that the best way parents are involved in school activities in Biina Islamic School
is through attending PTA meetings which only happens once in a year which is not enough for
parent involvement.
The study findings, it was clearly indicated that majority of the respondents agreed that children
face challenges that hinder their performance at Biina Islamic School. This therefore implied that
the respondents were aware of the challenges that children face that hinder their performance.
The study findings also indicated that, it was indicated that majority of the respondents think that
teachers are in charge of solving the challenges children face because they spend more time with
them compare to the parents in Biina Islamic School.
According to the study findings it was indicated that majority of the respondents agreed that
parents involvement is needed for children to perform better in Biina Islamic. This therefore
implied that majority of the respondents believe in importance of parents involvement for
children to perform better in Biina Islamic School.
5.4 Recommendations
Based on the findings of the study, the following recommendations were made;
The study recommends that parents should take a leading in supporting their childrens
educational endeavors since they are the first educators to expose them to the academic world.
The research also recommends a strong parent teacher partnership for students to excel in
mathematics. Parents should also set realistic expectations on their childrens performance. These
40
high expectations motivate their child to perform well in school. The confidence they have in
their children builds their own confidence in their academic abilities and makes them more likely
to succeed.
41
REFERENCES
Dodge, D.T. & Colker, L.J. (2010). The Creative Curriculum for Early Childhood. Washington,
DC: Teaching Strategies Inc.
Easton, P.B. (2014). Education and Indigenous Knowledge, In Local pathways to global
development: Marking five years of the World Bank Indigenous Knowledge for Development
Program
Offenheiser, R. & S. Holcombe (2003). Challenges and opportunities in implementing a rightsbased approach to development: an Oxfam America perspective. Nonprofit and Voluntary Sector
Quarterly 32(2): 268 van de Linde, T. (2005). Influencing and developing good policy in Early
Childhood
Myers, R.G., (2012). Towards an Analysis of the Costs and Effectiveness of Community-based
Early Childhood Education in Kenya: The Kilifi District. Report prepared for the Aga Khan
Foundation
Brink, C., & Chandler, K. (1993, April). Teach the parent; reach the child. Vocational Education
Journal, 68(4), 26-28.
Campbell, L. (1992, April). Parents and schools working for student success. NASSP Bulletin,
76(543), 1-4.
Dixon, A. (1992, April). Parents: Full partners in the decision-making process. NASSP Bulletin,
76(543), 15-18.
Duncan, C. (1992, April). Parental support in schools and the changing family structure. NASSP
Bulletin, 76(543), 10-14.
Gelfer, J. (1991, Spring). Teacher-parent partnerships: Enhancing communications. Childhood
Education, 67(3), 164-167.
Lewis, J. (1992, April). Death and divorce - helping students cope in single-parent families.
NASSP Bulletin, 76(543), 55-59.
Loucks, H. (1992, April). Increasing parent/family involvement: Ten ideas that work. NASSP
Bulletin, 76(543), 19-23.
42
Rickelman, R., & Henk, W. (1991, March). Parents and computers: Partners in helping children
learning to read. The Reading Teacher, 44(7), 508-509.
Smith, C. (1991, May). Family literacy: The most important literacy. The Reading Teacher,
44(9), 700-701.
Stouffer, B. (1992, April). We can increase parent involvement in secondary schools. NASSP
Bulletin, 76(543), 5-9.
Vandergrift, J., & Greene, A. (1992, September).
43
APPENDIX I: QUESTIONNAIRE
Dear respondent,
The questionnaire below has been designed by NAKYOBE SANDRAH a student of Ndejje
University Kampala campus on the topic The effect of parental involvement on student
performance. A case study of Biina Islamic School". The information you are going to give
is purely for academic purpose and will be treated and regarded as confidential.
Therefore, you are kindly requested to give appropriate responses to the questions asked
below so as to assist the researchers accomplish his task. Your cooperation will be highly
appreciated.
SECTION ONE: BIOGRAPHICAL DATA (please tick the most appropriate answer)
A. Gender
a) Male
b) Female
B. Age group
a) 18-25years
b) 25 - 35years
c) 35 40
d) 40 and above
C. Marital Status?
a). Single
b) Divorced
c) Married
D. Religious affiliation
a) Catholic
b) Moslem
c) Protestant
E. Education level
a) Primary school
b) Secondary
c) Tertiary institution
d) University
44
b) Staff member
E. If you are staff member long have you worked in Biina Islamic School?
a) Below 5 Years
b) 5-10 years
c) All my life
SECTION TWO: How parents are involved in school activities in Biina Islamic School
1. Are parents involved in school activities in your school?
Yes
No
e) Financially
f) Other(s) Specify
b) Poverty
c) Cultural beliefs
e) Other(s) Specify
4. In your own words, who do you think is to blame for students performance in Biina Islamic
School?
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
SECTION THREE: The challenges faced by children that hinder their performance in Biina
Islamic School
5. Do you think children face any challenges that hinder their performance in Biina Islamic School?
Yes
No
45
b) Peer pressure
c) Early marriages
e) Poor teachers
f) Poverty
b) Teachers
c) Children themselves
d) Counselor
e) Non of these
SECTION FOUR: The possible solutions to improving parents involvement in school
activities in Biina Islamic School
7. Do you think parents involvement is needed for children to perform better in Biina Islamic
School?
Yes
No
8. In your own words, what do you think are the possible solutions to improve parents involvement
in school activities in Biina Islamic School?
46