PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC PERFORMANCE AT UCE

IN PUBLIC SECONDARY SCHOOLS IN HOIMA DISTRICT, WESTERN UGANDA

KUGONZA JOYCE
21/MAE/BU/G/1006

A research Proposal Submitted to the school of Graduate Studies Bugema University in Partial
Fulfillment for the Requirement of the Award of Degree of Masters of Arts in Education
(Educational Management)

FEBRUARY, 2024

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 TABLE OF CONTENTS
LIST OF FIGURES………………………………………………………………………………..iii
LIST OF APPENDICES…………………………………………………………………………..iv
LIST OF ACRONYMS……………………………………………………………………………v
CHAPTER ONE…………………………………………………………………………………..1
INTRODUCTION………………………………………………………………………………...1
Background of the Study……………….…………………………………………………………1
Statement of the problem………………………………………………………………………….4
Research Questions…………………..……………………………………………………………6
Purpose of the study……………………………………………………………………………….6
Objectives of the Study……………………………………………………………………………6
Hypothesis of the study…………………………………………………………………………...6
Significance of the Study………………………………………………………………………….7
Scope of the study…………………………………………………………………………………8
Limitations of the study…………………………………………………………………………...8
Theoretical Frame work……………………………………………………………………………9
Conceptual Frame work……………………………………………………………………………11
Operational Definition of the key terms..……………………………………………………...…..12
CHAPTER TWO………………………………………………………………………………….13
LITERATURE REVIEW…………………………………………………………………………13
Introduction………………………………………………………………………………………..13
Theoretical Frame Work of the study…………………………………………………………….13
Epstein’s Parent Involvement Model…………………………………………………………….14

Extent of Parental Involvement in academic performance of children…………………………..15

CHAPTER THREE………………………………………………………………………………21

RESEARCH METHODOLOGY………………………………………………………………...21

Introduction……………………………………………………………………………………….21

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Research Design………………………………………………………………………………….21

Locale of the Study……………………………………………………………………………….22

Study Population………………………………………………………………………………….22

Sample Size Determination……………………………………………………………………….23

Sampling Techniques and procedures……………………………………………………………..23

Data Collection Methods and Instruments…………………………………………………………24

Questionnaires……………………………………………………………………………………...24

Interview Method…………………………………………………………………………………..25

Document review…………………………………………………………………………………..25

Focus Group Discussion…………………………………………………………………………..26

Observation Checklist………………………………………………………………………………26

Data Quality Control Methods………………………………………………………………………27

Validity of Instruments……………………………………………………………………………...27

Reliability of Instruments…………………………………………………………………………….27

Data Analysis……………………………………………………………………………………….28

Ethical Considerations……………………………………………………………………………….28

REFERENCES………………………………………………………………………………………30

APPENDIX 1: Questionnaire for Parents……………………………………………………………35

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 LIST OF FIGURES
Figure 1: Conceptual Frame Work……………………………………………………..11

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 LIST OF APPENDINCES

Appendix 1: Questionnaire for Parents……………………………………………………………..32

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 LIST OF ACRONYMS/ABBREIATIONS
CV1: Content Validity Index
MoES: Ministry of Education and Sports
PTA: Parents Teacher Association
SPSS: Statistical Package for Social Scientists
BoGs: Board of Governors
UNEB: Uganda National Examinations Board

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 CHAPTER ONE:

INTRODUCTION

Background of the Study

Globally, parental involvement in the education of their children has been instrumental in

improving school performance and empowerment of students at all levels of education since the 4th century

in developed countries such as USA, United Kingdom, Netherlands, and Belgium thus helping to improve

on the academic performance of those countries (Upstein, 2018). It has also strengthened the political and

financial capacity in terms of policy and program implementation of the education institutions. The

involvement of parents in education of their children is now increasingly recognized globally in

international debates as a norm because of its contribution. Many scholars, academicians and governments

worldwide have recognized parental involvement as positive aspect in the education of their children

(Hornby & Lafaele, 2011).

It is increasingly recognized by school administrators, teachers and policy makers worldwide that

parental involvement in education is critical to the quality of education children get and determines their

successes and achievements in terms of academic performance (Mugumya et al., 2022).

Research evidence in many Sub-Saharan African countries further suggests that the parental

involvement in education is associated with academic success especially in Malawi, Kenya, Uganda,

Ghana, Burundi, Senegal and South Sudan (Wang, Hill, & Hofkens, 2014). The parents who are actively

involved in education, their children gain much more from education compared to those children whose

parents are passive participants in the education and that they are able to improve on their performance,

reduce absenteeism, and gain parent’s confidence in the education of their children. The students whose

parents are involved in the education of their children usually attain better performance in terms of grades

and test scores, better social skills and improvement in behavior (Nyamusana, 2010). When parents follow

up their children at school to see how they are progressing academically, they are more likely to excel in

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their performance. The children even excel when their parents are involved in supporting them during

homework and attend school programs when they are invited by the school management.

Most research evidence also suggest that parental involvement in education has a strong correlation

with academic performance of students, behavior and well-being of students at different levels of

education. The several aspects of parental involvement affects students’ performance differently. Despite

these global education reforms, secondary education in Uganda is still facing several challenges due to

illiteracy and poverty that have acted as a barrier to the education of children (Chowa, Ansong & Osei-

Akoto, 2018).

Against this premise, this study seeks to understand the extent of parental involvement in education

and its effect on academic performance of their children in secondary schools of Hoima district. The study

is also envisaged to assess the implementation of USE policies and their effect on the quality of teaching

and learning, the socio-economic circumstances that impede parental involvement in education of their

children, understanding parent’s perspective on the education of their children and their involvement in

secondary education in the context of Hoima district.

Mwakililo and Mgaya (2021) notes that there are benefits associated with parental involvement in

education of students. Their involvement must commence from pre-primary to secondary education and

their academic performance is associated with positive reinforcements (p.2). Therefore, effective parental

involvement in education must commence early enough and should progress upwards and cause

meaningful transformation of the student.

In Sub-Saharan Africa, parental involvement in education emerged in the 1960s and became

crucial in enhancing the performance in both public and private secondary schools and has enabled many

secondary schools in making decisions pertaining to the school administration (Bruns et al., 2011). The

parental involvement also improves performance and quality education of their children. According to

Darrel et al., (2020), parental involvement means the participation by parents in various school related

activities as well as the homes with the aim of enabling children to achieve their goals and objectives

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either directly or indirectly. These school activities include but are not limited to school attendance,

visitation day, school meetings, discipline management, and participation on various school committees.

One of the Sustainable Development Goals states that by 2030 all children in primary particularly

of developing countries must have completed their cycle of education. Their socio-economic transition

into secondary education can enable them to improve on their academic performance.

In Uganda, parental involvement in education is considered to be an indispensable instrument for

enhancing student performance in schools. In the context of education, parental involvement encompasses

the participation of parents in decision-making and constantly collaborating with the school administration

to ensure effective performance of their children. Consequently, parental involvement becomes a

determinant factor for the academic performance of their children in secondary schools countrywide

(Nakiyaga, 2021).

The reports from the Education Department of Hoima district for the last 10 years suggests that

performance has been declining in public secondary schools (Hoima District Local Government, 2018).

This also suggests that different forms of parental involvement either directly or indirectly affects the

academic performance of their children depending on the kind of support they offer to their children.

Many parents still find it difficult to provide their children with adequate scholastic materials despite the

introduction of USE in Uganda which makes them fail final examinations.

This research study will be limited to public secondary schools in Hoima district mainly

concentrating on aspects of education affecting students such as parental involvement, homework

supervision, and participation in decision-making, among others. The outcome of the study results could

confirm the difference with other private secondary schools in the district.

Statement of Problem

Despite parental involvement in public secondary education, there has been challenges encountered with

regard to the education of their children (MoES, 2013). This reflects the problem in the education system

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of Uganda. Many educational stakeholders have been trying to establish the root cause of limited parental

involvement in education but little has been done to create a conducing learning atmosphere at home and

follow up their children at school.

According to the Education Act, 2008 (as amended), parents are obliged to participate in the education

process of their children at school. But some parents do not mind about discussing issues impeding the

education of their children, do not attend PTA meetings discuss with the respective teachers about the

performance of their children (Omara, 2021, p.15). Most of the public secondary schools with functioning

PTAs are mainly dominated by teachers and parents do not have much decision-making. The previous

studies have concentrated on the role of statutory bodies (BoGs & PTAs) without looking at their impact

on the quality of education and academic performance of students (Kisembo, 2014). This has resulted into

poor academic performance of students in public secondary schools.

Nonetheless, the limited involvement of parents in education has negatively affected the academic

performance of their children in UCE of Hoima district yet their involvement increases efficiency and

effectiveness in the learning process (UNEB, 2022). This has left many educational planners and policy

makers questioning the quality of education in these public secondary schools. Despite the significant

efforts by the government to increase access to education by introducing USE in 2007 in Uganda, the

performance remains unacceptably poor. The district continues to lament over the poor academic

performance of public secondary schools. The UNEB results so far available in the district indicates that

those who passed in Division 1 constituted 20% while those who failed at UCE in 2022 stood at 3.4%

(UNEB, 2022) reflecting a gap within the education sector of Hoima district. Due to low involvement in

education, it can be argued that parents need direction to enable them actively get involved in the education

and improve on academic performance of their children. Most of the public secondary schools in the

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district are dominated by illiterate parents who do not understand the value of education and this affects

their involvement in the education affairs of their children

It is against this premise that the study seeks to understand the extent of parental involvement in education

of their children and its implications on academic performance of public secondary schools that are

directly involved in the implementation of USE policy in district and its implications on the quality of

teaching and learning. The study is also envisaged to examine the socio-economic circumstances that

impede parental involvement in education of their children, understanding parent’s perspectives on

secondary education of their children in the context of Hoima district.

Research Questions

i. To what extent are parents involved in the education of their children in public secondary

schools of Hoima district?

ii. What relationship exist between parental involvement in education and academic performance

of their children in public secondary schools of Hoima district?

iii. What are the challenges are encountered by parents when they are involved in the education

of their children in public secondary schools in Hoima district?

Purpose of the Study

The main objective for this study is to examine parental involvement in education of their children in

public secondary schools of Hoima district.

Specific Objectives

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 i. To examine extent of parental involvement in the academic performance of their children in

public secondary schools of Hoima district

ii. To establish the relationship between parental involvement in education and academic

performance of their children in public secondary schools of Hoima district

iii. To analyze the challenges encountered by parental involvement in the education of their

children in public secondary schools in Hoima district

Hypothesis of the study

There is no significant relationship between parental involvement and academic Performance of

children in public secondary schools.

Significance of the Study

Parents: The parents will be able to understand their roles and responsibilities and how they can contribute

to the academic performance of their children.

School Administrators: The study will also enable school administrators and the teaching staff in public

secondary schools to understand that effective parental involvement in education is indispensable and

their level of involvement is critical towards the achievement of school goals and objectives. The study

will further provide insight to parents and school administrators in coming up with appropriate strategies

that encourage parents to actively participate in the education of their children in public secondary schools.

Hence forth, this study will provide insight into how parents with low socio-economic status and high

economic status can actively get involved in the education of their children in public secondary schools

in the district.

Policy Makers: The study will also enable education policy makers and implementers to design policies

that are relevant to the education system of our country and contextualize them to the district setting.

These policies would further enable the MoES to develop policies that encourage effective stakeholder

involvement in education. These policies will further contribute to the empowerment of parents to

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participate in decision-making pertaining to the education of their children and keep close to the school

administration.

Scholars: More so, the study will also contribute to the dearth of existing scholarly literature and

knowledge in research especially concerning parental involvement in education. This will go further to

guide policy makers and implementers about the importance of parental involvement in education affairs

hence helping to improve on the academic performance of their children. Besides the study will also

enlighten teachers, parents and policy makers and other educational stakeholders in the district about the

challenges they encounter which limit their participation in education of their children.

Scope of the Study

The scope of the study will be confined to geographical, content and time scope as indicated below;

Geographical Scope

The study will be carried out in Hoima district. Hoima district is located in Mid-Western Uganda. The

district is bordered by Buliisa district to the North, Masindi to the North East, Kyankwanzi district to the

East, Kibaale District to the South, Ntoroko district to the South West and the Democratic Republic of

Congo across Lake Albert to the West.

Content Scope

The study will cover the extent of parental involvement in the academic performance of their children,

relationship between parental involvement in education and academic performance, the roles of parents

in the education of their children, the challenges encountered by parental involvement in the education of

their children in public secondary schools in Hoima district.

Time Scope

The study will evaluate the period from 2019 2023. It is during this period that Hoima district has

experienced limited involvement of parents in the education of their children and poor academic

performance as also been witnessed in the Uganda National Examinations Board (UNEB). In light of these

challenges, the MoES has continued to support the public secondary schools despite the various education

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policy reforms across the country especially the implementation of USE with the aim of enabling children

from families with low socio-economic status to access education.

Limitation of the Study

Simon and Goes (2013) argues that limitations to any qualitative study are inevitable and emanate from

the scope as well as the adjustments for inclusion and exclusion of the study being undertaken (p.3).

Against this backdrop, this study will only be confined to selected public secondary schools in Hoima

district. Therefore, it will not be possible to generalize the findings of the study undertaken in selected

public secondary schools.

The time may not be enough to cover the entire district and that some of the teachers may also not be

present during interviews. The study is also not likely to investigate other intervening variables yet they

also have a significant influence on parental involvement in education and also impact on the performance

of their children.

Theoretical Framework

Both the parents, school administrators and teachers are involved in the teaching and learning process

which significantly contributes to the performance of their children and are obliged to fulfill their duties

and responsibilities to ensure their children achieve their goals and objectives as stipulated in the

Education Act, 2008 (as amended).

Epstein (2007) argues that parental involvement in education especially at family and community level

play a crucial role in creating an enabling environment for their education of their children and

demonstrates that parents who provide the necessary care and support to their children are those who

demonstrate good parenting skills, communicates with the school administrators, voluntarily spares some

time to visit the school to ascertain what the academic progress and participates in decision-making as

well as collaborating with the community pertaining to the education of their children at school. According

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to Williams (2015) and Mabovula (2008) argues that parental involvement in education enhances parental-

school dialogue, maintains mutual trust and respect and this encourages a shared educational

responsibility. This is critical because parents are considered to be the first educators of their children

beginning with the home that influences the learning and development of their children in the school

setting and goes on for a long time. That is why is imperative for schools to appreciate their roles as parents

in education. When parents are involved in the education of their children, there is a strong relationship

which is established between the home, school and community and this improves on the school

performance and the learning goals and objectives of the teacher (Maples, 2018). It also enables teachers

to understand the characteristic background of these children (p.16).

Similarly, Mugimu (2004) shows that parent behavior is a vital aspect of education decisions undertaken

by parents since the beginning of educational life of their children. Therefore, parents are obliged to keep

communicating with their children, assisting them in their homework, discussing school activities and

educational processes, starting and maintaining communication with the school, controlling the

psychological and social environment which helps in the academic performance of their children in line

with the expectations of the parents, developing attitudes towards the learning process, providing

incentives, managing the free time and allocating extra time for classes both within and outside the school,

voluntarily participating in school events and sharing their experiences as guests in class, participating in

decision making at school and being a PTA member.

The schools operate as heterogeneous in a sense that they own different kinds of resources used in running

the school to improve their superiors and sustain school performance. These resources can be distributed

among competing firms but also enable to explain why some firms consistently outcompete other firms in

terms of performance (Barney, 2001b). Therefore, it is assumed that public secondary schools

countrywide operate as heterogeneous in terms of parental involvement in the education of their children,

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resources they invest in the education, commitment and efforts they contribute towards the education of

their children resulting into inequities in the education process placing children from regions where the

level of parental involvement in education is low to a greeter disadvantage in the learning process which

also affect their academic performance in the examinations.

Conceptual Framework

The conceptual frame work provides a link of the Major components that are assumed to have influence

with one another. The study examines parental involvement (independent variable) which includes

academic support, financial support and moral support. The parents are expected to buy uniforms, Pay

school fees, buy scholastic materials, counselling sessions to their children while at home so as the child

studies at peace. These activities add real value to the child’s academic performance and the school

development at large. However, academic performance is dependent on a combination of factors such as

the effectiveness and efficiency of PTAs, BoGs, parental attitude towards education, student involvement,

effective communication between the school and parents, home activities, teaching and learning

infrastructure and involvement in decision-making at school all influence the level of student performance

in the school. In this Study, the Academic Performance will be measured in form of UNEB Scores,

examination pass rates, frequency of abseentism at school and homework completion rates.

Independent Variables Dependent Variables

Parental Involvement Academic Performance
• Financial Support • Examination pass rates
• Academic Support and test scores
• Moral Support • Grades
(Involvement)

Figure 1: Conceptual Frame work

Source: Adopted and modified from Habeenzu (2022)

Operational Definition of Key Terms

Parental Involvement: This is defined as the rate at which parents get involved in the child’s education

in form of academic support, finance and moral support towards the academic excellence of their children.

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Academic support refers to the parents’ involment in buying scholastic materials for their children,

uniforms purchase and helping their children during home work time at home. Moral support refers to the

parents’ involvement in form of counselling their children, staying in touch with the school management

to have a child study at peace.

Students’ Academic Performance: This refers to the students’ level of academic level of students’

learning. This achievement is measured as to whether students meet the grading level or exceed the rate

of grading.

Financial Support: In this case, it refers to the parents buying books, pens, uniforms, school bag and

other scholastic materials of the students. More so it involves paying fees, development fee, lunch money

and all that which may be required for the well being of the students’ academic success. It will be

interpreted using mean and standard deviation.

Moral Support: It refers to the parents engagement in nurturing the morals, mindset, behaviour

development and others.

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 CHAPTER TWO:

LITERATURE REVIEW

Introduction

This chapter presents with the literature review related to parental involvement and academic

performance of children in public secondary schools in Hoima district. The literature has been extensively

reviewed from scholarly research such as text books, journal articles, publications, magazines, and reports

from MoES, UNESCO, UNICEF, NCDC, NGOs, newspapers, magazines, internet and libraries.

According to Mugenda and Mugenda (1999), the review of literature involves the systematic

identification, location and analysis of information from documents relating to the research study problem

being investigated. The review of literature review is align according to the aims and objectives of the

research study. The researcher clearly brings out the theoretical framework to thoroughly guide her study

and citing the existing knowledge gaps which he intends to bridge.

Theoretical Framework of the study

A theory in the context of this study is epitomized as a statement of relationships produced among

concepts and giving both a framework for understanding and analyzing them phenomenon under

investigation. ……………argues that a theory if the fulcrum which guides researchers throughout the

research process.

The present study will be underpinned by three major theories related to parental involvement and

academic performance of their children. These include: 1. Epstein et al., 2009, 2. Vygotsky’s Socio-

cultural theory (1978) and 3. Bronfenbrenner’s ecological systems theory. These theories shows

significant impact to the present study under investigation and will be critically explored in detail in

relation to the present study as indicated below;

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Epstein’s Parent Involvement Model

Epstein (2002) is a key figure in parent involvement research and practice who developed a

framework of six (6) categories of parent involvement namely; (1) parenting, (2) communicating, (3)

volunteering, (4) learning at home, (5) decision making, and (6) collaborating with the community. This

framework has been crucial in enabling teachers to develop a comprehensive academic programs for

schools and how they will work in partnership with parents of existing children in schools (p.25).

According to him, parenting entails the provision of a health environment to support the learning

of their children and this includes parents playing a crucial role in helping their children to attend school

on a daily basis and schools must enable parents in the community to take parenting seriously and ensure

they take the responsibility of helping their children to study (p.56). When this is attained, families in

Hoima district will be helped to establish home environments that support their children to participate in

active teaching and learning which enhances their academic performance at school.

Communicating is establishing effective two-way communication between the school and the

home and the home and school about programs and children’s progress which must be communicated

regularly to the parents so that they can know how the child is progressing academically. The mode of

communication between parents and teachers includes but is not limited to the use of conferences, clear

policies pertaining the school rules and regulations, and phone calls. According to (Epstein et al., (2002),

when communication is effectively done, children become aware of their own academic performance,

knowing school rules and regulations and improving communication skills. This helps to bridge the

communication gap between the school and the parents. Therefore, effective communication keeps the

parents and teachers together and this could further be realized when parents attend meetings and visitation

dates throughout the year.

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Extent of Parental Involvement in academic performance of children

Parental involvement in education plays a vital role in enabling their children to improve their

academic performance. The previous studies conducted in Eastern Uganda particularly in Mayuge and

Iganga shows that children gain more when their parents are involved in their education matters (Mahuro

& Hungi, 2016). All other educational stakeholders must be involved in enabling children realize their

academic performance and the teaching and learning should be student centered learning.

In agreement with Sekiwu and Kaggwa (2019) in their most recent study findings on parental

involvement in education enhances their academic performance in secondary schools of Tororo district in

Uganda and concluded that parents must be involved in the education of their children if academic

performance is to be improved. Despite the efforts of the Government of Uganda to provide free USE in

public secondary schools across the country, the performance in most of the public secondary schools

implementing USE across the country is extremely poor compared to the private secondary schools.

In districts such as Sheema and Hoima, poor academic performance has affected the

implementation of USE policy despite the fact that the government provides scholastic materials to

students to enhance the quality of teaching and learning across the country.

Mwakililo and Mgaya (2021) argues that parents must participate in school statutory organs

including BoGs and PTAs especially in decision making pertaining to the running of the school (p.54).

According to Sayid (2011), when parents participate in the education of their children, it enhances a sense

of ownership through active involvement in school activities. This is known as Parent community

participation in decision-making which helps to improve on the academic performance of students and

school improvement.

In affirmation with Epstein (2001), participation in decision making is considered to be one aspect

of parental involvement in the education of their children. Therefore, both concepts are interlinked in the

context of this study and will be examined. The parents also gain knowledge of the existing school policies

and regulations that govern their children while at school.

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 According to Titus (2018), in his findings on parental involvements in education and academic

performance of their children in Kenya Certificate of Education shows that 40% of the parents participated

in the education of their children and that low participation of parents in the education of their children

affected the academic performance of their children to the extent that the performance stood at 14.1%

(p.8). UNEB (2020) indicates that in 2019, 4.8% of the students who sat for UCE passed in Division I

constituted 12.1%, Division II were 21.2%, Division III were 24.7%, Division IV were 36.4% and

Division 9 accounted for 5.6%.

This suggests that academic performance in public secondary schools countrywide remained poor

despite the efforts of the Government of Uganda to provide free USE and scholastic materials for the

students. In Hoima district, the majority of the UCE candidates who performed well were mainly from the

Private Secondary schools compared to public secondary schools which demonstrated poor performance.

The results further indicates that that 27842 candidates passed in Division I constituting 8.4%, 58575

passed in Division II representing 17.6%, 77289 representing 23.2%, 14321 passed in Division IV

representing 43% while 26136 which translated into a failure rate of 7.8% countrywide (UNEB, 2020).

Against this backdrop, the researcher is prompted to investigate the parental involvement in education and

academic performance of their children in Hoima district. Epstein (2001) argues that parental involvement

in education is a partnership between the schools and parents that are beneficial to the school climate and

academic program improvement.

This enhances the level of school attendance and contributes to the transformation of student

discipline in the school setting. The previous studies have further demonstrated that parental involvement

in education of their children can result into the teachers increased understanding of the children,

community and understanding of how schools operate and opportunities for two-way communication

between the school and parents.

Celalettin (2019) argues that helping children to do their homework is one of the typical forms of parental

involvement in education of their children. In agreement with Tiwari1 and Tiwari (2020), parental

15
involvement is crucial, valuable and a strong factor which enhances the academic performance throughout

the education cycle of children (p.90).

The previous scholarly research have demonstrated that when parents get involved in education,

their children perform better which becomes crucial factor for developing into social, healthy,

knowledgeable, responsible, caring and citizens of high moral integrity.

Similar studies in Ghana have also demonstrated that good performance in subjects such as

Mathematics and English in secondary schools are attributed to parental involvement and enabled then to

excel in their career prospects hence demystify the belief that children do not want their parents to get

involved in their education affairs (Chowa, Ansong, & Osei-Akoto, 2012, p.3). The present study will

compare the measures of parental involvement in children’s academic performance in all subjects taught

at school and whether their involvement in children’s homework related activities contributed to their

academic performance or not will be revealed by the study results.

Sayid (2011) points out clearly that the specific type of parental involvement in education that

some parents already have the necessary knowledge and skills which could contribute to the cognitive

development and enhance the motivation if the school managers and administrators are committed towards

demonstrating creating education and awareness to all parents about the vital role of home-based parental

involvement and how it contributes to the positive academic performance of their children.

Singh and Banerjee (2019) shows that parental involvement in education has a significant impact

on the academic performance of children in secondary schools. This suggests that parental involvement

has a significant effect on tests performance and academic assessment of students (p.15). According to

Sekiwu and Kaggwa (2019), through parents and schools, parents play a crucial role towards the education

of their children and should maintain the highest degree of control pertaining to the education of their

children, hiring teachers to teach their children and equip them with the necessary knowledge and skills

for better performance in the examinations.

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 However, contemporary education demands that schools and families do not work in isolation but

rather work in partnership and share common issues pertaining the education of their children. Thus, it is

imperative to point out that parental involvement is linked with the home environment and school which

contribute to the academic performance of children, language acquisition skills and social competence

development skills.

One lacuna surrounding this present study is despite the crucial roles played by parental education

towards the academic performance of children worldwide, most public secondary schools particularly in

developing countries such as Uganda the parents are rarely involved in the education of their children and

this negatively affects their academic performance. Twaweza (2014) indicates that 43% of parents in

Uganda do not check the homework of their children and only 28% check the homework of their children

once in a week while 12% of the parents endeavors to the check the homework of their children.

Mugumya et al., (2022) describes parental involvement as a crucial concern that needs immediate

attention of various state and non-state actors in the education sector of developing countries both at the

international, regional, national and local levels and ensure that legislation is enacted to enhance parental

involvement in the education of their children (p.79). Despite the above, the previous studies conducted

in developing countries have demonstrated that policy implementation and their effects on the quality of

teaching and learning not always yielded positive outcome. The poor socio-economic hardships have

always acted as a hindrance towards parental involvement in education of their children. Parental

involvement can be difficult especially when parents and schools fail to have the necessary knowledge,

and skills which could enhance academic performance of children (Mahuro & Hungi, 2016). In developing

countries such as Uganda, due to high levels of illiteracy and poverty, many parents still find it difficult

to get involved in the education of their children and lack the knowledge and skills which could be applied

to support their children in doing their homework.

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 Due to low levels of education combined with absenteeism, most parents still find it difficult to

help their children in their homework since they did not attend school and are living in poor socio-

economic status. Bwire (2012) argues that poverty can be a serious obstacle to parental involvement in

education of their children.

In affirmation with Mugumya et al., (2022), parents living in poor socio-economic status are

expected to be less active in the education of their children and have less time for academic interaction of

their children to find out how they are progressing academically at school. However, the present study

will demonstrates that these barriers to parental involvement in education of their children could be

overcome when parents are empowered to support their children while at school and that the more they

get involved in education of their children, they more they see themselves as teachers hence helping to

improve on the academic performance of their children.

The current curriculum for secondary education in Uganda critically emphasizes practical or hands

on training to children so that they can be able to overcome unemployment when they acquire practical

skills in particular subjects which could result into one joining technical vocational training institutes after

UCE results (NCDC, 2022). Arguably, the skills gained from school can also be practiced at home rather

than remaining with theoretical knowledge throughout their school time hence becoming meaningful to

their parents and themselves as children. In this way, the Ugandan government is committed to

overcoming education related barriers which could impede children from getting employed in the world

of work.

18
 CHAPETR THREE:

RESEARCH METHODOLOGY

Introduction

This chapter deals with the research study methodology deals with the research methodology that will be

employed for the study. While Yin (2015) states that study methodology is step by step approach that

provides solution to a research problem. Therefore, this chapter presents the research design, area of study,

study population, sampling and sampling techniques, data collection methods and instruments, quality

control methods, validity and reliability, data management and processing, data analysis and procedures,

data analysis, ethical considerations, limitation of the study. The study will also identify the constructs the

study will take especially as moderating factors.

Research Study Design

According to Babbie and Mouton (2001), a research design is an architectural blueprint that is followed

by construction of a building which specifies the materials needed, the cost of purchasing them, and lay

out of the building. Wagner et al., (2012), contends that a research design is a process through which the

research goes through putting into consideration the study variables both independent and dependent

variables and the suitability of the methodology to be adopted either qualitative or quantitative.

This study will adopt a cross sectional study design utilizing a combination of qualitative and quantitative

approaches of data collection given the nature of hypothesis to be tested. The design is fits well in enabling

the investigator carry out the study on the gendered poverty and inequality in public and private secondary

schools. This study design is preferred because it enables the researcher to collective enough information

within a short period of time. The selected design will provide in-depth narrative and content rich data

necessary for this study. It is against this background that a qualitative approach will be adopted since it

enables experienced participants to share firsthand information with the investigator about the subject

matter under investigation to produce better quality data. Denzin and Lincoln (2005) argues that

19
qualitative approach provides insightful perspectives of issues the researcher investigates in their own

context and the meaning an individual attaches to them. On the other hand, quantitative approach enables

the investigator to measure and analyzed the data collected from the field. The correlation between

independent and dependent variables will be critically explored during analysis with the main objective

of analyzing the study findings. Quantitative research will be employed to test the research questions given

its effectiveness in testing the ability to measure statistical data.

Locale of the Study

The study will be carried out in Hoima district located in Mid-Western Uganda. Hoima district is boarded

by Buliisa district in the north, Masindi district to the northeast, Kibaale district to the south, Ntoroko to

the southwest and the Democratic Republic of Congo across Lake Albert.

The district will be chosen because it has five (5) public secondary schools that are directly involved in

the implementation of USE. These include: Buseruka SSS, Sir Tito Winyi SSS, St. Thomas Mores SSS,

Buhanika Seed School, and Kakindo SSS. It is also the ancestral home of the researcher. The researcher

will concentrate on parental involvement as an independent variable while academic performance will be

considered as a dependent variable but will also explore on other factors which significantly affect the

performance of children in public secondary schools in the district. Critical emphasis will also be put on

tests and scores in the final examinations.

Study Population

A Study population is a group of people with similar variables or characteristics or for which results can

be generalized (Creswell 2012, p.142). The study population will be comprised of teachers, head teachers,

deputy head teachers, parents/guardians, former students, inspectors of schools, District Education Officer

(DEO), SMC/BoG, etc. These participants will be selected using purposive sampling putting into

consideration the gender, age, position of responsibility in the education sector of Hoima district, location

of their schools to which they are attached in order to have wider perspective of parental involvement in

education of their children.

20
Sample Size Determination

According Creswell (2012), a sample size is a subgroup of the target population that the researcher plans

to study for generalizing about the target population (p.142). In this study, a total of 300 participants’ both

male and female will be chosen to participate in the study. The sample population will consist of current

students from different levels in secondary schools in Hoima district. The key informants will include 15

parents of respondents, 50 current students, and 10 former students of the schools where respondents were

still students, 05 head teachers and 05 class teachers and, 16 SMC/BoG from the sampled schools giving

a total of 281 key informants. Five (05) secondary schools will be sampled from Hoima district will

include Buseruka SSS, Sir Tito Winyi SSS, St. Thomas Mores SSS, Buhanika Seed School, and Kakindo

SSS.

Sampling Techniques and procedures

In this study, both purposive and random sampling techniques will be employed to collect data from study

participants. Purposive sampling will be employed when selecting key informants (KI) due to their wide

knowledge and experience on the subject matter under investigation. Creswell (2014) argues that

purposive sampling technique are important when conducting phenomenological studies whose main

objective is to identify and clarify phenomenon (p.148). Random sampling will be employed when

selecting students both current and former while convenience sampling technique will be employed when

selecting secondary schools both public and private to participate in the study.

The inclusion criteria will be all those teachers registered with the MoES with experience of 2 years or

more who teach in public secondary schools. The exclusion criteria will be any teacher not registered with

the MoES will be excluded from this study. Therefore, the selected study participants will be required to

have adequate knowledge and information about the subject matter under investigation and will also be

selected based on their position of responsibility in the education sector of Hoima district.

21
Data Collection Methods and Instruments

Data collection methods and instruments forms an important aspect of the research process both

qualitative and quantitative approaches of data collection (Yin, 2015, p.137, Amin, 2005). The data will

be collected using closed and open ended questionnaires.

Questionnaires

According to Amin (2005), a questionnaire is a form consisting of interrelated questions prepared by the

investigator about the research problem under investigation in line with the study aims and objectives

(p.269).

A questionnaire will be prepared to collect information from the study participants. According to Kothari

(2004), a questionnaire allows in-depth interviews to be conducted, provides firsthand information from

the participants and that the investigator is able to gain more insight and experience within a short period

of time.

Both closed and open-ended questionnaires will be employed during data collection. The close-ended

questionnaire will be used when collecting information from teachers. The closed ended questionnaires

are important because they enable the investigator to collect comprehensive information from the target

group. While open ended questionnaires will be employed to collect information from Key Informants

because of their wide knowledge and experience on the subject matter under investigation (Kothari, 2004).

The questionnaires will be pre-tested in public and private secondary schools outside the study area (in

this case Hoima District) before the commencement of data collection exercise to enable comments on

question wording, clarity of questions and adequacy of the instruments in addressing the research problem.

The Research Assistants will take part in the pre-testing to ensure hands on training in use of the study

tool and other protocols.

22
Interview Method

An interview guide is a qualitative, in-depth interviews of people selected for their firsthand knowledge

about a topic of interest (Yin, 2015). Amin (2005) suggests that interviews ensure probing for more

information, clarification and capturing facial expression of the interviewees. Yin (2015) also argues that

interview guides when used very well serves as a conversational guide, producing a “guided conversation”

(p.147). In this study open ended interviews will enable in-depth questioning and resolution of

contradictory responses (Horton et al., 2004). And will be administered to primary and key informant

participants during data collection. The investigator will choose English because the target group is more

comfortable speaking and writing in English.

Document review

Document review plays a crucial role in the design of subsequent primary research and can provide a

baseline with which to compare the collected primary data results can be compared to other methods

(Amin, 2005). The investigator will analyze and examine different scholarly literature related to the study

thematically. These will include reports from MoES, reports from both the HDLG and NGOs/CSOs,

publications, journal articles and internet sources.

Focus Group Discussion

A Focus Group Discussion is a qualitative research method that brings together a predetermined group of

participants to discuss a specific set of issues in a moderated setting (Yin, 2015; Hennink, 2007). In this,

study participants will be comprised of 6 – 12 participants drawn from different secondary schools and

other education departments of Hoima district. These will be selected based on their wide experience and

knowledge on the focal topic under investigation. The investigator will be the lead moderator in taking

the unstructured discussion assisted by the research assistants. According to Yin (2015), the moderator

introduces the topic, try to induce the participants to freely express their views and opinions, controls

digressions and stops break-away conversations during the discussion while the rest of the team are taking

23
notes from the interviews (p.149). In this study, a total of five (5) FGDs will be conducted in the study

area. Marshall and Rossman (2011) argues that when more than one person participates in the discussion,

a wide variety of information is got compared to a few participants and this enables to follow-up and seek

clarification where possible (p.145). The FGD enables the investigator to collect a wealth of information

that can be gained at minimal cost of the target group and enables flexibility in designing questionnaires

and following-up participants (Hennink, 2007).

Observation Checklist

Observation is a method of data collection from the target group in their natural setting using his/her own

eyes, senses and drawing conclusions easily (Yin, 2015). Direct observation will be employed by the

investigator to observe the general student enrollment in secondary schools. Brinkerhoff (2003)

conceptualized participant observation as an instrument of research which consists of three elements,

observing participating and meaning of human behavior. The investigator will critically scrutinize any

information regarding the parental involvement in education of their children such as meeting minutes,

attendance lists, etc.

Data Quality Control Methods

To ensure a research instrument measures what it is supposed to achieve from the field study, the

investigator will put into consideration validity and reliability of the instruments. To measure validity, the

investigator will formulate the research questionnaire before starting fieldwork. They will be shared with

the research supervisors, colleagues and experts in gender and education to comment on the questionnaire

wording, depth and its effectiveness in addressing the research aims and objectives. This will help to

minimize the possible errors that can be committed while filling in the questionnaires.

Validity of Instruments

According to Creswell et al., (2014), validity assess the accuracy or truthfulness of the study results in

relation to what it is supposed to measure. The investigator will design a questionnaire, share it with the

research supervisor, colleagues, academic experts who will advise on the questionnaire wording and

24
depth. The comments raised will be used in making some important modifications in the research

questionnaire. The investigator will carry out careful planning to ensure that he gets the necessary

information related to the study variables while putting into consideration the administrative and logistical

procedures.

Reliability of Instruments

Reliability is the extent to which the research study has the potential to produce credible findings and

interpretation of phenomenon under investigation (Amin, 2005). Lincoln and Guba (2011) states that the

essence of reliability for qualitative research studies lies with consistency of the study findings. In this

study, to measure consistency, the investigator will use simple, clear and precise language which the

participants can understand easily. Before commencing actual fieldwork, the investigator will conduct a

pilot study outside the study area (in this case Hoima District). These instruments will be piloted for

content, concurrency, validity and reliability.

Amin (2005) suggests that pre-testing should measure the extent to which the instrument produces

consistent scores when the same group of individuals is repeatedly measured under the same conditions

(p.285). The investigator will pre-test a minimum of 10 questionnaires. The outcome of the pre-testing

will enable to make important modifications in the questionnaire. All this will help ensure consistency

and easy way of understanding the research instruments.

Data Analysis

This study will be analyzed using Statistical Package for Social Sciences (SPSS) for processing. The data

collected will be reviewed and checked for completeness before data entry. The data will be coded and

entered into using SPSS version 21 for processing. Quantitative data will be processed and summarized

into graphs, pie-charts, excel spreadsheet. The frequency tables and percentages will be used to determine

the socio-economic demographic characteristics of participants. Kothari (2004) argues that although data

coding is difficult, it’s important to reduce the bulk of raw data into small, manageable files. This enables

the investigator to quickly retrieve relevant parts of it.

25
Ethical Considerations

In order to validate this study ethically, this study will put into consideration some research ethics or

norms. Approval to conduct the study will be obtained from Bugema University Research and Ethics

Committee. All participants will be required to sign an informed consent form prior to the start of

interviews. There will be no monetary incentives given to the participants. Their participation will also be

voluntary and will have right to participate or withdraw from the study in case they will not be willing to

participate. However, but this will not affect the study results.

The permission to review and extract information will also be sought from the school administrators and

managers. Since access to information will be sensitive issue, the participants will be assured to their

confidentiality. A written statement of consent will be read and signed by participants as evidence of

having consented to participate in the study. While in the school environment, the investigator will come

into contact with teachers, BoG, students and parents but will respect the teaching ethics. Lincoln and

Guba (2011) postulates that research study may be affected by other unethical behaviors which could have

detrimental effect on participants and these unethical practices in research studies reflect poorly on the

profession of those being interviewed.

In summary, the above chapter summarises the methodology that will be employed during data collection.

The chapter is arranged thematically as per the study aims and objectives.

26
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 APPENDIX 1: Questionnaire for Parents
I Kugonza Joyce, a Master of Education Management Student (M.E.d.) at Bugema University Kampala.
Iam Researching on the topic: Parental Involvement and Students’ Academic Performance at UCE
In Public Secondary Schools In Hoima District, Western Uganda, whereby you have been selected to
take part in. The information from this study will be used for education purposes. The information given
will be treated with confidentiality.

Please do not write your name in this paper.

Instructions: Tick (✓) in as appropriate
Section A.
1. Gender?
a) Male ( )
b) Female ( )
2. What is your age group (Years)?
a) Below 30yrs ( ) b) 30-45years ( ) c) 46-40years ( ) d) 61 and above ( )
3. What is your level of education?
a) No Formal education ( ) b) Primary ( ) c) Secondary ( ) d) Tertiary education ( )
SECTION B: Variables of the Study
Use the scale provided below to answer the following questions. As you answer state the extent to which
your are involved in schools and school related activities on a five point scale of strongly disagree to
strongly agree. 1=strongly disagree (SD), 2=Disagree (D), 3=Not sure (NS), 4=Agree (A), 5=Strongly
Agree (SA). Please tick in the appropriate box to indicate your answer.
S/N Financial Support 1 2 3 4 5
1. I pay school fees on time for my child
2. I provide school uniform to my child
3. I provide lunch money to the schools for the child to
have meals
4. I provide tour money to the school where needed
5. I pay development fund to the schools for my child
6. I pay transport money for my child to and from schools
Academic Support
7. I provide text books to my child at schools
8. I create an ample home environment for studying for the
children
9. I provide scholastic materials such as books, pens to my
child while at school
10. I monitor my child at home to ensure that he/she
participates in doing assignments and home work
11. I provide extra teaching to the children while at home
12. I take time to listen to my children challenges that they
face while at school
Parental involvement in Child Moral development
13. I actively follow up my child through the school staff

32
14 I offer counselling sessions to my child twice a week
15. I involve my child during budgeting at home
16. I take part in school policies development
17. I attend school Parents Teachers Meetings
18. Iam involved in school budgeting
19. I show great interest in my child’s behavior at school
20. I always welcome back my child back home every day

33