Abstract:
Pupils’ Academic Performance is a challenge in public primary schools in
Ndorwa County-Kabale District in Uganda. The research sought for views
of different stakeholders in primary education parental roles in pupils’
learning. Specifically, how parents’ support to pupils may be a solution to
poor performance of pupils from selected primary schools in Ndorwa
County-Kabale District in Uganda. The study used cross-sectional survey
design as the basis for collecting and analyzing both qualitative and
quantitative data. A sample size of 322 respondents was derived from a
population of 2000 using purposive and simple random sampling. The
research data got analyzed in form of frequencies, percentages, means, and
standard deviations. Qualitative data was analyzed using content analysis,
quotations, and thematic analysis. The results revealed that students from
highly involved family members significantly outperformed those with
family members who were not involved according to scores of PLE, class
7. Furthermore, parental roles had a positive relationship on pupils’
academic performance at school. The low-income levels of some parents
and attitudes towards education were the main challenge. In order to
reduce pupils’ poor academic performance, the study recommended that,
parents’ supportive resourcefulness in conjunction with pupils’ academic
performance, government of Uganda should create policies that ensure
parental involvement, and community partnership programs to empower
parents and support Children’s education. The practice of parents’
supportive resourcefulness in pupils’ studies needs to be in tandem with
deliberations from the ministry of education policies, district education
officer’s regulations and schools’ administration directives. Parents need
to check their contribution to pupils with schools’ advice.
