Parents’ role in pupils’ academic performance in Uganda

Kahunzire, Evangelist; Asiimwe, Solomon M.; Kiyingi, Frank P.

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dc.contributor.author	Kahunzire, Evangelist
dc.contributor.author	Asiimwe, Solomon M.
dc.contributor.author	Kiyingi, Frank P.
dc.date.accessioned	2024-04-15T12:35:20Z
dc.date.available	2024-04-15T12:35:20Z
dc.date.issued	2023-03-06
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/1014
dc.description	European Journal of Education and Pedagogy	en_US
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	European Journal of Education and Pedagogy	en_US
dc.subject	Parents’ supportive resourcefulness	en_US
dc.subject	Pupils’ academic performance	en_US
dc.subject	Primary schools	en_US
dc.title	Parents’ role in pupils’ academic performance in Uganda	en_US
dc.type	Article	en_US