Parental Engagement as a Predictor of Academic Performance among Secondary School Learners in Sheema District, Uganda

IF 0.9 4区心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY

American Journal of Psychology Pub Date : 2023-03-18 DOI:10.47672/ajp.1377

D. Mugumya, Emmanuel Karooro, A. Mwesigye

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Abstract

Purpose: Globally, parents' engagement in their children's education has been found to result in improved academic success. This study investigated the prediction effect of parental engagement on students’ academic performance in government grant-aided secondary schools in Sheema District, South Western Uganda. Methodology: The study used quantitative approach employing cross-sectional survey design. Participants included senior four students, parents of senior four students, and teachers teaching in senior four class. The participants were selected using simple random sampling technique. Data on parental engagement and learners’ academic performance were collected using a 5-point Likert scale questionnaire. Findings: Study results indicated a statistically significant effect of parental engagement in provision of basic needs (t = 5.242, p< .05), academic communication (t = 6.116, p< .05), decision making (t = 5.834, p< .05), infrastructural development and maintenance at school (t = 5.525, p< .05), provision of conducive learning environment (t = 6.819, p< .05), provision of adequate learning resources (t = 6.167, p< .05) on learners’ academic performance. However, the combined effects of parental engagement aspects did not significantly predict learners’ academic performance. The results imply that parental engagement in learners’ educational pursuit should be encouraged so as to enhance learners’ academic performance. Recommendation: It is therefore recommended that school programmes that can compel parents to participate in educational activities should be deliberately instituted so as to enhance academic performance among learners.

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乌干达希马区中学生父母参与度对学业成绩的预测

目的：在全球范围内，父母对孩子教育的参与已被发现能提高学业成绩。本研究调查了乌干达西南部希马区政府补助中学家长参与对学生学习成绩的预测作用。方法：本研究采用了横断面调查设计的定量方法。参与者包括四年级学生、四年级学生的家长和在四年级上课的老师。参与者采用简单的随机抽样技术进行选择。使用5分Likert量表收集了父母参与度和学习者学习成绩的数据。研究结果：研究结果表明，父母参与提供基本需求（t=5.242，p＜0.05）、学术交流（t=6.116，p＜.05）、决策（t=5.834，p＜0.005）、学校基础设施开发和维护（t=5.525，p＜005）、提供有利的学习环境（t=6.819，p＜05），提供足够的学习资源（t=6.167，p<.05）对学习者的学习成绩。然而，父母参与方面的综合效应并不能显著预测学习者的学习成绩。研究结果表明，应鼓励家长参与学习者的教育追求，以提高学习者的学习成绩。建议：因此，建议有意识地制定能够迫使家长参与教育活动的学校计划，以提高学习者的学习成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

1.30

自引率

7.70%

发文量

期刊介绍： The American Journal of Psychology (AJP) was founded in 1887 by G. Stanley Hall and was edited in its early years by Titchener, Boring, and Dallenbach. The Journal has published some of the most innovative and formative papers in psychology throughout its history. AJP explores the science of the mind and behavior, publishing reports of original research in experimental psychology, theoretical presentations, combined theoretical and experimental analyses, historical commentaries, and in-depth reviews of significant books.