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Abstract
The purpose of this study was to establish the relationship between parents’ provision of scholastic materials and pupils’ academic performance in selected primary schools in Kyotera Town Council. The researchers adopted a cross-sectional survey design where both qualitative and quantitative approaches were used. Census and purposive sampling technique were used to select a sample of 71 teachers and 4 head teachers of the selected schools. The major instruments used in the study were a Likert scale type questionnaire which was filled by teachers as well as an interview guide for head teachers. Validity of the research instrument was computed and results were found to be .86 while the reliability obtained was .948. The study utilized SPSS to analyze descriptive data which was presented in form of tables with frequencies and percentages. Equally, a Pearson Product Moment correlation coefficient analysis was conducted to establish the relationship between variables. From the findings, the correlation between parents’ provision of scholastic materials to children and academic performance was found to be moderate (r = 0.461, N = 71, p = .00 < 0.01). It is being concluded that there is disparity in parents’ provision of scholastic materials to their children and this also obtains in the diversity within pupils’ academic performance. Thus, the study recommends that the parents and teachers associations (PTA) should ensure that children are provided with basic scholastic materials so that that all pupils can learn efficiently.
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References
- Ahmad, M. O. (2013). Somali parents and parental involvement in compulsory schools in Flen, Sweden [Master Thesis]. Uppsala University, Department of Earth Sciences.
- Anne, M., Thingur, R., Njagi, A., & Ngunu, S. (2012). Parental involvement and primary school academic performance in Teso North District. International Journal of Science and Research (IJSR), 3(8).
- David, W. I (2007). Education psychology. New Jersey: Prentice Hall Inc.
- Denga, D. I. (1986). Guidance and counselling in school and non-school setting. Calabar, Centaur Press Ltd.
- Duncan, K, Kenworth, A. & McNamara, R. (2012). The effect of synchronous and asynchronous participation on students’ performance in online accounting courses. Journal of Accounting Education, 21(4):1-19. DOI:10.1080/09639284.2012.673387
- Education Act 13 (2008). For Free Primary, Primary and Post Primary Education Department, Parental Involvement: Title 4. Non-Regulatory Guidance. No Child Left Behind USA.
- Farooq, M. S., Chaudhry, A. H., Shafiq, M. & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school Level. Journal of Quality and Technology Management. 7(2), 1‐14. https://www.researchgate.net/publication/284150574_Factors_affecting_students'_quality_of_academic_performance_A_case_of_secondary_school_level
- Global Education Monitoring Report (2014). Teaching and learning: Achieving quality for all; EFA global monitoring report, 2013-2014. https://unesdoc.unesco.org/ark:/48223/pf0000225660.
- Kasekende, F. (2014). Managing psychological contract in the public service in Uganda. Directorate of Research and Graduate Training School, Makerere University, Kampala Uganda.
- Koech, P. K. (2014). Parents and teachers’ roles in preschool children’s education in Kenya. How can it be defined? Asia Pacific Journal of Education, Arts and Sciences, 1(4). https://www.academia.edu/8553229/Parents_and_teachers_roles_in_preschool_children_s_education_in_Kenya_How_can_it_be_defined
- Koros, P. K., Ngware, M. W., & Sang, A. K. (2009). Principals and students’ perceptions on parental involvement in financial management in secondary schools in Kenya. Quality Assurance Education, 17(1), 61-78
- Kyotera District Education Sector Report (2017).
- Lamas, H. A. (2015). School performance. Propósitos Y Representaciones, 3(1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74
- Lesanjir, B. M. (2013). Factors influencing academic performance of girls in public primary schools in Sereolipi Zone in Samburu County, Kenya (Masters’ thesis) University of Nairobi, Nairobi.
- Manasi, E., Ndiku, J., Sang, A., & Ejakait, E. (2014). The influence of parental involvement in provision of teaching learning resources on educational outcomes: An empirical study of Teso North sub-county primary schools. International Research Journal, 5(9), 333-360.
- Mbiti, D. M. (2007). Foundations of school administration. Nairobi: Oxford University Press.
- Ministry of Education and Sports, Uganda (2001) A Report on the Development of Education.
- Ministry of Education and Sports. (2012). Evaluating and improving the quality of education. Part 5: How well do we support our ow well do we support our learners? A guide to evaluating and improving access, equity and inclusion. https://www.education.go.ug/utsep/wp-content/uploads/2020/03/how-well-do-we-support-our-learners-part5_tcm76-38170.pdf
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- Muhuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3: 1264170. http://dx.doi.org/10.1080/2331186X.2016.1264170
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- Nyarko, K. (2011). Parental involvement: The case of Ghana. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 378.
- Osei-Akoto, I., Chowa, G., & Ansong, D. (2012). Parental involvement and academic performance in Ghana. Youth save research brief, CSD publication No. 12-42.
- Redman, T. C. (2008). Statistics in data quality. Wiley stats: Wiley Online Library.
- Republic of Kenya. (2013). Basic Education Act. https://planipolis.iiep.unesco.org/sites/default/files/ressources/kenyabasiceducationactno_14of2013.pdf
- Saunders, M. G., & Epstein, J. L. (2000). Building school-family community partnerships in middle and high school. In M. G. Sanders (ed), School students placed at risks: Research, policy and practice in the education of poor and minority adolescents, Mahwah. NJ: Lawrence Erlbaum associates.
- Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. J. Pers Assess., 80(1), 99-103.
- Uganda National Examination Board. (2014). The achievement of primary school pupils in numeracy and literacy in English.
- UWEZO. (2014). Are our children learning? Literacy and numeracy in Uganda. https://uwezouganda.org/wp-content/uploads/2020/09/2013-ALA-Report.pdf
- Van Voorhis, F. L. (2001). Interactive science homework: An experiment in home and school connections. NASSP Bulletin, 85 (627), 20-32. https://doi.org/10.1177/019263650108562703
- World Bank. (2008). Guiding principles for implementing school based-management programs. Washington. D.C World Bank. http:/www.worldbank.org/education/economicsed
References
Ahmad, M. O. (2013). Somali parents and parental involvement in compulsory schools in Flen, Sweden [Master Thesis]. Uppsala University, Department of Earth Sciences.
Anne, M., Thingur, R., Njagi, A., & Ngunu, S. (2012). Parental involvement and primary school academic performance in Teso North District. International Journal of Science and Research (IJSR), 3(8).
David, W. I (2007). Education psychology. New Jersey: Prentice Hall Inc.
Denga, D. I. (1986). Guidance and counselling in school and non-school setting. Calabar, Centaur Press Ltd.
Duncan, K, Kenworth, A. & McNamara, R. (2012). The effect of synchronous and asynchronous participation on students’ performance in online accounting courses. Journal of Accounting Education, 21(4):1-19. DOI:10.1080/09639284.2012.673387
Education Act 13 (2008). For Free Primary, Primary and Post Primary Education Department, Parental Involvement: Title 4. Non-Regulatory Guidance. No Child Left Behind USA.
Farooq, M. S., Chaudhry, A. H., Shafiq, M. & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school Level. Journal of Quality and Technology Management. 7(2), 1‐14. https://www.researchgate.net/publication/284150574_Factors_affecting_students'_quality_of_academic_performance_A_case_of_secondary_school_level
Global Education Monitoring Report (2014). Teaching and learning: Achieving quality for all; EFA global monitoring report, 2013-2014. https://unesdoc.unesco.org/ark:/48223/pf0000225660.
Kasekende, F. (2014). Managing psychological contract in the public service in Uganda. Directorate of Research and Graduate Training School, Makerere University, Kampala Uganda.
Koech, P. K. (2014). Parents and teachers’ roles in preschool children’s education in Kenya. How can it be defined? Asia Pacific Journal of Education, Arts and Sciences, 1(4). https://www.academia.edu/8553229/Parents_and_teachers_roles_in_preschool_children_s_education_in_Kenya_How_can_it_be_defined
Koros, P. K., Ngware, M. W., & Sang, A. K. (2009). Principals and students’ perceptions on parental involvement in financial management in secondary schools in Kenya. Quality Assurance Education, 17(1), 61-78
Kyotera District Education Sector Report (2017).
Lamas, H. A. (2015). School performance. Propósitos Y Representaciones, 3(1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74
Lesanjir, B. M. (2013). Factors influencing academic performance of girls in public primary schools in Sereolipi Zone in Samburu County, Kenya (Masters’ thesis) University of Nairobi, Nairobi.
Manasi, E., Ndiku, J., Sang, A., & Ejakait, E. (2014). The influence of parental involvement in provision of teaching learning resources on educational outcomes: An empirical study of Teso North sub-county primary schools. International Research Journal, 5(9), 333-360.
Mbiti, D. M. (2007). Foundations of school administration. Nairobi: Oxford University Press.
Ministry of Education and Sports, Uganda (2001) A Report on the Development of Education.
Ministry of Education and Sports. (2012). Evaluating and improving the quality of education. Part 5: How well do we support our ow well do we support our learners? A guide to evaluating and improving access, equity and inclusion. https://www.education.go.ug/utsep/wp-content/uploads/2020/03/how-well-do-we-support-our-learners-part5_tcm76-38170.pdf
Mugumya, D. (2014). Parents’ involvement and students’ academic performance in Ryakasinga centre for higher education – Sheema district – Uganda. A masters’ Dissertation, Uganda Management Institute. http://umispace.umi.ac.ug/bitstream/handle/20.500.12305/128/MUGUMYA%2C%20Duncans.pdf?sequence=
Muhuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3: 1264170. http://dx.doi.org/10.1080/2331186X.2016.1264170
National Assessment of Progress in Uganda. (2015). The achievement of primary school pupils and teachers in Uganda in numeracy and literacy in English. https://www.education.go.ug/utsep/wp-content/uploads/2020/03/4.-NAPE-2015-Report.pdf
Nyarko, K. (2011). Parental involvement: The case of Ghana. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 378.
Osei-Akoto, I., Chowa, G., & Ansong, D. (2012). Parental involvement and academic performance in Ghana. Youth save research brief, CSD publication No. 12-42.
Redman, T. C. (2008). Statistics in data quality. Wiley stats: Wiley Online Library.
Republic of Kenya. (2013). Basic Education Act. https://planipolis.iiep.unesco.org/sites/default/files/ressources/kenyabasiceducationactno_14of2013.pdf
Saunders, M. G., & Epstein, J. L. (2000). Building school-family community partnerships in middle and high school. In M. G. Sanders (ed), School students placed at risks: Research, policy and practice in the education of poor and minority adolescents, Mahwah. NJ: Lawrence Erlbaum associates.
Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. J. Pers Assess., 80(1), 99-103.
Uganda National Examination Board. (2014). The achievement of primary school pupils in numeracy and literacy in English.
UWEZO. (2014). Are our children learning? Literacy and numeracy in Uganda. https://uwezouganda.org/wp-content/uploads/2020/09/2013-ALA-Report.pdf
Van Voorhis, F. L. (2001). Interactive science homework: An experiment in home and school connections. NASSP Bulletin, 85 (627), 20-32. https://doi.org/10.1177/019263650108562703
World Bank. (2008). Guiding principles for implementing school based-management programs. Washington. D.C World Bank. http:/www.worldbank.org/education/economicsed