The relationship between parents involvement and student academic performance in Uganda, Lyantonde district

education

The issue of parents’ involvement in learners’ academic performance has become the subject of intense debate globally, triggering a contest for academic performance systems that are responsive to the changing demands of school administrators and other stakeholders. This article focuses on the relationship between parents’ involvement and student academic performance in Lyantonde district, Uganda. The study utilised a mixed method research approach, employed a descriptive survey which attempts to describe what is in the social system such as a school and investigated the parents’ involvement in different schools. The study indicated that there is a moderate positive and significant relationship between parents’ involvement and student’s academic performance (r= .477 and sig.value (sig.000) and parents’ involvement contributes up to 27.7% of students’ academic performance. The study explored how parents are influential in the academic performance of their children. The study concluded that parents should engage themselves in their children’s education, fathers should be equally involved in their children’s education so as to enhance performance, parents should consequently improve education activities at home, and increase their participation in education activities at school. School progress with children, paying school dues, actively monitoring and helping in school work enhances students’ academic performance. The study recommended the following: parents who are not involved in education of their children’s education should be constantly sensitized while those who are involved should be encouraged to continue doing so, teachers and school administrators should also be trained on the value of parents involvement in school activities of their children.

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