The Role of Parent in Learner’s Achievement in Science

CHAPTER ONE

Objectives of the Study

Main Objective of the Study

The main objective of this study was to investigate the role of parents’ involvement in educational processes and its influence on secondary schools learner’s achievement in science in Central Educational Foundation in Ga West Municipal Assembly, in Amasaman.

Specific Objectives of the Study

To explore the school methods through which parents are involved in supporting learners academic
To investigate the contribution of parents involvement in learner’s achievement in science in Central Educational Foundation in Ga
To examine the difference in academic performance between secondary school students who receive parental support from students who completely do not receive it

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

This chapter includes a review of the literature in relation to the study’s issue, which is discussed in the part on the idea of parental involvement in education. The notion of community participation, global studies on parental involvement in their children’s education and its impact on students’ academic achievement, theoretical perspective, and conceptualization on parental involvement are all covered in this chapter. The chapter also includes conceptual framework, synthesis, empirical research at the global level, studies in Ghana, and knowledge gaps.

Theoretical Perspectives

The Theory of Community Participation

The theory of community participation was established by Arnstein in 1969. The theory was intended to describe the significance of citizen participation or involvement in enhancing social development. An effort to increase involvement of citizens in their communities is a global phenomenon in response to decentralization policy (Stukas & Dunlap, 2002). Community participation may include some form of involvement of people or parents, in decisions making that affects their lives and welfare. This is particularly important when parental participation in programs and activities which directly affect students’ academic achievement. Arnstein (1969) argues that it is only rational to give control of affairs and decisions to people most affected by them. It is believed that community participation brings many lasting benefits to people instead of only a means of getting things done. Arnstein (1969) associates citizen participation with citizen power and control as the redistribution of power that enables the have-not citizens, presently excluded from the political and economic processes, to be deliberately included in the future. This suggests that parents’ participation helps to promote sense of ownership and control of school among them. For the same reason, the schooling of our children should be owned and supported by both the teachers and the parents.

Wilson and Wilde (2003) identified some dimensions of community participation namely influence, inclusivity, communication and capacity. The idea of influence from Wilson and Wilde suggests the importance of partnerships in which parents take their active role in all decision making and direct support to children academic achievement. This implies that close teacher-parents communication can strengthen the partnerships through effective ways of sharing information with the parents. The capacity as an important element in partnerships provides the significance of resources required from the parents in terms of both material and moral support to their children in school activities.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter presents the summary of the study, conclusions and recommendations based on the study findings. The purpose of the study was to find out the modality of parental involvement in educational processes and its effect on secondary school students academic performance in Ga West Municipal Assembly in Amasaman. The specific objectives of the study were reformulated into the following research questions;

Whatare the school’s ways in which parents’ are involved in supporting learners in academic development?
Whatis the contribution of parental involvement in school learner’s achievement in science in Central Educational Foundation in Ga?

Isthere any difference in academic performance between secondary school students who receive parental support from students who completely do not receive it?

5.1 Summary of the Study Findings

Research objective one examined the school’s modalities through which parents’are involved in supporting learners academic development. The responses were collected through interviews and questionnaires administered to the teachers, school committee members and head teachers. The majority of the participants (63.0%) agreed that parents and guardians were practically involved in various programs meant to support learners in their academic The study revealed that there were several schools’ ways in which parents’ were involved in supporting learners in their academic development. The modalities were the parental participation in school committees; providing direct support to students in the forms of finance and materials; provision of food supply while at school; supporting students home work assignments; and finally through the parental visits to school to discuss with teachers on children academic matters. However, the parental participation in school committees as decision making bodies was mentioned by the most people on matters related to learner’s achievement in science.
Research objective two examined the contribution of parental involvement inlearner’s achievement in science in Central Educational Foundation in Ga. The data was collected to assess whether parental involvement contributed anything in the academic performance of the secondary school students. The questions were administered to secondary school teachers, head teachers and the parents. The findings indicated that majority of participants agreed that students academic achievement differ between those receiving parental supports from those without family The study on how parental involvement contributed in promoting learners academic performance. On the contribution of parental involvement in promoting learners academic achievement, the following were the responses direct academic support on students increases students’ academic achievement (pass rates) especially in their (Terminal and Final) examinations; promotes students school attendance and finally increases achievement of skills and knowledge; finally increases parental follow-ups of their children school achievement and discussion with teachers on issues related students school matters, particularly students disciplinary issues and learning resources availability. The majority of the participants found that parental involvement in academic matters of their children contributed and promoted to the academic achievement. They referred the students’ academic achievement they contributed were in the forms of students pass rates in terminal and final examinations results. The majority of the parents said that they had never bought textbooks for their children personal private study. However, the role of parents in supplying educational resources for their children open up the cage of restricting children from private study while at home because some schools do not allow students to borrow such resources.

On the other hand, majority of the parents said that they never visited schools to discuss with the teachers on academic matters concerning their children academic well fare. There were no parents who visited schools more than once a week for the well fare of the participants. There were different levels of parental awareness on the importance of education. That means some parents did not know the importance of parental involvement in school matters thus, neglected to pay visits to schools. In addition, some parents misunderstood or shifted their roles and responsibilities to teachers who were also too occupied with school activities.

Researchobjective three assessed the difference in academic performance between secondary school students who receive parental support from students who completely do not receive Majority of the participants agreed that there obvious difference in academic performance between secondary school students who receive parental support from students who completely do not receive it. Based on WAEC pass rate criteria, school academic performances were much better for the 2022 academic year compared to those in the 2021 academic year. The students academic performance were higher in schools A and D than in schools B and C where the respondents in schools B and C admitted that the levels of parental involvement were lower in their schools for reasons elaborated above.

The researcher wanted to know how parents involvement in educational processes lead to difference in academic performance between secondary school students who receive parental support from students who completely do not receive it. Several explanations for the difference in students’ performance were given. These included the reason that some parents provided academic assistance at home was in the form of assisting homework assignments given to students. Secondly, the parents provided learning resources such as textbooks, school uniforms, writing materials etc. Thirdly, some parents ensured close students follow ups through frequent visits on matters related to their school achievement such as attendance, performances, doing assignments and projects, behavioural performance etc. In those visits, the parents and teachers conducted discussions on students’ academic well fare. Finally, some parents provided infrastructural support in the form of financial contributions for the construction of classrooms; laboratories and dormitories.

Conclusions

Firstly, although schools used several modalities through which parents’ were involved in supporting learners academic development, the parents involvement in school committees’ pre-dominantly yielded positive influence. The parental participation in school committees as decision making bodies was mentioned by the most people on matters related to school academic achievement. However, the parental involvement in academic matters of their children contributed and promoted to their academic achievement. In addition, the frequent parental visits to school have contributed to the teachers on academic matters concerning their children academic well fare than other mechanisms used.

Secondly, the students’ academic achievement differed between those who received parental supports from those who did not receive academic assistance. Parents did not have a tendency to buy textbooks for their children to facilitate their personal private study. The parents in supplying educational resources for their children open up the cage of restricting children from private study while at home because some schools do not allow students to borrow such resources for their private usage.

Thirdly, the difference in academic performance between secondary school students who received parental support from students who completely did not receive it was clear. The learner’s achievement in sciences were higher in those schools whose students receive academic assistance from the parents than schools without such support.

Theoretical and Practical Implications of the Study

Theoretically, the findings of this study are considered significant because it can help in providing empirical information in identifying and explaining the various family background variables and the influence of the variables on students’ academic achievement. Similarly finding informs the existing school situation especially in school management. This will help in better understanding of the phenomenon. Moreover, it is expected that the findings will help to explain the functionality of the home backgrounds and their contributions to students learning of mathematics subjects. Family members should promote and make home conducive learning environments for their children.

Practically, the finding suggests that parents and family members and teachers to work together and provide the students with appropriate guidance especially while at home. The finding suggests that the teachers should realize the necessity of individualizing their teaching by structuring their teaching methods and instructional resources to take care of the divergent parental backgrounds of the students. Therefore, teachers and family members should cooperate to academically support the children for mathematics learning.

In addition, the study suggest that parents and guardians should make good use of home background environmental factors that can helpful in improving students’ mathematics learning. Some attitudes and academic achievements of students towards mathematics learning were influenced by home background factors. They should spare time to support academically with students while at home. This will act as a check on increasing low academic performance among students, occasioned by the fact that some parents, teachers and counsellors do not have adequate knowledge/input required of them. The school administrators should formulate workable school policies and practices that would regulate and provide educational opportunities for all children irrespective of their family background in the distribution of equipment, facilities and amenities to schools.

Recommendations

In the light of the study findings, conclusion and the limitations of the study, the following recommendations were made for administrative action and for further research.

Recommendations for Administrative Action

Based on the findings from the study;

Itwas recommended that useful modalities, through which parents’ can be involved in supporting learners academic development, should be For example, the parents should make frequent visits to school in order to discuss with teachers on matters concerning children academic achievement. In addition, the parents should participate in school committees’ bodies which are closely concerned with children academic well fare than other school development projects.
It was recommended that the parents should take up their responsibility to buyresources such as textbooks for their children to facilitate their personal private The provision of educational resources for their children open up the cage of restricting children from private study while at home because some schools do not allow students to borrow such resources for their private usage.
Itwas recommended that parental assistance to their children was the only step we can take to reduce the difference in academic performance between secondary school students who received parental support from students who completely did not receive

Recommendations for Further Research

Taking into account the limitations of this study, further research studies are recommended in the following areas.

The current study investigated the modality of parental involvement in educational processes and its effect on secondary school learner’s achievement in science in Central Educational Foundation in Ga West Municipal Assembly in Amasaman. It is recommended to conduct a study that would cover both private and public schools in order to provide a broader understanding of the problem. It is advisable to include wider geographical area in which two or more regions could be mapped
Although the current study was mixed in nature, it largely contained qualitative methodology with little or no testing of hypotheses. It is therefore recommended to conduct a quantitative study in order to test the modality of parental involvement in educational processes and its effect on secondary school learner’s achievement in science in Central Educational Foundation in Ga West Municipal Assembly in Amasaman. Testing of hypotheses through quantitative approach could help to facilitate generalization of the findings over larger geographical

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary of the Study Findings

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