The Effect of Parental Involvement On Student Performance.

THE EFFECT OF PARENTAL INVOLVEMENT ON STUDENT PERFORMANCE.
A CASE STUDY OF BIINA ISLAMIC SCHOOL
BY
NAKYOBE SANDRAH
13/2/323/D/067
A RESEARCH REPORT SUBMITTED TO THE FACULTY OF SOCIAL SCIENCES IN

PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF A
BACHELORS DEGREE IN SOCIAL WORK AND SOCIAL ADMINISTRATION
OF NDEJJE UNIVERSITY
AUGUST, 2016
DECLARATION
I NAKYOBE SANDRAH (13/2/323/D/067) of Ndejje University declare that this report is my

original work and has never been submitted to any university or any institution of higher learning
for any academic award.
SIGNATURE ..
DATE .
APPROVAL
This research proposal is NAKYOBE SANDRAHs work and has been done under my
supervision.
Signature ..
Date ..
Ms. NAKIJOBA ROSEMARY
(University Supervisor)
DEDICATION
This research proposal is dedicated to my beloved parents; father Mr. Ssalongo Baliruno
Nicholas and mother Mrs. Nalongo Namutebi Jane, may the Almighty Lord bless you
abundantly.
ACKNOWLEDGEMENT
First and foremost I would like to acknowledge the Almighty God for the support and guidance
He has provided me up to this level I have reached now.
I wish to express my sincere heart gratitude and appreciation to my parents parents; father Mr.
Ssalongo Baliruno Nicholas and mother Mrs. Nalongo Namutebi Jane for their guidance and
support financially, emotionally and spiritually. May God grant them all their hearts desire.
I am greatly indebted to my supervisor Ms. Nakijoba Rosemary for the guidance and reviewing
my proposal during the process of my proposal writing.
Not forgetting my friends Ssenyonga Godfrey, Kaboni John, Tusabe Claudia, Nakazibwe
Nashiba, Tony and Nabunya Fausta.
TABLE OF CONTENTS
DECLARATION..............................................................................................................................i
APPROVAL.....................................................................................................................................ii
DEDICATION................................................................................................................................iii
ACKNOWLEDGEMENT..............................................................................................................iv
LIST OF TABLES.........................................................................................................................vii
LIST OF FIGURES......................................................................................................................viii
ABSTRACT...................................................................................................................................ix
CHAPTER ONE..............................................................................................................................1
GENERAL INTRODUCTION........................................................................................................1
1.0 Introduction................................................................................................................................1
1.1 Background of the study............................................................................................................1
1.2 Statement of the Problem...........................................................................................................4
1.3 Purpose of the study...................................................................................................................5
Specific objectives...........................................................................................................................5
1.4 Research Questions....................................................................................................................5
1.5 Scope the study..........................................................................................................................6
1.5.1 Geographical scope.................................................................................................................6
1.5.2 Content Scope.........................................................................................................................6
1.5.3 Time scope..............................................................................................................................6
1.6 Significance of the study...........................................................................................................6
1.7 Definition of key terms..............................................................................................................7
1.8 Conceptual frame work..............................................................................................................8
CHAPTER TWO.............................................................................................................................9
LITERATURE REVIEW.................................................................................................................9
2.0 Introduction................................................................................................................................9
2.1 Ways to involve parents in school activities..............................................................................9
2.2 The challenges faced by children that hinder their performance.............................................12
2.3 The possible solutions to improving parents involvement in school activities......................14
CHAPTER THREE.......................................................................................................................18
METHODOLOGY........................................................................................................................18
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3.0 Introduction..............................................................................................................................18
3.1 Research design.......................................................................................................................18
3.2 Area of the Study.....................................................................................................................18
3.3 Study population......................................................................................................................18
3.4 Sample Size.............................................................................................................................19
3.5 Sampling Procedure.................................................................................................................19
3.6 Sources of data.........................................................................................................................19
3.7 Data collection methods and instruments................................................................................20
3.7.1 Questionnaire........................................................................................................................20
3.7.2 Interviews.............................................................................................................................20
3.7.3 Data collection instruments..................................................................................................20
3.8 Data Process, Analysis and Presentation.................................................................................21
3.8.1 Data processing,....................................................................................................................21
3.8.2 Data analysis.........................................................................................................................21
3.8.3 Data presentation..................................................................................................................22
3.9 Anticipated limitations.............................................................................................................22
CHAPTER FOUR.........................................................................................................................23
PRESENTATION AND INTERPRETATION OF DATA.............................................................23
4.0 Introduction..............................................................................................................................23
4.1 Biographical data.....................................................................................................................23
4.1.1 Gender of the respondents....................................................................................................23
4.1.2 Age group of the respondents...............................................................................................24
4.1.3 Marital status of the respondents..........................................................................................24
4.1.4 Religious affiliation of the respondents................................................................................25
4.1.5 Education level.....................................................................................................................26
4.1.6 Findings on who the respondents are in Biina Islamic School.............................................27
4.1.7 Findings on how long the staff have worked in Biina Islamic School.................................28
4.2 How parents are involved in school activities in Biina Islamic School..................................29
4.2.1 Whether parents are involved in school activities in Biina Islamic School..........................29
4.2.2 How parents are involved in school activities in Biina Islamic School...............................30
4.2.3 Why parents are not involved in school activities at Biina Islamic School..........................31
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4.2.4 Who to blame for students performance in Biina Islamic School.......................................32

4.3 The challenges faced by children that hinder their performance in Biina Islamic School......32
4.3.1 Findings whether children face any challenges that hinder their performance in Biina
Islamic School...............................................................................................................................33
4.3.2 The challenges faced by children in Biina Islamic School...................................................33
4.3.3 Findings on who is in charge of solving these challenges faced by children that hinder their
performance in Biina Islamic School............................................................................................34
4.4 The possible solutions to improve parents involvement in school activities in Biina Islamic
School............................................................................................................................................35
4.4.1 Findings on whether parents involvement is needed for children to perform better in Biina
Islamic School...............................................................................................................................36
4.4.3 Possible solutions to improve parents involvement in school activities in Biina Islamic
School............................................................................................................................................36
CHAPTER FIVE...........................................................................................................................38
DISCUSSION, CONCLUSION AND RECOMMENDATIONS.................................................38
5.1 Introduction..............................................................................................................................38
5.2 Discussion of Findings............................................................................................................38
5.2.1 How parents are involved in school activities in Biina Islamic School...............................38
5.2.2 The challenges faced by children that hinder their performance in Biina Islamic School...39
5.2.3 The possible solutions to improve parents involvement in school activities in Biina Islamic
School............................................................................................................................................39
5.3 Conclusions..............................................................................................................................40
5.4 Recommendations....................................................................................................................40
5.5 Area of further study................................................................................................................41
REFERENCES:.............................................................................................................................42
APPENDIX I: QUESTIONNAIRE...............................................................................................44
LIST OF TABLES
Table 1: How parents are involved in Biina Islamic School..........................................................31
Table 2: Why parents are not involved in school activities in Biina Islamic School.....................32
Table 3: The challenges faced in slum areas of Katanga suburb, Kampala district.......................34
Table 4: Who is in charge of solving these challenges faced by children that hinder their
performance in Biina Islamic School............................................................................................35
LIST OF FIGURES
Figure 1: Showing the gender of the respondents.........................................................................23
Figure 2: Showing age groups of respondents...............................................................................24
Figure 3: Showing marital status of the respondents.....................................................................25
Figure 4: Showing religious affiliation of the respondents............................................................26
Figure 5: Showing education level of the respondents..................................................................27
Figure 6: Who the respondents are in Biina Islamic School..........................................................28
Figure 7: How long the staff members have worked in Biina Islamic School..............................29
Figure 8: Showing findings on whether parents are involved in school activities in Biina Islamic
School............................................................................................................................................30
Figure 9: Whether children face any challenges that hinder their performance in Biina Islamic
School............................................................................................................................................33
Figure 10: Showing whether parents involvement is needed for children to perform better in
Biina Islamic School......................................................................................................................36
ABSTRACT
This research was about the effect of parental involvement on student performance and the study
looked at Biina Islamic School as the study area. The objectives were; to find out how parents
are involved in school activities, challenges faced by children that hindered their performance
and possible solutions to improving parents involvement in school activities in Biina Islamic
School.
Research design sought to explain the variable by associating it with the study and this was used
because the researcher was interested in explaining why and how the variables behave the way
they do. Descriptive research design described the variable which was under study. The sample
size was selected from study population with the help of stratified random. Sampling, the sample
size was 50 respondents whose structure was; local council leaders, community members
respectively. The researcher used a stratified random sampling procedure during the study. While
carrying out the study, the researcher employed a variety of methods among which included
questionnaires, interviews and observation.
Data collected was edited for accuracy and completeness which was mostly done manually. This
was done by translating the answer in questionnaire into a form that could be manipulated to
produce statistical data and this involved editing, tabulation among others.
Using the study findings, it was indicated that majority of the respondents selected attending
PTA meetings as the best way parents are involved in school activities. The best way parents are
involved in school activities in Biina Islamic School is through attending PTA meetings which
only happens once in a year which is not enough for parent involvement.
It was concluded that majority of the respondents agreed that parents involvement is needed for
children to perform better in Biina Islamic.
The research also recommends a strong parent teacher partnership for students to excel in
mathematics. Parents should also set realistic expectations on their childrens performance. These
high expectations motivate their child to perform well in school. The confidence they have in
their children builds their own confidence in their academic abilities and makes them more likely
to succeed.
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CHAPTER ONE
GENERAL INTRODUCTION
1.0 Introduction
This research was about the effect of parental involvement on student performance and the study
looked at Biina Islamic School as the study area.
This chapter presented the background of the study, statement of the problem, purpose of the
study, objectives of the study, research questions, scope of the study, significance of the study
and the definition of key terms.
1.1 Background of the study

Globally education was originally considered as a public good that had to be provided by the
governments with limited direct participation of other stakeholders, including parents but most
international conventions ascribe the responsibility to both the state and parents. However, this
trend changed in the mid 1970s when leading economists in European universities and donor
agencies began to criticize governments direct involvement in service delivery (Adongo, 2006).
The governments were criticized for mismanagement, inefficiency, corruption, lack of planning
and related problems. Consequently, in the 1980s there was a shift to community involvement in
service delivery.
The changing trend led to renewed interest from parents in the arena of education. A study
conducted by Feyfant and Rey (2011) in Scottish schools concluded that for more than 10 years
preceding 2006 (and perhaps in subsequent years), parents role in school was the main factor
responsible for school market in this sense meaning the popularity of the school. From
Ugandas experience, the popularity of schools is so much linked to how many first grades a
school may achieve in given consecutive years. This prompted the researcher to assess the
influence of parents on the academic performance of students in secondary schools. In relation to
the foregoing arguments, until the past two decades, secondary education in Uganda was largely
provided by the government that also had the core responsibility of ensuring that academic
1
performance of students is improved continuously. However, whether government aided or

private, schools rely heavily on parents financial and managerial contribution. Unless all
stakeholders are involved, school achievements including students performance may not be
realized.
The history of the role of parents in school management and active involvement in the academic
performance of their children in Uganda today can be traced to the Education Policy Review
Commission (EPRC, 2009) report. Their responsibility revolves around financial mobilization,
discipline and monitoring the performance of the school. Parents are said to be partners, clients,
consumers and educational assistants in as far as management of schools is concerned (Thomson,
2010). However, in Sub -Sahara Africa, due to extreme poverty parents may not afford providing
school materials or paying tuition fees which fund is used to pay teachers, buy scholastic
materials and laboratory equipment.
Parents have been seen participating directly or indirectly in their childrens education, in school
and at home. In United States of America, studies emphasised the importance of parental
involvement in school (Patrikakou et al., 2012). This indicates that parental involvement is an
important and positive force in a child's life. Children tend to spend many years in school where
there are tasks to be accomplished, people to socialize and be socialized by and competencies to
be developed. But without suitable and ample support from the parents, learning can be a
difficult task.
Parents provision of scholastic materials and students academic performance Provision of
scholastic materials was the last objective included in the study. According to Kalule John (2013)
scholastic materials facilitate and supplement the teaching and learning activities. Babirye (2006)
noted that parents can still participate by enhancing the implementation of the school curriculum
in a way of contributing towards scholastic materials. The extraneous variables in this study
included up bringing styles, supervision of homework, proper feeding, provision of health and
sanitation ensuring good morals, encouraging regularity, provision of school uniform. These too
contribute towards performance being influenced by parental participation. In this study the
dependent variable was academic performance. Kaggwa (2003) defined academic performance
as the quality and quantity of knowledge, skills, techniques and positive attitudes, behaviors and
philosophy that students achieve. This achievement is evaluated by the mark or grade that
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students attain in tests or examinations done at the end of the topic, term or year or education
cycle. Kalule John (2006) explained that the scores and grades that each student obtains measure
the degree of achievement. This means that the students output in terms of grades, scores in tests
and internal examinations, national examinations, subject contests, seminars, quizzes and debates
reflect his or her academic performance. Poor academic performance according to Aremu et al
(2003) is a performance that is adjudged by the examinee/testee and some other significant as
falling below an expected standard. Aremu (2000) stresses that academic failure is not only
frustrating to the students and the parents, its effect are equally grave on the society in terms of
dearth of manpower in all spheres of the economy and politics.
Parents are required to play a role not only in the promotion of their own childrens achievements
but more broadly in school improvement. That is a significant indicator of the quality of
schooling. Desforges, (2003) in his research concluded that parental involvement made a
significant unique contribution to childrens academic achievement. Parental attitude translates
into childrens attitude towards school and learning and therefore it is of utmost importance to
incorporate this element in all policies and programs related to education. Given that parents
have limited influence over the childs peer relationships, direct parental influence remains an
opportunity to leverage those factors for the benefit of the child, including their academic
achievement. According to the existing research, a lot of investigations have been made in
several countries in primary and secondary schools but nothing is known about parental
involvement and students academic performance in secondary schools in Kampala District. The
current research therefore sought to expand knowledge on parental involvement and students
academic performance in secondary schools in Kampala district, Uganda.
Asikhia (2010) adds that parents play and determine to a very great extent the academic
achievement and overall success of their children. But in Mutungo Biina parents seem to differ
from that. Their childrens education is a no bother to them as long as the government can put a
structure called a school. The parents shy away from their responsibilities of paying fees, having
a two way communication between home and school regularly, being full partners in decision
making that affect their childrens performance in school, contributing towards buying scholastic
materials, discipline of children at home and pointing them towards the great use of education for
bright future. But without suitable and ample support from the parents, learning can be a difficult
task .
Mutugo Biina is endowed with public secondary schools which offer a place for every child to
have an opportunity to have good education that will lead him or her to a higher level of
education in life but this is becoming a problem because of less parental involvement hence low
academic achievement due to poor grades. Most of the students are lying in the fourth grade,
third grade and failures according to Uganda National Examination Board standard. Basing on
the real situation in Mutungo Biina, as stated by the UNEB, (2012), there need for parents to rise
and take the mantle in their hands for the educational field to boost among secondary schools and
benefit all the students.
1.2 Statement of the Problem

According to Epstein (2009), ample research evidence suggests that most parents want their
children to succeed in school and in order for them to be good partners in their childrens
education, they yearn to obtain more information from schools. Likewise, most students at all
school levels, whether it being elementary school, middle school or high school level, want their
families to be familiar and acquainted partners about schooling. The positive effects that parental
involvement has on students academic achievement appear to be undeniable. Therefore, it
should be a top priority for parents and schools to establish and maintain a strong partnership
between schools and homes.
Parent involvement in a child's education is consistently found to be positively associated with a
child's academic performance. This is due to the fact that student performance is affected by poor
school environment, lack of proper supervision by the administration and parents, students
attitudes towards schooling, and so many others. This has lead to school dropouts and poor
grades. Results of the Ministry of Education, Science, Technology and Sports in Uganda
revealed that almost half of the students failed in examinations (MoESTS, 2010). Besides, of the
passing students a significant majority secured less than 50 per cent marks.
Parent involvement in a students education is consistently found to be positively associated with
a child's academic performance (Hill & Craft, 2003). Specifically, children whose parents are
more involved in their education have higher levels of academic performance than children
4
whose parents are involved to a lesser degree. The effect of parent involvement on academic
success has not only been noted among researchers, but also among policy makers who have
integrated efforts aimed at increasing parent involvement into broader educational policy
initiatives. Since education is one of the key factors for the countrys development, it goes
without saying how important it is for students to do well in school. Therefore, it was interesting
to study the effect of parental involvement on student performance in Biina Islamic School.
1.3 Purpose of the study

The main purpose of the study was to examine the effects of parental involvement on student
performance in Biina Islamic School.
Specific objectives
i.
To assess how parents are involved in school activities in Biina Islamic School.
ii.
To identify challenges faced by children that hinders their performance in Biina Islamic
School.
iii.
To suggest possible solutions to improving parents involvement in school activities in

Biina Islamic School.
1.4 Research Questions

i.
How are parents involved in school activities in Biina Islamic School?
ii.
What are the challenges faced by children that hinder their performance in Biina Islamic
School?
iii.
What are the possible solutions to improving parents involvement in school activities
Biina Islamic School?
1.5 Scope the study

1.5.1 Geographical scope
It was conducted in Biina Islamic School. This was one of the top government primary schools
found in the heart of Mutungo Biina, Kampala. It was found near Butabika mental hospital. Due
to its strategic location, the area was much suitable for the study topic.
1.5.2 Content Scope

The study examined the effects of parental involvement on student performance in Biina Islamic
School.
1.5.3 Time scope

The study covered a period of two years which are between 2013-2015. This period was selected
because the researcher felt that it would be long enough to collect relevant information that
helped in the study.
1.6 Significance of the study

The research was of great importance to various groups, this is further discussed as shown
below;
The research was important to Biina Islamic School because the administration and government
would be able to see the loopholes in their system and come up with alternatives measures to
solve childrens performance.
The research benefited the parents who will look at their mistakes of less or no involvement at all
in their childrens education. With the study they were able to be involved.
Teachers were also able to find out where they had always been going wrong and also be able to
involve the parents of the children in their education.
The research was of great importance to the researcher because it helped her to acquire research
skills that she could apply in conducting research in other subjects, skills like developing
questionnaires, interacting with new people and get the necessary information and analyzing
data.
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The study also enabled the researcher partially fulfill the requirement for award of a degree in
social work and social administration.
The study also benefited policy makers such as the Ministry of Education, Science, Technology
and Sports for example in planning and development, and other government organizations to
come up with effective means to bring parents closer to their childrens performance.
The research also benefited the academicians who were interested in carrying out research about
the same topic about the effects of parental involvement on student performance.
1.7 Definition of key terms

Parenting: Parenting is the process of taking care of children until they are old enough to take
care of themselves, the things that parents do to raise a child.
Student performance: Student performance in a case method course may be assessed along a
variety of dimensions including class participation, individual written work on papers and exams,
and group activities such as projects and presentations.
1.8 Conceptual frame work

INDEPEN`DENT VARIABLE
DEPENDENT VARIABLE
Parental involvement
Attending class day meetings
with teachers and students
Supervising homework given
to children
Following up with childrens
performance in class
Cater for school requirements
and fees
Student performance
Good grades
Self esteem
Involvement in school activities
Daily attendance, etc
INTERVENING VARIABLES
Other factors
Peer pressure
Teaching policies
Government policies
Source: Adopted from (Robbin, 1998)

According to the conceptual frame work above, types of parental involvement was
conceptualized as the independent variable, student performance as the dependent variables and
other factors that can affect student performance rather than parental involvement as the
intervening variables.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presented the principles and concepts that had been explored and brought up by
various scholars in the existing literature on the effects of parental involvement on student
performance.
2.1 Ways to involve parents in school activities

One kind of parental involvement is school-based and includes participating in parent-teacher
conferences and functions, and receiving and responding to written communications from the
teacher. Parents can also serve as school volunteers for the library or lunchroom, or as classroom
aides. In one survey, almost all teachers reported talking with children's parents either in person,
by phone, or on open school nights and sending notices home (Becker & Epstein, 2012). These
methods, along with requests for parents to review and sign homework, were most frequently
used to involve parents.
There are many things that can be done to improve parental involvement at the secondary level,
but the success of any program will be tied directly to the support and encouragement of the
principal (Lewis, 2008). "Principals are key contributors to helping parents and other educators
understand each other" (Duncan, 2012). "Ultimate responsibility for creating harmony between
the school and the home rests with the principal" (Campbell, 2008). By the school being more
aware of the circumstances of nontraditional families, better communications can be established.
One thing that the school can do is to let the parents handle parenting responsibilities and the
school handle the educational responsibilities. Also, by working with the parents more, the
school will have a better idea of what the parents can and cannot do. More realistic expectations
for out-of-school projects is an example of this (Wanat, 2012).
Single parents often do not have the time, money, or knowledge to help children with projects.
For example, many mothers do not have equipment or skill to plan science fair experiments or
construct woodworking projects, and fathers may not be able to help design and sew costumes
for the school play (Wanat, 2009).
Another important item is communication. More communication between the school and home
are needed, but specific types of communication are important. Two-way informal exchanges
between teacher/parent are much more effective than one-way communication from the teacher
(Wanat). Also, friendly contact should be established with parents early in the year before
something has happened that makes it necessary for the teacher to contact the parent (Wherry,
2012).
There are many ways that a school can improve communications. One way is for the school to
sponsor a parent/student fund raising. Parents and students working side-by-side gives them a
chance to talk, and hopefully the teachers and schools will also be included in this important
exchange. Also, parent/teacher organizations can be an avenue to reach parents. Parents who
attend parent/teacher meetings are able to get to know their child's teachers better. Another
avenue sometimes overlooked is inviting parents to volunteer. By doing this, the school is letting
them know that they are wanted, needed, and welcomed at the school. Many parents are more
than willing to share their knowledge of occupations, foreign travel, special skills and hobbies.
They just want to be asked. Alumni events have been shown to be an excellent way to improve
parent/community involvement and a way to raise needed money.
Former students may appreciate the opportunity to return something to their school. One popular
program is parent classes, which can help parents with parenting ideas/problems,
homework/tutoring strategies, drug education, and improving communications skills. These
classes can help the parent, student, and school. Invitational events can encourage people to get
involved with the school that might not otherwise.
Grandparent day is one such invitational event that has met with success (Stouffer et al., 2012).
An open house program at school can bring in parents, and it is very important to greet these
visiting parents face-to-face as quickly as possible. Also, greeting visitors with a sign in their
own language can make a big impression. Find out the languages spoken by students and parents
and put up a sign with all languages on it. Another way to help parents feel genuinely wanted and
welcomed is to establish parent advisory groups.
People like to know that their input is valued. Also, the school could set up a parent center in the
school stocked with resources to help parents. This is one way the school can say we care. In
10
addition, the school could recognize what parents are doing to help the students and praise them
for their efforts. People like to know that someone takes the time to notice and appreciate what
they were doing (Wherry, 2012).
One very important way that parents can become involved in their student's work is through the
use of computers. This is a new world opening up for a lot of students as well as their parents.
They can learn about this exciting world together. One thing that is necessary is to make sure the
programs used are at the correct grade level and that there is a lot of variety (Rickelman & Henk,
2011).
There are several things that have been suggested for populations that are at-risk. These
populations have a great number of uneducated people, drug addicts, alcoholics, and child
abusers. The ideas already presented may not work for this sector of the population, and they
may need special consideration. The first thing the school can do is to meet the parents where
they are by assessing the parent's needs and providing programs to meet those needs. Having a
workshop on Good Parenting Skills in English simply will not work when offered in a district in
which Spanish is the main language spoken. The school will need to make a greater effort to get
to know the parents individually. Someone from the school may actually have to go door-to-door
to make the invitation as personal as possible so that the parents will feel welcomed. Also, the
school should "offer a broad range of activities to encourage support and participation, including
nonthreatening, low-commitment opportunities" (Vandergrift & Greene, 2012). Making the
parents feel as comfortable as possible is an important step.
Results from the Arizona At-Risk Pilot Project suggest that the most effective means to involve
parents are ones that (1) establish a personal rapport between someone from the school and the
parent and (2) do not initially require high levels of commitment or participation (Vandergrift &
Greene, 2012). When parents, students, and the school work together, it is possible to accomplish
great things at the secondary level. Everyone reaps the benefits! "When both parents and
teachers work together, communicate and build a family and school partnership, parents, teachers
and children benefit from the outcome" (Gelfer, 2011).
The main benefit of parental involvement is the improved achievement of the student. According
to Loucks (2010), "Research shows that parent involvement in the school results in improved
11
student achievement". There it is in a nutshell: if the parent shows concern, it will translate into
greater achievement on the part of the student. The more that the parent becomes involved with
the teacher, school curriculum, and administration, the better the parent feels about the school.
The parent will have an increased sense of pride in the school and the community. The more the
parent learns about the way the school functions, the more the parent will understand the
educational process and educational decisions. The parents and the school become allies and are
able to be of mutual benefit when it comes to dealing with difficult students and situations. The
parents are also more supportive of the school with financial support as well as support of bond
issues and other leeway levies (Stouffe, 2009). The more the parent becomes involved and learns
about the school, the more the parent can help the student. The parents are able to "increase their
understanding of child development in areas of physical, social, emotional and cognitive
development" (Gelfer, 2011). This helps to provide a bond between home experiences and the
educational program. When the parents understand how the child develops, they are better able
to provide a more positive and exciting home environment. The parents may even want to learn
more and possibly attend the parent classes provided by the school. This type of situation can
produce a positive spiral of success for the parent, school, and student.
2.2 The challenges faced by children that hinder their performance

The first thing you learn when you become the parent of more than one child, is no two children
are the same. Some children come out of the womb and seemingly know what they want and
how to express it, while others have great difficultly articulating what they want or need. As
learners, some children seem to have a keen ability to adapt to every situation; others are thrown
by the smallest change in routine. Some children are able to work independently, while others
depend heavily on parent or teachers assistance to accomplish the smallest task. Nurturing a
child to become an independent learner is an often bumpy road. It is very difficult to sit back and
watch your child fail, when the goal is to succeed.
Many schools lack adequate teaching and learning resource and facilities suitable for children in
their learning environment. These include lack of properly ventilated classrooms, furniture
suitable for children, kitchen, safe clean water, play ground, toilets and play material
(International Association for the Education of Young Children, 2011). This implies that teachers
do not have adequate teaching and learning resources to enable them to implement the
12
Curriculum effectively. This affects implementation of Curriculum negatively as creation of a

sustainable learning environment helps deprived children to improve their academic performance
(Offenheiser & Holcombe, 2003).
Malnutrition and ill-health are factors associated with the socio-economic factor. These factors
can significantly damage the cognitive processing ability of children. Children whose processing
capacity is impacted by ill-health and malnutrition may require more hours of instruction to learn
various skills. As such, implementation of early childhood education may prove critical
especially low income countries (Van de Linde, 2005).
Socio-economic differences affecting effective implementation of education also cut across
regions, with some being labeled marginalized or Arid and Semi Arid Lands (ASAL). Regional
disparities have significant role in facilitating access to early childhood care and education,
where enrollment levels in rural and marginalized areas are low in comparison to those in the
urban areas. Children from the marginalized communities in rural Arid and Semi Arid Lands
(ASAL) suffer from lack of access to early childhood education. One typical example is nomadic
Maasai community, which is one of the communities experiencing the least access to early
childhood education and care because of way of life and regional disparities.
Financial constraints can lead to ineffective implementation of childrens education. At macro
level, Kenya has suffered from the heavy debt burden following its pursuit on the World Bank
and International Monetary Fund fiscal policies such as the Structural Adjustment Programs. It is
reported that these debt-servicing programs is partly responsible for significant reduction in
government funding for subsidized education, health care and school related expenses. The result
has been that families bear more responsibilities in implementation of early childhood education
programmes (Kilbride & Kilbride, 2009).
Teacher child ratio has been a subject of much attention among researchers in relation to the
factors facing teaching and learning process. Early childhood development education has not
been left out. Research shows that teacher child ratio has continued to grow. On average, teacher
child ratio for both 3-5 years old children and 6-8 years olds still remains critical. Teachers are
not comfortable with the increasing number of children in their classes they handle (Dodge &
13
Colker, 2010). Still with this high ratios, some teachers are poorly remunerated and under the
mercy of parents most of whom have little or nothing to give.
Most teachers know when a student has rushed through a project or essay. Students who
routinely wait until the last minute to complete assignments will submit substandard efforts and
achieve poor performance on exams. Our natural instinct is to jump in and help spruce up the
project, correct grammar or spelling mistakes or help our children cram for the test. Encourage
good homework and study habits from an early age. Provide graphic organizers, calendars and
other tools and encourage their use. The younger a student can begin developing organized study
habits, the better prepared they will be for the transition from high school to college two very
different worlds. Successful students dont rely on parents or teachers to tell them when
assignments are due or when test dates are approaching.
2.3 The possible solutions to improving parents involvement in school activities

There are many things that can be done to improve parental involvement at the secondary level,
but the success of any program will be tied directly to the support and encouragement of the
principal (Lewis, 1992). "Principals are key contributors to helping parents and other educators
understand each other" (Duncan, 1992, p. 13). "Ultimate responsibility for creating harmony
between the school and the home rests with the principal" (Campbell, 1992, p. 3). By the school
being more aware of the circumstances of nontraditional families, better communications can be
established. One thing that the school can do is to let the parents handle parenting responsibilities
and the school handle the educational responsibilities. Also, by working with the parents more,
the school will have a better idea of what the parents can and cannot do. More realistic
expectations for out-of-school projects is an example of this (Wanat, 1992).
Single parents often do not have the time, money, or knowledge to help children with projects.
For example, many mothers do not have equipment or skill to plan science fair experiments or
construct woodworking projects, and fathers may not be able to help design and sew costumes
for the school play (Wanat, 1992, p. 46).
14
Another important item is communication. More communication between the school and home
are needed, but specific types of communication are important. Two-way informal exchanges
between teacher/parent are much more effective than one-way communication from the teacher
(Wanat). Also, friendly contact should be established with parents early in the year before
something has happened that makes it necessary for the teacher to contact the parent (Wherry,
1992).
There are many ways that a school can improve communications. One way is for the school to
sponsor a parent/student fund raising. Parents and students working side-by-side gives them a
chance to talk, and hopefully the teachers and schools will also be included in this important
exchange. Also, parent/teacher organizations can be an avenue to reach parents. Parents who
attend parent/teacher meetings are able to get to know their child's teachers better. Another
avenue sometimes overlooked is inviting parents to volunteer. By doing this, the school is letting
them know that they are wanted, needed, and welcomed at the school. Many parents are more
than willing to share their knowledge of occupations, foreign travel, special skills and hobbies.
They just want to be asked. Alumni events have been shown to be an excellent way to improve
parent/community involvement and a way to raise needed money.
Former students may appreciate the opportunity to return something to their school. One popular
program is parent classes, which can help parents with parenting ideas/problems,
homework/tutoring strategies, drug education, and improving communications skills. These
classes can help the parent, student, and school. Invitational events can encourage people to get
involved with the school that might not otherwise.
Grandparent day is one such invitational event that has met with success (Loucks, 1992; Stouffer,
1992; Wherry, 1992). An open house program at school can bring in parents, and it is very
important to greet these visiting parents face-to-face as quickly as possible. Also, greeting
visitors with a sign in their own language can make a big impression. Find out the languages
spoken by students and parents and put up a sign with all languages on it. Another way to help
parents feel genuinely wanted and welcomed is to establish parent advisory groups.
People like to know that their input is valued. Also, the school could set up a parent center in the
school stocked with resources to help parents. This is one way the school can say we care. In
15
addition, the school could recognize what parents are doing to help the students and praise them
for their efforts. People like to know that someone takes the time to notice and appreciate what
they were doing (Wherry, 1992).
One very important way that parents can become involved in their student's work is through the
use of computers. This is a new world opening up for a lot of students as well as their parents.
They can learn about this exciting world together. One thing that is necessary is to make sure the
programs used are at the correct grade level and that there is a lot of variety (Rickelman & Henk,
1991).
There are several things that have been suggested for populations that are at-risk. These
populations have a great number of uneducated people, drug addicts, alcoholics, and child
abusers. The ideas already presented may not work for this sector of the population, and they
may need special consideration. The first thing the school can do is to meet the parents where
they are by assessing the parent's needs and providing programs to meet those needs. Having a
workshop on Good Parenting Skills in English simply will not work when offered in a district in
which Spanish is the main language spoken. The school will need to make a greater effort to get
to know the parents individually. Someone from the school may actually have to go door-to-door
to make the invitation as personal as possible so that the parents will feel welcomed. Also, the
school should "offer a broad range of activities to encourage support and participation, including
nonthreatening, low-commitment opportunities" (Vandergrift & Greene, 1992, p. 59). Making
the parents feel as comfortable as possible is an important step.
Results from the Arizona At-Risk Pilot Project suggest that the most effective means to involve
parents are ones that (1) establish a personal rapport between someone from the school and the
parent and (2) do not initially require high levels of commitment or participation (Vandergrift &
Greene, 1992, p. 59). When parents, students, and the school work together, it is possible to
accomplish great things at the secondary level. Everyone reaps the benefits! "When both parents
and teachers work together, communicate and build a family and school partnership, parents,
teachers and children benefit from the outcome" (Gelfer, 1991, p. 167).
The main benefit of parental involvement is the improved achievement of the student. According
to Loucks (1992), "Research shows that parent involvement in the school results in improved
16
student achievement" (p. 19). There it is in a nutshell: if the parent shows concern, it will
translate into greater achievement on the part of the student. The more that the parent becomes
involved with the teacher, school curriculum, and administration, the better the parent feels about
the school. The parent will have an increased sense of pride in the school and the community.
The more the parent learns about the way the school functions, the more the parent will
understand the educational process and educational decisions. The parents and the school
become allies and are able to be of mutual benefit when it comes to dealing with difficult
students and situations. The parents are also more supportive of the school with financial support
as well as support of bond issues and other leeway levies (Stouffe, 1992). The more the parent
becomes involved and learns about the school, the more the parent can help the student. The
parents are able to "increase their understanding of child development in areas of physical,
social, emotional and cognitive development" (Gelfer, 1991, p. 164). This helps to provide a
bond between home experiences and the educational program. When the parents understand how
the child develops, they are better able to provide a more positive and exciting home
environment. The parents may even want to learn more and possibly attend the parent classes
provided by the school. This type of situation can produce a positive spiral of success for the
parent, school, and student (Gelfer).
17
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter aimed at highlighting the methods the research employed in conducting the study. It
included the research design, sample procedures and design study population methods of data
collection, analysis among others.
3.1 Research design

The research design was cross sectional research design and descriptive research design. Cross
sectional is a research design where data was gathered once perhaps over period of days, weeks
and months. Research design sought to explain the variable by associating it with the study and
this was used because the researcher was interested in explaining why and how the variables
behave the way they do. Descriptive research design described the variable which was under
study. Descriptive aspect of the study laid in identifying employee training methods and
organizational service delivery.
3.2 Area of the Study

The researcher used a case study of Biina Islamic School. This was found in Mutungo Biina
found in Luzira. Luzira lies in Nakawa Division, one of the five administrative divisions of
Kampala. It was located approximately 12 kilometres (7.5 mi), by road, southeast of the central
business district of Kampala. It was bordered by Butabika to the north, Mutungo and Kitintale to
the northwest, Mpanga to the west, Port Bell to the south and an inlet of Lake Victoria to the
east. The coordinates of Luzira are: 018'06.0"N, 3238'42.0"E (Latitude: 0.301667; Longitude:
32.644999).
3.3 Study population

The researcher targeted a total of 60 respondents. These included administrators, local council
leaders, community members, NGO leaders, etc. This was so because it helped the researcher to
generate the required information with the selected respondents.
18
3.4 Sample Size

The sample size was selected from study population with the help of stratified random.
Sampling, the sample size was 50 respondents whose structure was; local council leaders,
community members respectively. This sample size was determined by using Krejcie & Morgan
table of determining sample size for a finite population that was used in the study.
3.5 Sampling Procedure

The researcher used a stratified random sampling procedure during the study. Stratified random
sampling is a process of sample selection which involves dividing the population into none
overlapping groups called strata or selecting the sample from each stratum using a simple
random technique. The choice was made in order to enable the researcher get adequate
representation of the whole population. With a stratified random sampling, the sample was kept
small without losing its accuracy. Besides this, the characteristics of each stratum were estimated
and hence a comparison between the two variables is easily made. This was because it was not
possible to survey the entire population due to financial and time constraint. The strata to be used
comprised of staff members, community members, and the customers/clients.
3.6 Sources of data

The researcher used both primary and secondary data sources.
Primary data source: This refers to raw facts collected or generated in a given research for the
first time. Crpatna (2011), this data was generated from the sample population by use of the
questionnaires and interviews.
Secondary data source: This method involved sourcing for already processed information. Data
was got by reviewing relevant text books, journals, and newspapers, records from Nakawa
division library, local council archives and other published materials about the research topic.
3.7 Data collection methods and instruments.

While carrying out the study, the researcher employed a variety of methods among which
included questionnaires, interviews and observation.
19
3.7.1 Questionnaire
The researcher used questionnaires because they collected information from different
respondents in a projected timeframe. All respondents were asked the same questions except in
technical circumstances. 50 questionnaires were used to collect data from respondents. Close
ended questions were preferred because they were easy to answer and score, while, Open-ended
questions were intended to give respondents a chance to support their opinions in a free
atmosphere in addition to predetermined choices.
3.7.2 Interviews
The researcher conducted formal interviews, with management. Guiding questions were used for
the interviews but during the course, other questions were asked depending on the responses by
respondents. Results from interview helped in complimenting information that was obtained
from questionnaire.
3.7.3 Data collection instruments

Interview guide; The instrument was used to guide the researcher when carrying out the
interview sessions. A printed out interview guide had interview questions listed that the
researcher asked the respondents while recording the feedback on a writing pad.
Self-administered questionnaire; The instrument was a print out of questions which were
structured and unstructured. The respondents who received the questionnaires were given two to
three days to fill in the questionnaires. A Likert-type scale was used for formulating the questions
in the self-administered questionnaires which assumed that the strength/intensity of experience is
linear, for instance on a continuum from strongly agrees to strongly disagree, and made the
assumption that attitudes can be measured.
3.8 Data Process, Analysis and Presentation

3.8.1 Data processing,
Data collected was edited for accuracy and completeness which was mostly done manually. This
was done by translating the answer in questionnaire into a form that could be manipulated to
produce statistical data and this involved editing, tabulation among others.
20
Editing this was done to make sure that the information that was given was accurate and
consistent. This checked the inconsistencies in responses. Selected responses on the
questionnaires after editing were coded. In case where it was impossible to predetermine the
certain response to particular questions the researcher used the code among others.
Tabulation was carried out as the rest sub process in the whole task of data processing after
editing and coding, where by the data process involved counting and adding up all responses.
The whole process of tabulation was done manually by relating all the questions on each
schedule with the already formulated coding frame for every question. The tally system was
applied to avoid memory loss.
Data was edited, coded, tailed and rented. Computation was done to determine the percentage.
Frequency of each response was determined at the end of it all, tables were compiled from the
coded answers by setting the number of respondents for each response category and the
corresponding percentage in order to compare various responses.
3.8.2 Data analysis

Data was analyzed by use of numbers and percentages using Statistical Package for the Social
Scientists (SPSS) at the end of the research study. The researcher proceeded to interpret the
findings and the responses were critically analyzed for accuracy and relatedness.
3.8.3 Data presentation

After analyzing the data, it was presented in summarized and easy to read graphs, pie charts, and
frequency tables which were generated either using statistical package for the social scientists or
Microsoft Excel charts. This enabled the researcher draw conclusion and come up with
recommendations.
3.9 Anticipated limitations

Problems that the researcher might anticipate included the following;-
21
Financial constraints, a lot of money in terms of transport, stationary, eats and drinks was needed
in conducting of the research. However the researcher carried out the research/ study in phases
and within an area of proximity.
The researcher was threatened by the fluctuating weather conditions and anticipates that these
would affect her field study. The researcher purchased a portable umbrella, raincoat to enable her
do the research amidst all weather conditions.
A lot of time was wasted in movement due to poor appointments with people of high authority.
The researcher however tried to make appointments with the high authority on particular days
and time frame.
22
CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF DATA
4.0 Introduction
This chapter presents the findings arising from the study that analyzed the effect of parental
involvement on student performance in Biina Islamic School. The findings are presented in line
with the specific objectives outlined in chapter are of this report.
4.1 Biographical data

This section presents the biographic data of the study and it specifically highlights the gender,
age group, marital status, religious affiliation, and education level of the respondents.
4.1.1 Gender of the respondents.

The researcher sought of find out the gender of the respondents in Katanga suburb, Kampala
District to know the percentage of male and female respondents, and below are the findings.
Figure 1: Showing the gender of the respondents
GENDER
Female; 48%
Male; 52%
Source: Primary Data
23
The results in the figure 1 above show that most of the respondents (52%) were male and (48%)
of the respondents were female. This therefore, implied that majority of the respondents in the
study were male with a very small difference from the percentage of the female. This therefore
indicated that there was gender balance in the selection of the respondents.
4.1.2 Age group of the respondents

The researcher was interested in finding out the different age groups of the respondents in
Katanga suburb, Kampala District, and below are the findings.
Figure 2: Showing age groups of respondents
Age group
40%
Age group
34%
18%
8%

According to the findings in figure 2 above, 40% of the respondents were between 18-25 years,
34% of the respondents were between 25-35 years, 18% of respondents were between 35-40
years, while as 08% 40 years and above. Therefore, this therefore implied that the majority of the
respondents were between 18-25 years. This meant that the respondents were of adult age,
therefore the information they provided was of relevance to the study.
24
4.1.3 Marital status of the respondents

The investigator also sought of findings out the marital status of the respondents in Biina Islamic
School. The findings are represented in figure 2 below;
Figure 3: Showing marital status of the respondents
MARITAL STATUS
MARITAL STATUS
Divorced
14%
Married
Single
56%
30%

The results in the figure 3 above show that most of the respondents 56% were married, followed
by 30% who were single and 14% who were divorced. This therefore, implied that majority of
the respondents in the study were married with a 56% response.
4.1.4 Religious affiliation of the respondents

Under here, the researcher also sought of identifying the religious affiliation of the respondents
in Katanga suburb, and below were the findings.
25
Figure 4: Showing religious affiliation of the respondents
Religious affiliation
Religious affiliation
46%
30%
24%
Catholic
Protestant
Moslem

From the study findings in figure 4 above, it is indicated that 15(30%) of the respondents in the
Katanga suburbs in Kampala were Catholics, 23(46%) respondents were Protestants, and
12(24%) were Moslems. This implied that majority 46% of the respondents were Protestants.
Therefore the findings indicate that most of the religions in the area were represented in the study
selection hence eliminating bias.
4.1.5 Education level

Below here, the researcher sought of investigating on the education level of the respondents, and
below are the findings in figure 5.
26
Figure 5: Showing education level of the respondents
EDUCATION LEVEL
Never went to school
Univeristy
EDUCATION LEVEL
Tertiary Level
Secondary Level
Primary Level
0%
10% 20% 30% 40%
Source: primary data

According to the study findings in figure 5 above, it was indicated that 8% of the respondents
had never gone to any schools at all, 38% had gone up to university level, 24% had reached upto
tertiary level, 26% had reached up to secondary school and 4% had reached primary level. This
therefore implied that majority of the respondents had gone up to university level hence showing
that they were educated enough.
4.1.6 Findings on who the respondents are in Biina Islamic School

The researcher sought of investigating on who the respondents are in Biina Islamic School.
Below are findings in table 3.
27
Figure 6: Who the respondents are in Biina Islamic School
Position of respondents
Parent
Staff member
28%
72%

According to the study findings in figure 6 above, it is indicated that 72% of the respondents
were parents in Biina Islamic School and 28% were staff members at Biina Islamic School. This
therefore indicated that majority 72% of the respondents were parents, meaning they were well
versed with relevant information about the study area.
4.1.7 Findings on how long the staff have worked in Biina Islamic School
The researcher sought of investigating on how long the staff members have worked in Biina
Islamic School. Below are findings in figure 7.
28
Figure 7: How long the staff members have worked in Biina Islamic School
Length of work
Length of work
60%
22%
Below 5 years
18%
5-10 years
All my life

have worked in Biina Islamic School below 5 years, 60% have worked in Biina Islamic 5-10
years and 18% have worked for all their life. This therefore indicated that majority 60% of the
respondents were parents, meaning they were well versed with relevant information about the
study area.
4.2 How parents are involved in school activities in Biina Islamic School
The researcher study findings on how parents are involved in school activities in Biina Islamic
School.
29
4.2.1 Whether parents are involved in school activities in Biina Islamic School
Below the researcher wanted to know whether parents are involved in school activities in Biina
Islamic School.
Figure 8: Showing findings on whether parents are involved in school activities in Biina
Islamic School
RESPONSE
YES; 44%
NO; 56%
Source: Primary data

disagreed on whether parents are involved in school activities in Biina Islamic School while
there was 44% agreed. This therefore implied that majority of the respondents did not agree with
the statement. As one of the key respondents stated,
parents in this area have a perspective that when they send their children to school, there
role is done. The rest is for the teachers and school administrators.
30
4.2.2 How parents are involved in school activities in Biina Islamic School
Below the researcher wanted to know the exactly how parents are involved in school activities in
Biina Islamic School and table 1 shows the findings.
Table 1: How parents are involved in Biina Islamic School

Involvement of parents
Attending class day meetings
Attending PTA meetings
Evaluating their children
Helping with assignments
Financially
Others
Total
Frequency
13
17
04
07
04
05
50
Percentage
26%
34%
08%
14%
08%
10%
100%
According to the study findings in table 1 above, it is indicated that 13(26%) of the respondents
chose attending class day meetings as the ways parents are involved in Biina Islamic School,
17(34%) chose attending PTA meetings, 4(8%) chose evaluating their children, 7(14%) chose
helping with assignments, 4(08%) chose financial support and the rest of 5(10%) chose other
ways. This therefore implied that majority of the respondents (34%) chose attending PTA
meetings. This indicated that the best way parents are involved in school activities in Biina
Islamic School is through attending PTA meetings which happens once in a year which is not
enough for parent involvement.
4.2.3 Why parents are not involved in school activities at Biina Islamic School
The researcher wanted to know exactly why parents are not involved in school activities in Biina
Islamic School. And the findings are showed in table 6 below;
31
Table 2: Why parents are not involved in school activities in Biina Islamic School
Why parents are not involved
Their education levels
Poverty
Cultural beliefs
Bias
Others
Total
Frequency
19
20
2
8
1
50
Percentage
38%
40%
04%
16%
02%
100%
responded parents level of education is their reason for not getting involved in school activities
in Biina Islamic School, 20(40%) responded poverty, 2(04%) responded bias while as 1(02%)
blamed it on other factors. This therefore implied that majority of the respondents believe that
the level of poverty of parents affects their involvement in school activities.
4.2.4 Who to blame for students performance in Biina Islamic School

The study looked at finding out who is responsible for the students performance in Biina Islamic
School and majority stated teachers and the school administration for neglecting their
responsibilities while as others stated students for not concentrating and consulting their teachers
where they seem not to understand, government for not taking good care of the teachers in terms
of paying them in time and also not carrying out proper supervision and parents for not minding
about the childrens education by checking their home works and following up their performance
with their class teachers.
32
4.3 The challenges faced by children that hinder their performance in Biina Islamic School
The researcher study, were the researcher looked at the challenges faced by children that hinders
their performance in Biina Islamic School.
4.3.1 Findings whether children face any challenges that hinder their performance in Biina
Islamic School
Figure 9: Whether children face any challenges that hinder their performance in Biina
Islamic School
Response
Yes
No
100%

According to the study findings in figure 9 above, it is clearly indicated that 100% of the
respondents agreed that children face challenges that hinder their performance at Biina Islamic
School. This therefore implied that majority of the respondents were aware of the challenges that
children face that hinder their performance.
4.3.2 The challenges faced by children in Biina Islamic School

The researcher also wanted to find out the challenges faced by children in Biina Islamic School
below area the findings.
33
Table 3: The challenges faced in slum areas of Katanga suburb, Kampala district
Challenges faced by children
Bullying
Peer pressure
Early marriages
Lack of scholastic materials
Poor teachers
Poverty
Other(s)
Total
Frequency
05
14
06
09
05
10
01
50
Percentage
10%
28%
12%
18%
10%
20%
02%
100%
responded that bullying is one of the challenges faced by children in Biina Islamic School,
14(28%) chose peer pressure, 6(12%) responded early marriages, 9(18%) responded with lack of
scholastic materials, 5(10%) responded with poor teachers, 10(20) responded with poverty and
1(2%) responded that there are other factors that faced by children at Biina Islamic School. This
therefore implied that majority of the respondents choose one of the biggest challenges being
peer pressure.
4.3.3 Findings on who is in charge of solving these challenges faced by children that hinder
their performance in Biina Islamic School
The researcher looked at finding out whether the challenges faced in slum areas of Katanga
suburb Kampala district have solutions and below area the findings.
34
Table 4: Who is in charge of solving these challenges faced by children that hinder their
performance in Biina Islamic School
Who is in charge of solutions
Parents
Teachers
Children themselves
Counselors
Total
Frequency
10
30
06
04
50
Percentage
20%
60%
12%
08%
100%
chose parents as the people in charge of solving the challenges faced by children in Biina Islamic
School, 30(60%) chose teachers, 6(12%) chose children themselves and 4(8%) chose counselors.
This therefore implied that majority 60% of the respondents think that teachers are in charge of
solving the challenges children face in Biina Islamic School. This is further explained by one of
the key respondent, who said,
teachers the people who spend more time with the children because children are always at
school so they are supposed to be in charge of solving their problems.
4.4 The possible solutions to improve parents involvement in school activities in Biina
Islamic School
The researcher study looked at finding the possible solutions to improving parents involvement
in school activities in Biina Islamic School and below are the findings.
35
4.4.1 Findings on whether parents involvement is needed for children to perform better in
Biina Islamic School
Figure 10: Showing whether parents involvement is needed for children to perform better
in Biina Islamic School
Response
No
Response
Yes
0%
10%
20%
30%
40%
50%
60%

agreed that parents involvement is needed for children to perform better in Biina Islamic while as
40% did not agree. This therefore implied that majority of the respondents believe in importance
of parents involvement for children to perform better in Biina Islamic School.
4.4.3 Possible solutions to improve parents involvement in school activities in Biina Islamic
School
The researcher also looked at finding out possible solutions to improve parents involvement in
school activities in Biina Islamic School.
According to the study findings on the theme above several positive suggestions were brought up
including; encouraging parents to attend class day events/meetings to always check on students
performance with the class teachers and schools administration, parents provide necessary
requirement for their children, there must be strict laws and regulations, introduction of seminars
to students to create awareness to the peer group, teachers should teach and give students needed
36
notice, teachers carry out evaluation, government should employ skilled teachers, government
should provide or give enough salary to teachers, sensitizing students to have clear goals, parents
should be exemplary to their children, parents should have a positive attitude towards their
childrens education, cooperation between teachers and parents should be encouraged and
students should be taken through counseling session by qualified counselors. This showed that
the respondents had enough knowledge about the possible ways how parents can be involved in
37
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This summarizes the findings that were presented, discussed, analyzed and interpreted in the
presentation and discussion of findings. It also presented the conclusion and recommendation
below.
5.2 Discussion of Findings

The discussions were based on the objectives of the study.
5.2.1 How parents are involved in school activities in Biina Islamic School
According to the study findings in figure 4, it was indicated that 56% of the respondents
disagreed on whether parents are involved in school activities in Biina Islamic School. This
therefore implied that majority of the respondents did not agree with the statement. Showing that
parents involvement in school activities in the school is very minimal.
Looking at the study findings in figure 5, it was indicated that majority of the respondents 34%
chose attending PTA meetings. This indicated that the best way parents are involved in school
activities in Biina Islamic School is through attending PTA meetings which happens once in a
year which is not enough for parent involvement.
According to the study findings in figure 6, it is indicated that majority 40% of the respondents
believe that the level of poverty of parents affects their involvement in school activities in Biina
Islamic School.
5.2.2 The challenges faced by children that hinder their performance in Biina Islamic
School
According to the study findings in figure 7, it is clearly indicated that 100% of the respondents
agreed that children face challenges that hinder their performance at Biina Islamic School. This
38
therefore implied that majority of the respondents were aware of the challenges that children face
that hinder their performance.
According to the study findings in figure 8, it was indicated that majority 28% of the respondents
responded that peer pressure is the major challenge faced by children in Biina Islamic School.
This therefore implied that majority of the respondents choose one of the biggest challenges
being peer pressure.
Basing on the study findings in figure 9, it was indicated that majority 60% of the respondents
think that teachers are in charge of solving the challenges children face because they spend more
time with them compare to the parents in Biina Islamic School.
5.2.3 The possible solutions to improve parents involvement in school activities in Biina
Islamic School
According to the study findings in figure 10, it was indicated that majority 60% of the
respondents agreed that parents involvement is needed for children to perform better in Biina
Islamic. This therefore implied that majority of the respondents believe in importance of parents
involvement for children to perform better in Biina Islamic School.
According to the study findings on the theme above several positive suggestions were brought up
including; encouraging parents to attend class day events/meetings to always check on students
performance with the class teachers and schools administration, parents provide necessary
requirement for their children, there must be strict laws and regulations, introduction of seminars
to students to create awareness to the peer group, teachers should teach and give students needed
notice, teachers carry out evaluation, government should employ skilled teachers, government
should provide or give enough salary to teachers, sensitizing students to have clear goals, parents
should be exemplary to their children, parents should have a positive attitude towards their
childrens education, cooperation between teachers and parents should be encouraged and
students should be taken through counseling session by qualified counselors. This showed that
the respondents had enough knowledge about the possible ways how parents can be involved in
39
5.3 Conclusions
The study findings indicated that majority of the respondents disagreed on whether parents are
involved in school activities in Biina Islamic School. This therefore implied that majority of the
respondents did not agree with the statement, showing that parents involvement in school
activities in the school is lacking at Biina Islamic School.
Using the study findings, it was also indicated that majority of the respondents selected attending
PTA meetings as the best way parents are involved in school activities in Biina Islamic School.
This indicated that the best way parents are involved in school activities in Biina Islamic School
is through attending PTA meetings which only happens once in a year which is not enough for
parent involvement.
The study findings, it was clearly indicated that majority of the respondents agreed that children
face challenges that hinder their performance at Biina Islamic School. This therefore implied that
the respondents were aware of the challenges that children face that hinder their performance.
The study findings also indicated that, it was indicated that majority of the respondents think that
teachers are in charge of solving the challenges children face because they spend more time with
them compare to the parents in Biina Islamic School.
According to the study findings it was indicated that majority of the respondents agreed that
parents involvement is needed for children to perform better in Biina Islamic. This therefore
implied that majority of the respondents believe in importance of parents involvement for
children to perform better in Biina Islamic School.
5.4 Recommendations
Based on the findings of the study, the following recommendations were made;
The study recommends that parents should take a leading in supporting their childrens
educational endeavors since they are the first educators to expose them to the academic world.
The research also recommends a strong parent teacher partnership for students to excel in
mathematics. Parents should also set realistic expectations on their childrens performance. These
40
high expectations motivate their child to perform well in school. The confidence they have in
their children builds their own confidence in their academic abilities and makes them more likely
to succeed.
5.5 Area of further study

Further research should be done on;
The role of local government in the development of communities. A case study of
Kampala Capital City Authority.

The impact of national education curriculum on development of skills in government
schools. A case study of Komuge Primary School.
41
REFERENCES
Dodge, D.T. & Colker, L.J. (2010). The Creative Curriculum for Early Childhood. Washington,
DC: Teaching Strategies Inc.
Easton, P.B. (2014). Education and Indigenous Knowledge, In Local pathways to global
development: Marking five years of the World Bank Indigenous Knowledge for Development
Program
Offenheiser, R. & S. Holcombe (2003). Challenges and opportunities in implementing a rightsbased approach to development: an Oxfam America perspective. Nonprofit and Voluntary Sector
Quarterly 32(2): 268 van de Linde, T. (2005). Influencing and developing good policy in Early
Childhood
Myers, R.G., (2012). Towards an Analysis of the Costs and Effectiveness of Community-based
Early Childhood Education in Kenya: The Kilifi District. Report prepared for the Aga Khan
Foundation
Brink, C., & Chandler, K. (1993, April). Teach the parent; reach the child. Vocational Education
Journal, 68(4), 26-28.
Campbell, L. (1992, April). Parents and schools working for student success. NASSP Bulletin,
76(543), 1-4.
Dixon, A. (1992, April). Parents: Full partners in the decision-making process. NASSP Bulletin,
76(543), 15-18.
Duncan, C. (1992, April). Parental support in schools and the changing family structure. NASSP
Bulletin, 76(543), 10-14.
Gelfer, J. (1991, Spring). Teacher-parent partnerships: Enhancing communications. Childhood
Education, 67(3), 164-167.
Lewis, J. (1992, April). Death and divorce - helping students cope in single-parent families.
NASSP Bulletin, 76(543), 55-59.
Loucks, H. (1992, April). Increasing parent/family involvement: Ten ideas that work. NASSP
Bulletin, 76(543), 19-23.
42
Rickelman, R., & Henk, W. (1991, March). Parents and computers: Partners in helping children
learning to read. The Reading Teacher, 44(7), 508-509.
Smith, C. (1991, May). Family literacy: The most important literacy. The Reading Teacher,
44(9), 700-701.
Stouffer, B. (1992, April). We can increase parent involvement in secondary schools. NASSP
Bulletin, 76(543), 5-9.
Vandergrift, J., & Greene, A. (1992, September).
Rethinking parent involvement. Educational
Leadership, 50(1), 57-59.

Wanat, C. (1992, April). Meeting the needs of single-parent children: School and parent views
differ. NASSP Bulletin, 76(543), 43-48.
Wherry, J. (1992, April). Getting parents involved. Education Digest, 57(8), 49-50.
43
APPENDIX I: QUESTIONNAIRE
Dear respondent,
The questionnaire below has been designed by NAKYOBE SANDRAH a student of Ndejje
University Kampala campus on the topic The effect of parental involvement on student
performance. A case study of Biina Islamic School". The information you are going to give
is purely for academic purpose and will be treated and regarded as confidential.
Therefore, you are kindly requested to give appropriate responses to the questions asked
below so as to assist the researchers accomplish his task. Your cooperation will be highly
appreciated.
SECTION ONE: BIOGRAPHICAL DATA (please tick the most appropriate answer)
A. Gender
a) Male
b) Female
B. Age group
a) 18-25years
b) 25 - 35years
c) 35 40
d) 40 and above
C. Marital Status?
a). Single
b) Divorced
c) Married
D. Religious affiliation
a) Catholic
b) Moslem
c) Protestant
E. Education level
a) Primary school
b) Secondary
c) Tertiary institution
d) University
e) Never went to school
44
F. Who are you in Biina Islamic School?

a) Parent
b) Staff member
E. If you are staff member long have you worked in Biina Islamic School?
a) Below 5 Years
b) 5-10 years
c) All my life
SECTION TWO: How parents are involved in school activities in Biina Islamic School
1. Are parents involved in school activities in your school?
Yes
No
2. If Yes, how are parents involved in school activities in your school?

a) Attending class day meetings
b) Attending PTA meetings
c) Evaluating their children
d) Helping with assignments
e) Financially
f) Other(s) Specify
3. If No, why do you think they are not involved?

a) Their education levels
d) Bias
b) Poverty
c) Cultural beliefs
e) Other(s) Specify
4. In your own words, who do you think is to blame for students performance in Biina Islamic
School?
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
SECTION THREE: The challenges faced by children that hinder their performance in Biina
Islamic School
5. Do you think children face any challenges that hinder their performance in Biina Islamic School?
Yes
No
45
6. What are the challenges faced by children in Biina Islamic School?

a) Bullying
b) Peer pressure
d) Lack of scholastics materials
c) Early marriages
e) Poor teachers
f) Poverty
g) Other(s) Please specify .

..
7. Who do you think is in charge of solving these challenges children face that hinder their
performance in Biina Islamic School?
a) Parents
b) Teachers
c) Children themselves
d) Counselor
e) Non of these
SECTION FOUR: The possible solutions to improving parents involvement in school
activities in Biina Islamic School
7. Do you think parents involvement is needed for children to perform better in Biina Islamic
School?
Yes
No
8. In your own words, what do you think are the possible solutions to improve parents involvement
in school activities in Biina Islamic School?
THANKS FOR YOUR COOPERATION
46

The Effect of Parental Involvement On Student Performance.

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THE EFFECT OF PARENTAL INVOLVEMENT ON STUDENT PERFORMANCE.

A CASE STUDY OF BIINA ISLAMIC SCHOOL

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF SOCIAL SCIENCES IN

I NAKYOBE SANDRAH (13/2/323/D/067) of Ndejje University declare that this report is my

4.2.4 Who to blame for students performance in Biina Islamic School.......................................32

1.1 Background of the study

performance of students is improved continuously. However, whether government aided or

1.2 Statement of the Problem

1.3 Purpose of the study

To suggest possible solutions to improving parents involvement in school activities in

1.4 Research Questions

1.5 Scope the study

1.5.2 Content Scope

1.5.3 Time scope

1.6 Significance of the study

1.7 Definition of key terms

1.8 Conceptual frame work

Source: Adopted from (Robbin, 1998)

2.1 Ways to involve parents in school activities

2.2 The challenges faced by children that hinder their performance

Curriculum effectively. This affects implementation of Curriculum negatively as creation of a

2.3 The possible solutions to improving parents involvement in school activities

3.1 Research design

3.2 Area of the Study

3.3 Study population

3.4 Sample Size

3.5 Sampling Procedure

3.6 Sources of data

3.7 Data collection methods and instruments.

3.7.3 Data collection instruments

3.8 Data Process, Analysis and Presentation

3.8.2 Data analysis

3.8.3 Data presentation

3.9 Anticipated limitations

4.1 Biographical data

4.1.1 Gender of the respondents.

Source: Primary Data

4.1.2 Age group of the respondents

Source: Primary Data

4.1.3 Marital status of the respondents

Source: Primary Data

4.1.4 Religious affiliation of the respondents

Figure 4: Showing religious affiliation of the respondents

Source: Primary Data

4.1.5 Education level

Figure 5: Showing education level of the respondents

10% 20% 30% 40%

Source: primary data

4.1.6 Findings on who the respondents are in Biina Islamic School

Figure 6: Who the respondents are in Biina Islamic School

Source: primary data

Source: primary data

Source: Primary data

Table 1: How parents are involved in Biina Islamic School

4.2.4 Who to blame for students performance in Biina Islamic School

Source: primary data

4.3.2 The challenges faced by children in Biina Islamic School

Source: primary data

5.2 Discussion of Findings

5.5 Area of further study

The role of local government in the development of communities. A case study of

Kampala Capital City Authority.

Rethinking parent involvement. Educational