THE ROLE OF PARENTS INVOLVEMENT TOWARDS STUDENTS

ACADEMIC PERFORMANCE AMONG PUBLIC PRIMARY SCHOOLS IN

TANZANIA; A CASE OF SELECTED PRIMARY SCHOOLS IN ILALA

MUNICIPALITY

CAROLINE KAYOMBO

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN

ADMINISTRATION, PLANNING AND POLICY STUDIES OF THE OPEN

UNIVERSITY OF TANZANIA

2017
 ii

CERTIFICATION

The undersigned certifies that she has read and hereby recommends for acceptance,

by the Open University of Tanzania a dissertation entitled “The Role of Parents

Involvement towards Students Academic Performance among Public Primary

Schools in Tanzania; A Case of Selected Primary Schools In Ilala Municipality” in

partial fulfilment of the requirements for the Masters Degree of Educational

Administration, Planning and Policy Studies - M.Ed. (APPS) of the Open University

of Tanzania.

………………………………….

Dr. Theresia J. Shavega

(Supervisor)

Date …………….
 iii

COPYRIGHT

This dissertation is copyright material protected under the Berne Convention, the

Copyright Act of 1999 and other international and national enactments, in that

behalf, on intellectual property. No part of this thesis may not be reproduced by any

means, stored in any retrieval system or transmitted in any form or by any means ,

electronically, mechanically, photocopy, recording or otherwise without prior written

permission of the author or the Open University of Tanzania (OUT), in that behalf.
 iv

DECLARATION

I, Caroline Kayombo, do hereby declare that this dissertation is my own original

work and that it has not been submitted for a similar degree Master of Education in

Administration, Planning and Policy Studies, in any other degree in any other

university.

......................................................

Signature

.................................................

Date
 v

DEDICATION

This dissertation is dedicated to my beloved husband Vincent Mpepo who provided

me with financial support especially for my post-graduate studies. It is also dedicated

to my beloved parents, my farther Joseph Kayombo and my mother Ester Ngonyani

who took me to school, the first day. I hated them for sending me to school that day.

What you did laid foundations for what I have achieved today. I thank you all for

your their continued love and support towards my present academic achievement.

May God bless you abundantly.

 vi

ACKNOWLEDGEMENT

In many ways, this study could not be written successfully without some direct or

indirect contributions from certain people and institutions. First and foremost, I am

grateful to the Almighty God for the gift of life and enabling me to accomplish the

course work and write this dissertation.

I am also indebted to my supervisor Dr. Theresia Shavega for her valuable guidance

and encouragement and technical assistance despite her busy schedule. This

dissertation would not have reached this stage without her extended support. Finally,

I also wish to express my special thanks to my family members including my

beloved husband Vincent Mpepo, my son Harris and lovely daughter Herswida who

supported me in my studies morally and materially. They were patient especially at

the moment I was supposed to travel and spent some time away. Thanks should also

go to institutions and individuals whose support was crucial to the accomplishment

of this dissertation. It would be impossible to mention all of them individually, but I

would like to take this opportunity to thank them dearly for their support. May God

bless you abundantly!

However, I remain wholly responsible for any shortcomings found in this

dissertation.
 vii

ABSTRACT

The purpose of this study was to examine the role of parents’ involvement in

educational processes and its effects on primary school pupils’ academic

performance in Ilala municipality, in Dar es Salaam region. A sample of 120

purposively randomly selected respondents including primary school teachers, head

teachers, parents and pupils. This study was intended to address three specific

research objectives namely to; explore the school modalities through which parents

are involved in supporting primary school children academic development;

investigate the contribution of parents involvement in children academic performance

in primary schools; and finally, to examine the difference in academic performance

between primary school pupils who receive parental support from pupils who

completely do not receive it. A Case study design was used to collect data from the

respondents using questionnaires, interviews and documentary reviews that were

administered to school committees’ chairpersons, parents and teachers and pupils.

Both qualitative and quantitative approaches were used to tape respondents’

subjective views and simple percentages from the frequent responses for descriptive

purposes. The SPSS 22.0 version was used for data analysis of simple for descriptive

statistics and content analysis for qualitative data. The study indicated that there were

several methods used in public schools to involve parents and guardians into

education processes of their school children in supporting primary school pupils’

academic achievement. The study recommended conducting a quantitative study in

order to test hypotheses by comparing results from public and private schools for

comparative and generalisation purposes.

 viii

TABLE OF CONTENTS

CERTIFICATION......................................................................................................ii

COPYRIGHT.............................................................................................................iii

DECLARATION.......................................................................................................iv

DEDICATION.............................................................................................................v

ACKNOWLEDGEMENT........................................................................................vi

ABSTRACT..............................................................................................................vii

LIST OF TABLES....................................................................................................xii

LIST OF FIGURES..................................................................................................xii

LIST OF ABBREVIATIONS.................................................................................xiv

CHAPTER ONE......................................................................................................... 1

1.0 INTRODUCTION...........................................................................................1

1.1 Background to the Problem...............................................................................1

1.2 Statement of the Problem.................................................................................. 4

1.3 Objectives of the Study..................................................................................... 5

1.3.1 Main Objective of the Study............................................................................. 5

1.3.2 Specific Objectives of the Study....................................................................... 5

1.3.3 Research Questions...........................................................................................5

1.4 Significance of the Study.................................................................................. 5

1.5 Delimitation of the Study.................................................................................. 6

1.6 Limitation of the Study..................................................................................... 7

1.7 Definition of Key Terms................................................................................... 7

1.8 Organization of the Study................................................................................. 8

 ix

CHAPTER TWO........................................................................................................ 9

2.0 LITERATURE REVIEW...............................................................................9

2.1 Theoretical Perspectives....................................................................................9

2.1.1 The Theory of Community Participation..........................................................9

2.2 Relevance and Application of the Participation Theory of Participation........10

2.3 Methods of the Parents’ Involvement in Supporting Primary School

Children Academic Achievement...................................................................11

2.4 Parents’ Involvement and Its Contribution to School Children Academic

Achievement...................................................................................................12

2.5 Parents Involvement and its effect on Pupils Academic Achievement...........15

2.5.1 The Effect of Parents’ Involvement on Pupils’ Reading Ability and

Performance.................................................................................................... 15

2.5.2 The Effect of Parents’ Involvement on Pupils’ Performance on

Mathematics....................................................................................................16

2.6 Conceptual Framework...................................................................................17

2.7 Synthesis and Literature Review Gap............................................................. 20

CHAPTER THREE..................................................................................................22

3.0 RESEARCH METHODOLOGY.................................................................22

3.1 Research Approach......................................................................................... 22

3.2 Research Design..............................................................................................22

3.3 Location of the Study...................................................................................... 23

3.4 The Target Population.....................................................................................23

3.5 Sample size and Sampling Techniques........................................................... 24

 x

3.5.1 Sample Size.....................................................................................................24

3.5.2 Sampling Procedures.......................................................................................24

3.6 Instrument for Data Collection........................................................................26

3.6.1 Questionnaires.................................................................................................26

3.6.2 Semi-Structured Interview.............................................................................. 27

3.6.3 Documentary Review......................................................................................27

3.7 Validity and Reliability of Research Instrument.............................................28

3.8 Data Analysis Procedures................................................................................29

3.9 Ethical Considerations.....................................................................................30

CHAPTER FOUR.....................................................................................................31

4.0 DATA PRESENTATION, ANALYSIS AND DISCUSSION....................31

4.1 Introduction.....................................................................................................31

4.2 Demographic Characteristics.......................................................................... 31

4.2.1 Age and Sex.................................................................................................... 31

4.2.2 Education Level of the Respondents...............................................................33

4.2.3 Respondents’ Vocation and Source of Income...............................................34

4.3 The School Modalities through Which Parents Are Involved in Supporting

Primary School Children Academic Development.........................................35

4.3.1 Discussion of the Findings..............................................................................44

4.4 The Contribution of Parents Involvement in Children Academic

Performance in Primary Schools.................................................................... 45

4.4.1 Discussion on the Findings............................................................................. 51

 xi

4.5 The Difference in Academic Performance between Primary School Pupils

Who Receive Parental Support from Pupils Who Completely Do Not

Receive It........................................................................................................52

4.5.1 Discussion on the Findings............................................................................. 56

CHAPTER FIVE...................................................................................................... 58

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION..................... 58

5.1 Summary of the Study Findings......................................................................58

5.2 Conclusions.....................................................................................................61

5.3 Theoretical and Practical Implications of the Study....................................... 62

5.4 Recommendations........................................................................................... 64

5.4.1 Recommendations for Administrative Action.................................................64

5.4.2 5.4.2 Recommendations for Further Research................................................65

REFERENCES..........................................................................................................66

APPENDICES...........................................................................................................70
 xii

LIST OF TABLES

Table 3.1: Composition of Sample Categories....................................................... 24

Table 4.1: Age and Sex of Respondents................................................................. 32

Table 4.2: Respondents’ Education Levels........................................................................33

Table 4.3: Respondents’ Monthly Income..............................................................35

Table 4.4: Methods in Which Parents’ Are Involved in Supporting Primary

School Children in Their Academic Development (N=46) 36

Table 4.5: What is the Contribution of Parental Involvement in Promoting

Primary School Children Academic Achievement? (N=46) 46

Table 4.6: Is There any Difference in Academic Performance between Primary

School Pupils who Receive Parental Support from Pupils Who

Completely Do Not Receive It? (N=46) 52

Table 4.7: The Primary School Children Academic Performance for 2014 and

2015 PSLE 53
 xiii

LIST OF FIGURES

Figure 4.1: Were the Parents Involved in Supporting Primary School Children

Academic Development? (N=46) 35

Figure 4.2: How Many Times A Week Do Your Teachers Provide You With

Home Work Assignments? (N=74) 40

Figure 4.3: Parents Support on Pupils’ Homework Assignments At Home............41

Figure 4.4: Do the Pupils Academic Achievement Differ between Those

Receiving Parental Supports from Those Without Family Support?

(N=42) 45

Figure 4.5: Textbooks Bought for the child............................................................. 49

 xiv

LIST OF ABBREVIATIONS

ESEA Elementary and Secondary Education Act

FASS Faculty of Education

M.Ed. (APPS) Masters of Educational Administration, Planning and Policy Studies

OUT Open University of Tanzania

PSLE Primary School List of Examinations

 1

CHAPTER ONE

1.0 INTRODUCTION

This study examined the role of parents’ involvement in educational processes and its

influence on primary school pupils’ academic performance in Ilala Municipality, in

Dar es Salaam region. This sub-section presents the background information to the

problem, statement of the problem, main objective and specific objectives of the

study, and significance of the study. The study also involves limitation, scope of the

study and organization of the study. Pupils’ academic performance in schools has

been in crisis for a long time because school processes have been wrongly considered

to be teachers’ responsibility. The question might be what could be the role of the

parents’ involvement in school processes that can facilitate school children academic

performance in public primary schools.

1.1 Background to the Problem

Education is both a human right in itself and indispensable means of realizing other

human rights (Tanzanian Human Rights Report, 2010). This is why the government

of Tanzania has been struggling to improve educational access, equity and equality in

her various educational reforms. It is globally comprehended that parental

involvement contributes significantly to academic activities in schools. Such parental

involvement takes many forms including good parenting in the home, including the

provision of a secure and stable environment, intellectual stimulation, parent-child

discussion, good models of constructive social and educational values and high

aspirations relating to personal fulfilment and good citizenship; contact with schools
 2

to share information; participation in school events; participation in the work of the

school; and participation in school governance (Desforges & Abouchaar, 2003). Such

studies describe how parental involvement as a model of parenting works and

influence indirectly through shaping the child’s self concept as a learner and through

setting their aspirations. Such studies require local made investigation to describe

their applicability and differences.

In Tanzania, the importance of parental involvement in school activities cannot be

overemphasized. Twaweza (2013) reports that parental involvement entails many

things including creating a home environment that encourage learning and to express

high expectations for their children’s achievement and future careers. It is important

for this reason through the current study to investigate the role of parents’

involvement towards students’ academic performance in Tanzanian public primary

schools.

Schools have shifted from restricted professionalism to open a debate on actual

parental involvement in school life, which has enabled closer ties to be developed

between the home and the school, translating into enhanced attendance and higher

academic achievement (Bridgemohan, 2002). The involvement of parents on children

school achievement is well documented in numerous studies. It has also been showed

that greater parental involvement at early stage in children’s learning, positively

affects the child’s school performance including higher academic achievement

(Gadsden, 2003). Thus, the families whose children are doing well in school exhibit

the following characters (Harderves, 1998): to establish a daily family routine by

 3

providing time and a quite place to study with the children and assigning

responsibility for house hold chores: to monitor out-of-school activities, for example

setting limits on television watching, reduce time of playing, monitor the groups of

friends the pupils walk with; and therefore encourage children’s development and

progress in school; that is maintaining a warm and supportive home, showing interest

in children’s progress at school, helping him or her with home work, discussing the

value of a good education and future career with children.

Parental involvement appears to be a democratic concern in terms of individual rights

and as a way of making the educational system more self-governing and developing

more power at the local level, allowing for greater accountability by schools to the

society (Hung, 2007). This suggests that in general, society needs to increase its level

of educational involvement, and that this starts with the support by the parents.

The endeavor of schools to realize higher standards and greater accountability

requires the commitment from the school staff, families and communities (Machen,

Wilson & Notar, 2005). In this regard, parent-teacher relationship can be enhanced

through the teacher-parent relationship. Since teachers work closely with parents on

the school matters, the teacher-parent relationship is critical to pupils’ success and

school development in general.

Thus, there is a needed to support teachers and convince both parents and schools of

the value of mutual cooperation. If there is positive contact between parents and
 4

teachers initially, future negative incidents are not likely to change the initial positive

notion (Mirons, 2004). Moreover, research findings suggest that parents’ attitudes,

along with their behaviour and activities with regard to their children’s education, do

affect academic achievement in a positive way (Hui-Chen Huang & Mason, 2008). It

is evident that parents have vital roles to play in the life of a child and thus the

involvement of a parent on a child determines the future of such child because

parents in the home are children’s first teachers source (Desforges & Abouchaar,

2003). Therefore, there is a need to conduct a study in Tanzania to explore the role of

parents’ involvement on improving students’ academic performance in primary

schools.

1.2 Statement of the Problem

It is widely recognized that if pupils are to maximize their academic performance

from schooling they would need the full support of their parents. Thus, the degree of

parental participation is a significant indicator of the quality of schooling (Desforges

& Abouchaar, 2003). When parents support teachers on pupils’ academic studies,

children tend to do better in their academic activities. However little is known about

the parental involvement and extent to which it has influenced the academic

achievement of the pre-primary children in Tanzania. As a result, especially in urban

areas, parents’ involvement in school processes has been given little considerations.

Unfortunately, what specific role should parents involvements play in facilitating

school processes particularly in promoting academic achievement in primary schools

in Tanzania?
 5

1.3 Objectives of the Study

1.3.1 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 primary schools pupils’ academic

performance in Ilala municipality, in Dar es Salaam region.

1.3.2 Specific Objectives of the Study

i) To explore the school methods through which parents are involved in supporting

primary school children academic development.

ii) To investigate the contribution of parents involvement in children academic

performance in primary schools

iii) To examine the difference in academic performance between primary school

pupils who receive parental support from pupils who completely do not receive it

1.3.3 Research Questions

i) What are the school’s methods through which parents’ are involved in supporting

primary school children in academic development?

ii) What is the contribution of parental involvement in school children academic

performance in primary schools?

iii) Is there any difference in academic performance between primary school pupils

who receive parental support from pupils who completely do not receive it?

1.4 Significance of the Study

The study is expected to contribute significantly to the knowledge base on the

specific the role of the parents’ involvement in educational processes for the
 6

improvement of pupils’ academic achievement. It may help the schools and

communities to analyze the need to improve parents’ involvement and the need to

improve home environment and determine best strategy for the school and the

parents to improve parents’ involvement in educational processes and their academic

performance. Briefly, the study is expected to Firstly, the study is expected to reveal

appropriate school methods or ways through which parents could be involved in

supporting primary school children academic development. Secondly, the study is

also expected to contribute to the growing literature on the contribution of parents’

involvement in children academic performance in primary schools, the successes and

challenges associated. Thirdly, the study is expected to indicate the difference in

academic performance between primary school pupils who receive parental support

from pupils who completely do not receive it. This would finally raise public

awareness on the importance of parents’ involvements in educational processes.

Fourthly, it may inspire other researchers in similar topic to carry out further studies

related to the effectiveness of primary school committees in Tanzania.

This in turn may contribute to the raising of community awareness concerning the

role the parents can play in enhancing school academic through parents’

involvement.

1.5 Delimitation of the Study

The study was carried out in Ilala municipality in four public primary schools out of

all public primary schools in Ilala Municipal. The study did not include the parental

contribution in private primary schools.

 7

1.6 Limitation of the Study

A number of limitations were anticipated during the study. First, various cultural

orientations of the people in Ilala Municipality favored different school’s modalities

through which parents’ are involved in supporting primary school children in

academic development. It was therefore different views of the community members

on the appropriate modalities for parents to support school academic performance.

Moreover, the local community had little regard for girls ‘education it was difficult to

share positive views with researcher on importance of girls’ education. Second, the

nature of traditions and professional carriers was a reason for selected schools were

located far remote from the main road. The researcher was forced to walk on foot and

sometimes to hire the motor cycle to take her to the field. Thus, parents’ involvement

in educational processes was determined by traditions of the people.

Some parents hesitated to provide some sensitive family issues such as gender role

information as they found to be embarrassed (fear of exposing their private life

especially their professional ability and support).

1.7 Definition of Key Terms

i) Academic performance refers to, the ability to study and remember facts,

being able to study effectively and see how facts fits together and form large

patterns of knowledge and also able to communicate your knowledge verbally

or down on paper (Hypnosis Downloads.com, 2009). In this study academic

performance was taken to mean the results of pupils from Standard Seven

National Examination Result.

 8

ii) Parental involvement refers to the amount of participation a parent has when

it comes to schooling and her child's life. It is the participation of parents in

regular, two-way, and meaningful communication involving student academic

learning and other school activities, including ensuring that parents play an

integral role in assisting their child’s learning (Elementary and

Secondary Education Act -ESEA, 1965). Parental involvement in this context

included parental engagement in their children home learning, supporting

their academic activities both at school and at home. Decision making role

through school committees and advisory groups were also included.

1.8 Organization of the Study

The study consists of five chapters. Chapter one presents background information,

statement of the problem, the purpose and specific objectives of the study. It further

elaborates the research tasks and questions, significance of the study, limitations of

the study, delimitations of the study, as well as detailing the conceptual framework

of the study and ending up with definitions of terms. Chapter two reviews related

literature. Chapter three presents the methodological procedures for the study.

Chapter four is about data presentation, analysis and discussion while lastly, chapter

five presents the summary of the study, conclusion and recommendations.

 9

CHAPTER TWO

2.0 LITERATURE REVIEW

This chapter presents literature review related to the problem of the study which is

presented under the section dealing with the concept of parental involvement in

education. The chapter discusses the theory of community participation, the global

studies on parental involvement in educational matters of their children and its effect

on pupils’ academic achievement, theoretical perspective and conceptualization on

parental involvement. The chapter also provides empirical studies at global level,

studies in Tanzania, conceptual framework, synthesis and knowledge gap.

2.1 Theoretical Perspectives

2.1.1 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)
 10

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.

2.2 Relevance and Application of the Participation Theory of Participation

The theory of participation as developed by Arnstein (1969) attempts to represent,

organize and explain the concept of citizen participation in a simple and

understandable way. The concept of participation through a ladder metaphor has

successfully managed to provide the academic world with a quicker view and grasp

of the complicated relationships involved in the participation process especially

participation of parents in school academic matters (Masue, 2010). Specifically, the

current study utilizes the theory of community participation to describe how parents
 11

may become active supporters when it comes to management of school academic

activities and how they could participate in promoting academic performance of their

children.

The theory of community participation does not adequately explain how the

involvement of parents especially in academic matters can be influenced by their

commanding level in terms of professional skills and knowledge they possess.

However, the theory is still useful because it considers parental contribution in terms

of other attributes such as financial and material support which can be used to

supplement their limited professional skills and knowledge by providing an

opportunity for accessing private tuition classes which can academically support the

children. This capitalizes on the importance of involving the parents as part of the

community towards improving children school learning and achievement.

2.3 Methods of the Parents’ Involvement in Supporting Primary School

Children Academic Achievement

The concept of parental involvement in education can be defined as parental

participation in the educational processes and experiences of their children. Such

involvement includes different forms of participation in education and with the

schools (Epstein, 2001; Henderson & Mapp, 2002). Parents can support their

children's schooling by attending school functions and responding to school

obligations (for example parent-teacher conferences,). They can become more

involved in helping their children improve their schoolwork--providing

encouragement, arranging for appropriate study time and space, modelling desired

behaviour such as reading for pleasure, monitoring homework, and actively tutoring
 12

their children at home. Studies show that children whose parents are involved show

greater social and emotional development (Allen & Daly, 2002), including more

resilience to stress, greater life satisfaction, greater self-direction and self control,

greater social adjustment, greater mental health, more supportive relationships,

greater social competence, more positive peer relations, more tolerance, more

successful marriages, and fewer delinquent behaviours (Desforges & Abouchaar,

2003). These studies however do not specify how did the parents attending school

functions and responding to school obligations helped to improve their children's

schooling. In addition, most of these literatures reflect more on issues related to the

participation of parents on children academic achievement with reference to

developed countries experience. There has been limited empirical studies conducted

in Tanzania, thus it requires scientific investigations on the modalities used by

teachers on children academic in Tanzanian primary schools.

2.4 Parents’ Involvement and Its Contribution to School Children Academic

Achievement

The belief on the significance of parental involvement on students’ academic

achievement is important to policy makers, teachers, parents and students alike.

However this belief has a firm foundation both in the literature concerning parental

involvement and in the school improvement research base (Harris, 2007). The

empirical evidence shows that parental involvement is one of the key factors in

achieving higher student achievement and sustained school performance (Harris &

Chrispeels, 2006). It would appear that involving parents in schooling leads to more

engagement in teaching and learning processes. The importance of parent’s

 13

educational attitudes and behaviours on children’s educational performance is crucial

(Timkey, 2015). This evidence shows that there are different elements of parents’

‘educational attitudes and behaviours, such as the provision of a cognitively

stimulating home environment and parental aspirations (Feinstein et al., 2006:1).

Unfortunately however, the literature does not clearly specify how home

environments cognitively stimulate and their differing influence on children’s

educational achievement.

Different studies indicate that the parental involvement on student achievement has

had mixed results (Desforges, 2003; Epstein 1992; Lareau 1989; Muller 1995). Some

inconsistencies have subsequently been explained by variations in definition and

methodology along with some technical weaknesses located in certain studies. For

example, different definitions of parent involvement were used across the early

studies; some took it to be ‘good parenting’ activities which went on in the home

while others took it to be ‘talking to teachers’ to include activities which went on at

the school. However, the contemporary empirical evidence points towards a powerful

association between parental involvement and student achievement (Desforges, 2003;

Rogers et al., 2010).In addition, the literature acknowledges that parental

involvement is only one of many factors which have an impact on student

achievement (Sacker et al., 2002). However, the literature does not specify how does

parental involvement influences children academic achievement.

A study by Epstein (1990) on School and family connections that was conducted in

the united states of America showed that parental involvement always has such
 14

positive effects as it is clear that there are many factors which impinge upon the

quality and nature of parental involvement because parental involvement is

multidimensional and includes a multitude of parental activities regarding children’s

education. The impact of parental involvement arises from parental values and

educational aspirations that are continuously exhibited through parental enthusiasm

and positive parenting. Yet it is clear that levels of involvement vary considerably

depending on the parents and the context in which they find themselves. It was found

that the impact varies across different groups and cultures. The research shows that

impact of parental involvement arises from parental values and educational

aspirations that are continuously exhibited through parental enthusiasm and positive

parenting. et it is clear that levels of involvement vary considerably depending on the

parents and the context in which they find themselves. According to study by Harris

& Goodall ( 2007) the impact varies across different groups and cultures. For

example, Harris and Goodall indicate that men are less likely help with their child’s

homework because of work patterns and cultures than women. Similarly, Tanzania

has population with different cultures and work patterns. The literature reviewed in

this sub-section indicates that there is a difference in pupils’ academic achievement

based on different parental academic support they received.

However, it is difficult to predict or assume whether variations on cultures and work

patterns among Tanzanians can explain parents’ involvement towards primary

schools pupils’ academic achievement in Tanzania as was observed by Epstein

(1990). Furthermore, some studies revealed some inconsistencies with the effect of

parental involvement on students’ academic achievement. Studies by Epstein (1992),

 15

Lareau (1989) and Muller (1995; 1998) revealed that parental involvement had no

effect on student achievement, while others found positive effects. These

inconsistencies with the effect of parental involvement on students’ academic

achievement may demand more similar studies in different localities to prove or

disapprove their propositions.

2.5 Parents Involvement and its effect on Pupils Academic Achievement

A study by Desforges and Abouchaar.(2003) on the impact of parental involvement,

parental support and family education on pupil achievement and adjustment indicated

that parental involvement takes many forms including good parenting in the home,

including the provision of a secure and stable environment, intellectual stimulation,

parent-child discussion, good models of constructive social and educational values

and high aspirations relating to personal fulfilment and good citizenship; contact with

schools to share information; participation in school events; participation in the work

of the school; and participation in school governance.

2.5.1 The Effect of Parents’ Involvement on Pupils’ Reading Ability and

Performance

Studies on the effects on students academic have indicated an overwhelming

connection between literary resources in the homes and children’s reading skills

(Sheldon, 2009; Sanders & Sheldon, 2009; Glasgow & Whitney, 2009). Children

who come from reading oriented homes, where books are readily available to them

and their parents are avid readers, have a tendency to score higher on reading

achievement tests than children from less reading oriented homes. It also affects their
 16

literacy skills to have their parents read to them. Thus, parents can have positive

effects on their children’s reading skills and boost their reading comprehension by

reading to them and making sure there are always books available.

Studies among school students demonstrated that those students whose parents have

high educational expectations for their children, discuss with their children their

school and future plans and monitor their homework, have a tendency to earn a

higher grade in English and to score higher in reading achievement tests (Sanders &

Sheldon, 2009). Such studies confirm that parents’ support and interest for reading

continues to be an important factor in young people’s academic development through

high school.

2.5.2 The Effect of Parents’ Involvement on Pupils’ Performance on

Mathematics

Studies have shown that parental involvement directly affects their children’s math

achievement (Sanders & Sheldon, 2009; Yan & Lin, 2005). Students whose parents

are involved in their education are more likely to perform better in math and achieve

more than other students. Sirvani (2007) agrees with this and claims that parental

involvement contributes significantly to achievement of both primary and secondary

school students in math. In addition, these students are more likely to continue

further in mathematics (Sheldon, 2009). Yan and Lin (2005) also claim that the

higher the expectations parents have for their children’s mathematics achievement

the more the children achieve.

In addition, there appears to be a large body of evidence that suggests the home
 17

environment not only affects students’ achievement, but also their abilities and

attitudes towards math (Sheldon, 2009) Sanders and Sheldon (2009) claim that

partnership and cooperation between homes and schools are important. Therefore, it

is essential for schools to implement activities and partnership programs with

parents.

When it comes to homework, parents generally feel that it is important. Studies have

shown that homework was an important factor in the children’s education. For

instance, according to statistics by the Department of Education (2004) in the United

States, 90% of parents make sure their children have a place to do their homework. In

addition, 85% of them inspect whether their children have finished their homework

or not. It also concurs with Van Voorhis (2003), that parents generally agree on the

importance of homework. By monitoring their children’s homework, parents are

participating in their education. This type of involvement will both stimulate and

motivate students to do their best. Monitoring their children’s homework may also be

regarded as a tool for parents to gain information as to what their children are

learning at school. These studies suggest that successful students come from a

nurturing and supportive home environment. In Tanzanian context particularly, little

has been done to indicate such influence of parents’ involvement in school academic

activities.

2.6 Conceptual Framework

A conceptual framework is defined as an abstract indication of basic concepts and

constructs that are expected to interact on actual settings and experiences that form a
 18

foundation of a good research study (Le Compte, 1984). The conceptual framework

which is used in this study is intended to explain the effects of parental involvement

towards students’ academic performance in Tanzanian primary schools as shown in

figure 2.1.

Independent Mediating Dependent

Parental Effect of Parental

involvement in involvement in
 school activities school activities
Financial support Contribution of  Effect on
activities Parental involvement examination
 Academic support in school activities pass rates and
activities Increased financial test scores
 Managerial support  increasing
activities  Increased
reading, writing
learning facilities
and arithmetic
 Support in
skills
academic
activities

Figure 2.1: Conceptual Framework

Source: Reseracher Own Model (2016)

The conceptual framework provides clear links of three major components that are

assumed to have been influencing one another; firstly, the forms of parental

involvement which include the parental financial and academic support. The parents

are expected to support their children financially to facilitate the availability of

educational resources and facilities such as uniforms, teaching and learning facilities

such as text books and transport costs to and from school. The academic support by

the parents is supposed to include supporting their home works, creating conducive
 19

environment for their children when they are at home. It has been a tradition for

teachers to give their children home work to do especially during the weekends.

Thus, the parents are expected to also provide educational materials in the form of

books, educative newspapers and directly supporting their children academic

achievement. The parents are also involved in school managerial activities

specifically when it comes to decision making and school programming. These

activities are expected to add value to the pupils’ academic achievement.

The second component of the conceptual framework identifies the contribution of

Parental involvement in school activities. This is the value that parents are expected

to contribute by involving themselves into school activities. The researcher assumes

that parental involvement could be effective in terms of increasing their financial

support to meet school related facilities and demands; increased teaching and

learning materials for their children including textbooks, pens, pencils; and increased

support in terms of children’s academic activities including homework or

assignments provided to pupils by their teachers.

Therefore the academic qualifications of the parents and the patterns of their business

they are engaged in daily basis are assumed to have influence on whether or not they

can provide supporting their children academically and materially. It is therefore

assumed that the parental involvement in school activities would contribute to the

increased financial support, increased teaching and learning materials for their

children and support in their academic works by creating favourable learning

environment for their children at home. In addition, the academic qualifications of

 20

the parents are assumed to have influenced their contribution towards school

activities. Thus, the more educated are the parents; the better is their chance to

provide academic support for their children at home.

The third component in the conceptual framework identifies the effect of parental

involvement in school activities. The researcher assumes that parental involvement in

school activities may finally enable improve pupils’ academic achievement in both

school terminal tests and final examinations. The pupils are usually tested at the end

of each term and examined at the end of their studies, which is standard seven. Thus,

the pupils’ academic performance is expected to be measured in the form of pupils’

scores in their terminal and final examinations, reading and writing abilities. The

more parents are actively involved in supporting their children academically; the

better is the academic performance of their children at school.

2.7 Synthesis and Literature Review Gap

The available literature confirms that the involvement of parents in educational

development of their children is critically important. Studies conducted in developed

countries particularly from the United States of America and Australia suggested that

there were several forms of parental participation in school matters concerning their

children. The studies suggest that parents who were involved in assisting their

children ,made it possible through verbal encouragement, arranging for appropriate

study time and space, modelling desired behaviour (such as reading for pleasure),

monitoring homework, and actively tutoring their children at home (Allen & Daly,

2002: Harris and Chrispeels 2006). Thus, it would appear that involving parents in
 21

schooling leads to parents engagement in teaching and learning processes. Such

studies however, did not prove the significant effect of parental involvement on

children’s levels of educational achievement (Feinstein et al., 2006: Sacker et al.,

2002). In addition, a controversial argument from Epstein (1992) suggested that

parental involvement could not always have such positive effects as there were many

factors which impinged upon the quality and nature of parental involvement

themselves.

Moreover, given different cultures of the parents and nature of their businesses in

Tanzania, it has been difficult to predict the influence of the parental contribution in

promoting children academic achievement in Tanzanian primary schools. It has been

observed that the level of parental involvement in Tanzania in terms of supporting

the academic achievement of their children is still low (Haki elimu, 2012). The

parents and guardians have continued to provide limited assistance to their children’

academic matters due to the nature and types of their economic activities. As a result,

little is known whether and how such tendency could affect children academic

achievement in terms of skills and competencies in their examinations (Haki elimu,

2012). This study may demand an empirical investigation on parental involvement

and how useful they were in improving pupils’ academic achievement in Tanzania in

order to address the problem.

 22

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

This chapter presents research methodology which was employed in the study,

research approach, research design study area, study population, sample and

sampling techniques, instrument for data collection, validity and reliability of the

instrument for data collection. The validation of research instruments and ethical

considerations were also described.

3.1 Research Approach

The study used mixed approach in which both quantitative and qualitative

approaches were adopted. With quantitative approach the study was expected to

generate data in quantitative form which were subjected to descriptive analysis

(Kothari 2009); it used to show the number of students enrolled in public primary

schools (frequencies) and the number of students who perform better in their final

standard seven examinations from five public primary schools in Ilala municipality.

The study also determined the difference in students’ academic performance between

those received academic support from their parents and those without parental

support. This would demand quantitative approach and methods. The need for

exploring the views and opinions from the subjects, the study demanded the

researcher to utilize qualitative approach and methods.

3.2 Research Design

The cross sectional research design was used in this study. The design was suitable

for this study because the study demands opinions from various segments of
 23

population such as the parents, primary school teachers and school committee

members on matters concerning the contribution of parents’ involvement in school

activities. Since Ilala municipality is a large area with many public primary schools

scattered, this design and methods could facilitate the collection of data concerning

the role played by parents towards improvement of student academic performance or

failure of students in community primary schools. This design will allow you to

collect data for a short period of time from many respondents.

3.3 Location of the Study

The study was conducted in Ilala Municipality. The area was randomly selected

because the three municipals of Kinondoni, Temeke and Ilala almost share the same

characteristics which researcher had interest (urbanised characteristics where parents

are involved in different socio-economic activities and professions). Using simple

random sampling technique, the names of the three municipals were obtained for the

regional authorities and were listed in a piece of paper before a child was requested

to randomly pick one paper. The procedure for the selection of Ilala Municipality was

randomly selected as study area.

3.4 The Target Population

Population is a group of interest; the group to whom a researcher would like to

generalize the result of the study (Hrankel, 2000). The study population included

primary school teachers, head teachers, parents, school committees’ chairpersons and

standard seven pupils from four selected public primary schools in Ilala

Municipality. Public primary schools in Ilala count for more than 98% of all the
 24

primary schools thus, representing the majority of the children from various socio-

economic backgrounds. This also suggests that most parents had their children

enrolled in public primary schools where researcher obtained additional and relevant

information for the study.

3.5 Sample size and Sampling Techniques

3.5.1 Sample Size

According to Cohen, et al (2000), a sample is a sub set of a total population under

study and it represents the characteristics of the population. For the purpose of

suiting the purpose of mixed research approach, the study utilized a sample size of

120 subjects. The mixed research approach accommodates both qualitative and

quantitative aspects of data in their presentation and analysis. For example,

quantitative approach can accommodate simple frequencies and percentages of some

responses for descriptive purpose.

Table 3.1: Composition of Sample Categories

SN Category of respondents Number of respondents

1 Primary school teachers 26
2 Head teachers 04
3 Chairpersons from school committees 04
4 Parents 12
5 Pupils 74
Total 120
Source: Field Data, 2016

3.5.2 Sampling Procedures

Sampling technique is defined as the process of selecting samples to represent the

population (Kothari (2009). In this study, a researcher used three types of sampling
 25

techniques namely simple random, purposive sampling and convenience sampling

techniques as described below.

3.5.2.1 Simple Random Sampling

According to Cohen, et al (2000), simple random sampling appears when each unit

of the sample has been selected entirely by chance where each subject or unit in the

population has an equal chance of being selected. This technique was used to select

four public primary schools from Ilala Municipality. The researcher prepared twenty

pieces of paper on which names of each school in Ilala Municipal were labelled.

After the pieces of papers have been mixed up in a basket and researcher asked any

teacher from a public to randomly pick up four pieces of papers one at a time until a

sample of four schools is obtained. Simple random sampling procedure is preferred

because of its power to minimize biasness in sample selection and therefore

maximize sample representativeness.

3.5.2.2 Purposive Sampling

Purposive sampling technique was used to obtain head teachers from the selected

public primary schools who are expected to provide information on how parents’

participation influence school academic development. The technique was also be

used to sample school committees’ chairpersons who are responsible for the

management of the schools. Purposive sampling was also be used to select primary

school teachers because they are responsible for providing the children with

classroom assignments and homework. Purposive sampling is suitably chosen for

this study because it best enabled researcher to answer the research questions. The
 26

choice of purposive sampling was based on characteristic or quality of the

respondents for the purpose of this research. For example, head teachers were

selected based on their administrative and leadership roles they play. Thus, the

choice of the pupils was based on their academic performance characteristics.

3.5.2.3 Convenience Sampling

Convenience sampling is a method in which for convenience sake the study units

that happen to be available at the time of data collection are selected (Degu &

Yigzaw, 2006). This technique was employed to obtain sample for parents who were

expected to support their children’s academic development both at home and while

in school. The parents were asked to participate in the study based on their

availability and willingness to do it. Researcher recorded the names of the parents

and their localities from the head teachers’ office before making follow up in their

homes based on head teachers’ directives. Five parents from each public primary

school were sampled to be interviewed.

3.6 Instrument for Data Collection

In order to obtain wide range of information for the purpose of the study, three

methods of data collection were used namely interview, questionnaires and

documentary review.

3.6.1 Questionnaires

A questionnaire involves the use of written down items or questions to which the

individual responded in writing. The questionnaires involved both close-ended and

open-ended questions to suit the requirement of both qualitative and quantitative

 27

approaches. The questionnaires were administered to primary school teachers and

standard seven pupils from selected public primary schools on the effect of parental

involvement to children academic welfare. The instrument enabled the researcher to

collect adequate data within the shortest time possible. They were expected to

provide objective items on how parental involvement influence pupils academic

performance. Questionnaires were also expected to collect objective information

from pupils on their opinion concerning parental involvement on their academic

achievement and its effect through their levels of agreement, disagreement and

neutrality.

3.6.2 Semi-Structured Interview

This is a face to face interaction between a researcher and the respondents on one to

one basis (Enon, 1998). This instrument was administered to the school committees’

chairpersons, head teachers and the parents. The respondent views on the modalities

through which parents are involved in supporting children academic achievement.

This included the factors that influence parental involvement contributes in

promoting primary school children academic performance. The method was preferred

because of its ability to obtain in-depth information especially through probing

technique. The instrument ensured provides flexibility for respondents to provide

detailed information to express their views.

3.6.3 Documentary Review

Documents are written or recorded materials which are prepared after the request in

the inquiry for the purpose of the evaluation (Guba & Lincloln, 1985). The method
 28

involved reviewing official documents on student’s examination results available in

head teachers’ offices especially for the purpose of the objective three which

required determining pupils’ academic performance.

3.7 Validity and Reliability of Research Instrument

Validity refers to quality of data gathering instrument or procedures that enables it to

measure what it sought to measure (Best and Kahn, 2004). Reliability of the

instrument is the measure of consistence over time and over similar sample (Cohen

et al., 2007). The following methods were used for validation of the questionnaires;

the researcher conducted preliminary survey at Mbezi Mwisho primary school

located in Kinondoni municipality. The questionnaires and interviews were pilot

tested to 5 teachers and 8 pupils before the larger actual survey was conducted in

Ilala municipality. It was possible to discover the ambiguities and some grammatical

errors in the question items before they were corrected. This helped to cross check

the validity and reliability of the instruments (interviews and questionnaires). The

researcher had opportunity to discuss with the respondents especially on difficult

vocabularies or if there are grammatical errors or rather with ambiguity statements in

order to rephrase or delete them. In addition, the researcher sought for expert advice

from her supervisor who helped to improve the clarity on the items from the

questionnaires and interviews.

Validation of the instruments is the process of establishing documented evidence,

which provides a high degree of accuracy that a specific process consistently

produces to meet its predetermined specifications and quality attributes (Best and
 29

Khan, 2003). The instruments were validated through technical advice from the

members of the Open University, faculty of Education such as lecturers, research

supervisor and fellow students of Masters Education programme. Some

inconsistencies and ambiguities were corrected in order to establish the face, content

and construct validity. Finally, the use of more than one instruments for data

collection (triangulation) aimed at ensuring reliability and validity of data collected

(through focused group discussion, interviews and documentary analysis).

3.8 Data Analysis Procedures

Data analysis is a systematic process involving working with organizing data and

breaking them into manageable unity (Bagdon & Biklen, 1992).It is also concerned

with systematizing data ,searching for patterns, discovering what is important, what

is to be leant and deciding what to tell others (Cohen et al, 2007). All information

that was collected from interviews and documentary review was subjected to content

analysis which involved identifying coherent and important examples, themes and

patterns in data collected from the field work. Qualitative approach therefore was

analyzed through thematic analysis where data were categorized according to their

relevant themes and patterns developed accordingly.

Quantitative data from the questionnaires were analyzed through simple descriptive

statistics after tabulation and conversion into frequencies and percentages for

descriptive purposes. In the first place data were cleaned for errors and then coded.

After coding data were analyzed through content analysis to examine its influence on

pupils’ academic performance.

 30

3.9 Ethical Considerations

The researcher obtained prior permission from all relevant government authorities

and institutional administrators before conducting the study. In the first place,

researcher sought clearance letter from thee Vice Chancellor to issue research

clearance through the Directorate of Research at the Open University of Tanzania,

which grants research permit on behalf of the Commission of Science and

Technology (COSTECH). Permission was also sought from Regional Administrative

Secretary (RAS) and District Administrative Secretary (DAS), from the Dar es

Salaam region and Ilala Municipality respectively. Moreover, the researcher will

explain clearly to the respondents the objectives of the study before they could take

part. Respondents were informed that their participation was voluntary and that the

information they give would be treated confidentially and used for the intended

purpose only. The researcher made sure that the information collected was kept in a

safe manner so it could not be accessed by unauthorized persons. Furthermore the

researcher also ensured that the respondents` names are not mentioned anywhere in

the study. Names of schools were substituted by alphabetical letters A-D in no order

that could ordinarily relate the letters and real names of the school.
 31

CHAPTER FOUR

4.0 DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

In this chapter the results of the study is presented and discussed. The data is divided

into subsections where demographic characteristics including age and sex of

respondents, education level and occupations were presented, analyzed and

discussed. The purpose of the study was to examine the role of parents’ involvement

in educational processes and their effect to primary school pupils’ academic

performance in Ilala Municipality. The data were analyzed around key objectives of

the study; exploring the school modalities through which parents are involved in

supporting primary school children academic development; investigating the

contribution of parents involvement in children academic performance in primary

schools; and examining the difference in academic performance between primary

school pupils who receive parental support from pupils who completely did not

receive it.

4.2 Demographic Characteristics

4.2.1 Age and Sex

In a surveyed schools, the analysis of sex and age of the respondents found that

majority of respondents were males 68(56.7%) and 52(43.3%) were females. Such

respondents included the primary school pupils, parents and head teachers and

chairpersons from the school committees. This implies that males made up the

majority of respondents for the study. Males were presented in the school
 32

committees, a decision making board, and much more represented in managerial

posts such as school headship. An analysis by age revealed that more than two thirds

(66.7%) of the population sample was in age group below 20 years. The population

in the middle age from 21 to 60 accounted for 29.1%). There was a small group of

aged sample group whose ages was above 61 years accounted for only 4.2% of the

respondents as summarized in Table 4.1. This implies that the school age children

constituted the majority of population in the sample study .The age and sex

characteristics of the population were important factor for this study because female

parents or guardians were considered to spend more time at home with children than

male parents. Thus, it was expected to determine their roles in supporting their

children academically while at home.

Table 4.1: Age and Sex of Respondents

Age Group Female Male Total

Frequency % Frequency % Frequency %
Below 20 34 40 74 66.7
21-30 3 7 10 8.3
31-40 6 9 15 12.5
41-50 4 5 09 7.5
51-60 3 4 07 5.8
Above 61 2 3 05 4.2
Total 52 43.3 68 56.7 120 100
Source: Field survey (2016)

Data summarized in table 4.1 imply that the male respondents outnumbered female

respondents, thus research involved more males than females. The cultures and

traditions of African families could have contributed to this effect. Family issues are

largely male responsibility.

 33

4.2.2 Education Level of the Respondents

The study categorized the respondents’ level of education into the following sub-

groups, illiterate, primary education, Secondary education, Vocational Education,

Tertiary and University education. In education status 67.5% of respondents attained

primary education, 20.8% attained secondary education, 7.5% of the respondents

possessed tertiary and university education, 4.2% did not attain formal education.

There were no respondent who attained vocational education and training.

Educational level of the respondents was important in determining their capability to

provide academic support to their children. It was assumed that educated parents

stood a better chance in supporting their children academically than less educated

parents (See Table 4.2).

Table 4.2: Respondents’ Education Levels

Category Respondents educational levels

Parents Pupils Heads chairpersons Teachers Total %
N=12 N=74 N=04 N=04 N=26 120 100
Illiterate 3 2 0 0 0 5 4.2
Primary 7 72 0 0 2 81 67.5
education
Secondary 2 0 2 2 19 25 20.8
education
Vocational 0 0 0 0 0 0 0
education
University 0 0 2 2 5 9 7.5
education
Source: Field survey (2016)

Data summarized in Table 4.2 shows that the majority of respondents had primary

education. The cultures and traditions of African families could have contributed to

this effect.
 34

4.2.3 Respondents’ Vocation and Source of Income

More than half 32(69.6%) of the respondents were employed in the formal sector.

The respondents in this category included the primary school teachers and few other

employees whose main sources of their income was monthly salaries. The rest of

respondents 14(30.4%) were self-employed in the informal sectors whose main

source of income were well defined. The respondents in this sub-group engaged in

various manual work and other professional jobs such as domestic electricians, civil

engineering, small farming, petty business, mechanics and carpentry. Based on this

clarification, majority of respondents 66.9% had monthly income of more than 700,

001 Tsh. They had generally reliable source of their income that is the monthly

salary. 19.7% of the respondents had average monthly income between Tsh.300, 001

and 700,000. The study assumed that parents’ formal and informal economic

activities would have contributed to their level of involvement in their children

school matters.

The findings revealed that, some respondents were not in the formal employment due

to low education they possess that means they lack skills and experience to work in

formal sector. However, unemployment in this study contributed by number of

respondents who particularly with less formal education. The majorities of

respondents were self-employed as entrepreneur as the only means of earning living.

It was also observed that 4.3% of respondents earned below 100,000 Tsh. as their

monthly income. The formal employee and entrepreneurs earned more than 700,000

Tsh as their monthly income as shown in Table 4.3. The contribution of the parental

monthly income on pupils’ academic achievement has been presented in the next
 35

sub-sections.

Table 4.3: Respondents’ Monthly Income

Income per month Category of respondents

Parents Chairpersons Heads Teachers Total %
< 100,000 02 00 00 00 02 4.3
100,001 – 300,000 03 00 00 00 03 6.5
300,001 – 700,000 03 01 00 05 09 19.7
+ 700,001 04 03 04 21 32 69.5
Total 12 04 04 26 46 100.0
Source: Field Survey (2016)

4.3 The School Modalities through Which Parents Are Involved in Supporting

Primary School Children Academic Development

Research objective one examined the school’s modalities through which parents’ are

involved in supporting primary school children academic development. Two

questions were posed to solicit the information for the research objective namely;

were the parents involved in supporting primary school children academic

development?; secondly what are the school’s methods through which parents’ are

involved in supporting primary school pupils academic achievement.

Series1, NO,
10.90%, 11%

Series1, NOT YES

SURE, 26.10%,
26% NOT SURE
Series1, YES , NO
63.00%, 63%

Figure 4.1: Were the Parents Involved in Supporting Primary School Children

Academic Development? (N=46)

 36

The responses were collected from the teachers, school committee members and head

teachers. The statistics were also collected from official records available at head

teachers’ office and were recorded as shown in Figure 4.1.

Figure 4.1 indicates that the majority of the respondents (63.0%) said that parents and

guardians were not involved in various programs meant to support primary school

children in their academic development. Some respondents (26.1%) were not sure

whether parents were involved in supporting children academic development of their

children. A small number of the respondents (10.9%) said that parents were not

directly involved in programs concerned about their children academic welfare.

When the researcher demanded clarifications on each category of responses, the

following responses were collected and summarized in Table 4.4.

Table 4.4: Methods in Which Parents’ Are Involved in Supporting Primary

School Children in Their Academic Development (N=46)

Modalities of Parental Involvement Responses Supported

Parental participation in school committees 37(80.4%)

Providing direct support to pupils in the forms of finance and 29(63.0%)
materials
Provision of food supply while at school 21(45.7%)
Supporting pupils home work assignments 16 (34.8%)
Parental visits to school to discuss with teachers on children 14(30.4%)
academic matters
Source: Field Data, 2016

Data on Table 4.4 indicates that there was several school modalities used to promote

parental involvement in supporting primary school children in their academic

 37

development in Ilala district. The majority of respondents (80.4%) mentioned the

parental participation in school committees as decision making bodies. The school

committees were bodies for decision making on matters related to school

development. Showing their greater concern on the matter, one of the head teachers

had this to comment;

In our school parents participate actively in school committees where

they were involved in the planning and management of school projects,
school activities and financial matters; rehabilitation of school physical
facilities such as classrooms. In such planning, school committees set
priorities on academic matters including planning for extracurricular
activities and remedial classes (Head teacher from school B).

Information provided on the quotations indicates that in school committees parents

were discussing with teachers on children school matters including school attendance

and school dropout [frequently parents follow-ups of their children school

performance and attendance]. In this way, the parents make close follow ups on

children school exercise books every day after school hours.

Some respondents (63.0%) said that another modality through which parents’ are

involved in supporting primary school children in their academic development was

through providing direct support to pupils in the forms of finance and learning

materials. The respondents maintained that there was direct support in terms of

finance and learning materials or resources such as text books, attending private

tuition classes, providing school uniforms and transportation costs. It was learned

that successful learning demanded resources which partly was the responsibility of

both the government and the parents. They said that before the government abolished

the school fees and other financial contributions from the parents for primary
 38

education, it was the responsibility of the parents to pay them. However, some costs

such as transport expenditure, costs for school uniforms were still the expenditure to

be borne by the parents or households as one of the respondents said;

Responsible parents provide learning resources in academic support of

their children. Effective learning demands that some necessary learning
resources such as writing materials, textbooks and school uniforms are
available. In cases where some resources such as textbooks are not
adequately available, it was my responsibility as a parent to avail such
resources to the child to facilitate meaningful learning (Chairperson from
school D).

It is true from the quotation above that for effective learning in schools; pupils need

support for the learning resources. The findings revealed that the willingness and

capability of the parents to support their children depended on many factors

including their levels of professionalism, economic gains and their educational

levels. The study noted that well educated parents with at least a minimum of

secondary education were much more supportive to their children than those without

it. The entrepreneurial parents or business people were also well supportive to the

educational resources for their children because they had high level of awareness on

the importance of education for their children. Moreover, it was noted that some

parents and chairpersons had considerable adequate levels of formal education,

secondary school education (See Table 4.2).

In addition, the study findings revealed that provision of food supply while at school

was another modality through which parents were involved to support their children.

Nearly half of the respondents 21(45.7%) mentioned that parents were involved in

the provision of food supply while at school. The provision was directly or indirectly
 39

helpful in motivating the children to stay at school and maintain record on school

attendance and keep the students academically active and alive. In explaining the

importance of food supply through contribution of various food items such as maize

flour, sugar and finance, one of the parents had this to say;

Our school leadership and management used to mobilize various food

items to support our children from the parents and other stakeholders.
Some pupils leave their homes early in the morning for school with
empty stomach. The provision of food at school helps to satisfy them and
keep them academically active because they can concentrate on studies.
However, the introduction of free primary education and the abolition of
school financial contributions will depend on the government ability and
willingness to implement the policy in order to offset the gap left
(Chairperson from school A).

The quotation above indicates that formerly before the government could establish

free primary education policy; it was common practice that parents contributed

certain amount of finance and food items to support their children academically.

According to the respondents, the provision of food supported their children because

they concentrated on studies and maintained school attendances. However, some

respondents worried whether the government could implement the policy effectively

and offset the gap left by abolition of financial contributions from the parents.

A small number of the respondents (34.8%) mentioned the idea that some parents

supported their school children when doing their home work assignments. It was

therefore found that some teachers had tendency of providing their pupils with home

work assignment in a week. The researcher wanted to know the number of times in a

week that the teachers provided their students with home work assignments. The

question and responses to the question were recorded and summarized as shown in

Figure 4.2.
 40

Series1, More Series1, Not at

than a Twice, All, 16.20%, 16%
9.50%, 9%
Series1, Once Once a Week
Twice a Week
a Week,
Series1, Every 52.70%, 53% More than a Twice
Every Day
Day, 0, 0%
Not at All

Series1, Twice a
Week, 21.70%,
22%

Figure 4.2: How Many Times A Week Do Your Teachers Provide You With

Home Work Assignments? (N=74)

The school pupils were asked to mention the number of days teachers provided them

with home work assignments. More than half of the respondents (52.7%) said that

their teachers provided home work assignments once a week usually the last day in a

week days (Friday). They said that the purpose was that pupils could spend weekends

doing their home work assignment and submit them to their teachers early in the

Monday morning. Some respondents (21.6%) said that their teachers provided them

with home work assignments twice a week (on Tuesdays and Fridays). Some few

pupils 07(9.5%) admitted that they were provided with home work assignments more

than twice a week while some other respondents (16.2%) said that they were never

provided any home work assignment by their teachers. These statistics suggest that

the routines through which students were provided with home work assignment were

not consistently maintained. So whether the students were to be provided with home

work was determined by a teacher that is why some teachers did not bother to

provide home work assignments to their pupils.

 41

Moreover, the researcher investigated whether parents provided any support to their

children when doing their home work assignments. The pupils were asked whether

their parents or other family members provided any academic support when doing

their homework assignments at home. The responses to the question were recorded

and summarized as in figure 4.3.

Series1, NOT
SURE, 14.50%,
15% Series1, YES ,
38.70%, 39%
YES
NOT AT ALL
Series1, NOT AT NOT SURE

ALL, 46.80%, 47%

Figure 4.3: Parents Support on Pupils’ Homework Assignments At Home

The researcher wanted to know whether the pupils received any parental support or

any other family members’ academic support when doing your homework

assignments at home. The responses showed that nearly half of the respondents

(46.8%) received no academic support from either their parents or any family

members when doing their home work assignments. When they were asked why their

parents did not support them in doing their home work assignment, one of the

respondents had this to say;

I am the first born in my family and my parents are always very busy
with their daily routines. They usually came very late at home, the time
when I would be asleep or very tired. I rarely received academic support
from them. Instead my parents would assign me with private instructors
in the form of private tuition and remedial classes. I would rather go to
consult my private tuition teacher for help, when I needed it (Pupil from
school C).
 42

The other respondent said that they could not received support from their parents

because their parents were both illiterate and busy with their bread earning routines

as she claimed;

My parents are not educated enough to provide academic support to me

through my home work assignments. While my mother was completely
illiterate, my father did not even complete primary education. They have
little support for me when it came to doing my home work assignments. I
cannot blame my parents because I know they are unable to support me
in that way. My elder siblings do not seem to have interest in my
education let alone support me in my home work assignment (Pupil from
school B).

The quotations above suggest that there were some predicaments when it came to

supporting children academically in their home work assignments. Some

predicaments were related with the lack of academic capability among the parents

while other predicaments were related to the nature of work or professions their

parents engaged in. The parents who were self-employed were too busy to support

their children in academic matters, although some of them had good academic

qualifications or professions.

Some respondents (38.7%) said that their parents or siblings provided some forms of

academic support when doing their home work assignments. When they mentioned

the support they received from them, one respondent commented that;

One of my parents is a teacher who seems to be interested in my

education. She would either help me to do my assignment through
discussions or provide me with additional assignments if teachers
provided no assignments to me. She is always ready to discuss with me
on several academic issues, which are very helpful and supportive in my
academic life (Pupil from school A).

The other pupil had similar argument to the previous one, when he commented that;
 43

Although my parents are professionals in health sector (medical doctors)

they could not allow me to go to sleep without inspecting my school
exercise books on daily basis. They would make sure that all home work
assignment is correctly done during the weekends before they are
submitted to teachers on Mondays. My elder sister is studying (pursuing
engineering degree in one of the universities in Dar es Salaam. She
usually supports me to do my home work assignments especially in
mathematics and science subjects (Pupil from school B).

Moreover, the quotations above suggest that professions of the parents played an

important part when parents or siblings supported pupils academically in their home

work assignments. The study revealed that parents and family members provided

various academic supports including direct involvement in discussing academic

matters or issues, providing financial support for remedial teaching and private

tuitions for their children, providing educational resources such as school uniforms,

shoes, writing materials and supplying food items. Some parents and siblings went

further to checking and inspecting their children exercise books or assignments. This

could help the parents to satisfy that their children attend schools and do their

academic work properly.

A small group of the respondents (30.4%) mentioned that the parental visits or tours

to school with a purpose to discussing with teachers on academic matters concern

their children. It was found that parents discussing with teachers on children school

matters including school attendance and school dropout (frequently parents follow-

ups of their children on school performance and attendance). This helped the

parents/guardians to make close follow ups on children school exercise books every

day after school hours.

 44

4.3.1 Discussion of the Findings

These research findings concur with what Desforges and Abouchaar (2003)

suggested. They indicated that there were varied forms of parental involvement such

as good parenting in the home, including the provision of a secure and stable

environment, intellectual stimulation, parent-child discussion, good models of

constructive social and educational values and high aspirations relating to personal

fulfilment and good citizenship; contact with schools to share information;

participation in school events; participation in the work of the school; and

participation in school governance. However, the effectiveness of each forms of

parental involvement differed significantly.

For instance, a study conducted by Harris and Goodall (2007) on engaging parents in

raising achievement indicated that parental lack of skills was one of the commonly

cited barrier from within the data. It was also the case that for some parents, language

was a real barrier. This barrier was most clearly stressed by parents - they felt they

often did not have the right language to use in discussions with teachers. In addition,

parents’ lack of interest made parents parental attitude and interest is a barrier. some

people even if they do get like praise letters or bad letters the parents don’t really care

and I think that’s when you start going downhill a bit - if parents don’t really care if

you get good grades then you start to lose interest. It frequently became apparent that

the lack of interest was often lack of interest in the school, or in coming into school;

it is unclear whether or not this translates into lack of interest in the learning of the

student.
 45

4.4 The Contribution of Parents Involvement in Children Academic

Performance in Primary Schools

The objective two examined the contribution of parental involvement in children

academic performance in primary schools. The data was collected to assess whether

parental involvement contributed anything in the academic performance of the

primary school pupils. Two questions were asked to tape information for these

questions namely; did the pupils academic achievement differed between those

receiving parental supports from those with less support? Secondly, how does

parental involvement contribute to promoting primary school children academic

performance? The questions were administered to primary school teachers, head

teachers and the parents. The responses were collected and summarized as shown in

Figure 4.4 and Table 4.6 below.

Series1, NOT
SURE, 14.30%,
14%

Series1, YES , YES

NOT AT ALL
59.50%, 60%
Series1, NOT AT NOT SURE
ALL, 26.20%, 26%

Figure 4.4: Do the Pupils Academic Achievement Differ between Those

Receiving Parental Supports from Those Without Family Support? (N=42)

When the respondents were asked to comment on whether there was any difference

in academic achievement between primary school pupils who received parental

 46

supports from those who did not receive it. The responses revealed that more than

half of the respondents (59.5%) said that the difference was obvious compared to

those (26.2%) who said that the difference was not obvious. A small number of

respondents (14.3%) were not sure whether parental support could make any

difference in primary school pupils’ academic performance. The differences in

arguments and conceptions among the respondents were caused by many factors or

reasons. To support their views, researcher collected data from official documents

(school records) to examine the extent to which the pupils performed their final

(Terminal) examinations from the surveyed schools.

On whether parental involvement contributed in promoting primary school children

academic performance, different views were provided. The respondents in this group

mentioned several factors and effects or contributions as summarized on Table 4.6

Table 4.5: What is the Contribution of Parental Involvement in Promoting

Primary School Children Academic Achievement? (N=46)

Category of responses Responses

Supported
Direct academic support on pupils increases pupils’ academic 40(86.9%)
achievement (pass rates) especially in their (Terminal and Final)
examinations.

Promotes pupils school attendance and finally increases 22(47.8%)

achievement of skills and knowledge
Increases parental follow-ups of their children school achievement 31(67.4%)
and discussion with teachers on issues related students school
matters, particularly students disciplinary issues and learning
resources availability etc.

Sources; Field data, 2016

 47

The data displayed on Table 4.6 indicated that the majority of the respondents had a

view that parental involvement in academic matters of their children contributed and

promoted to the academic achievement. They referred the pupils’ academic

achievement they contributed were in the forms of pupils pass rates in terminal and

final examinations results. These statistics suggest that direct academic support had

positive results on pupils’ academic achievement. The researcher asked the

participants to indicate the types of direct academic support that the parents provided

to their children and how they benefited from the support. The majority of pupils

who received direct support in the form of academic assistance on their home work

assignment, showed better academic achievement than those who received other

assistance the form of provision of other learning resources such as textbooks and

uniforms as one of the pupils remarked;

The academic assistance that I always received from my parents and my

elder siblings has positive consequences on my academic achievement.
My parents usually assisted me in attempting my home work
assignments particularly mathematics and English subject assignments
every weekends. My scores on both assignments and terminal
examinations have been on increase. I thank my parents for such
academic assistance (Pupil from school B).

The quotation above connotes that the pupils who received academic assistance

benefited much more than not. In addition, not all assistance was valuable in the

same manner. It is therefore important to choose the useful support to our children if

we want them to achieve academically higher in schools.

Some participants (67.4%) said that parental involvement has increased parental

follow-ups about their children school achievement and got opportunity for
 48

discussing with teachers about matters concerning the pupils school matters,

particularly pupils disciplinary issues and learning resources availability etc. The

study revealed that discussion between teachers and parents on matters concerning

pupils’ disciplines were important and provided opportunity for parents to examine

when learning resources were needed. This suggested that in some cases, some

pupils did not report to their parents when their learning resources became exhausted.

For such reason, lazy pupils would take it an advantage and they became idle in the

class. The findings indicated that most of such pupils could not excel in their

academic work.

Finally, a small percentage of the participants (47.8%) suggested that involvement of

parents in their children school matters promoted pupils school attendance and

finally increased achievement of their skills and knowledge. It was mentioned that

poor school attendance affected the pupils’ academic achievement especially in the

acquisition of life skills and knowledge. This indicated that students’ poor attendance

in schools, had minimum chance to learn and acquire the required knowledge and

skills that was supposed to be covered and achieved. To support this one of the

teachers remarked;

The school curriculum is arranged in a manner that at the end of the

school cycles the intended skills and knowledge could be covered. I do
hope that poor school attendances can negatively pupils’ achievement of
such skills and knowledge. Such pupils may not cover some topics and
skills in some classes if their attendance was not well sequenced and
missing such skills (Teacher from school C).

The quotation above indicates that parental involvement in school matters was

unconditionally very important for the academic well fare of the pupils. Therefore,
 49

their responsibility was to ensure that educational resources were available for the

children and whether their children attended schools accordingly.

The parental involvement in school matters was unconditionally very important for

the academic well fare of the pupils. Their responsibility was to ensure that

educational resources such as the textbooks, school uniforms and other writing

materials were available. The researcher wanted to know whether parents ever

bought textbooks for their children personal usage. The responses from the parents

were summarized and presented in the following Figure 4.5

Series1, I bought Series1, I

several textbooks used to
for my child, buy all Series1, I never
I never bought a single bought a single
14.30%, 14% textbooks
for my textbook for my child textbook
for my
child, I bought not more than a child, 50.00%,
7.10%, 7% single book for my child 50%

I bought several textbooks

for my child

Series1, I bought I used to buy all textbooks

not more than a for my child
single book for my
child, 28.60%,
29%

Figure 4.5: Textbooks Bought for the child

Based on the findings displayed on Figure 4.5, half of the parents or guardians

6(50%) said that they had never bought textbooks for their children compared to 4

(28.60%) participants who said their either bought only a single text book. only few

parents 2(14.30%) said that they bought several books for their children. Only a

single parent 1(7.10%) said they had bought all textbooks for all subjects for their
 50

children. These statistics implied that, many parents had no tendency to provide

academic assistance to their children because they thought that the government was

responsible for the supply of all educational resources. 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 pupils

to borrow such resources for their private usage.

The study investigate the frequency in terms of days by which parents make visits to

schools in order to meet and discuss with teachers on account of children academic

welfare. Majority of the parents (66.7%) said that they never visited schools to

discuss with the teachers on academic matters concerning their children academic

well fare. The researcher asked the parents the reason why they did not visit schools

for their children they said t was because they were busy with their personal

responsibilities. Some of the parents identified themselves to be business people

while few of them employed in the formal sector as medical doctor, teachers and

accountant. However, a minority of the parents (33.3%) said that they visited schools

only once a week 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. This implied that most parents were

too occupied with their jobs to pay visits to school for their children academic well

fare. The study revealed other reasons why level of parental involvement varied.

There were different levels of parental awareness on the importance of education.

That means that some parents did not know the importance of parental involvement

in school matters thus, neglected to pay visits to schools. In addition, some parents
 51

misunderstood or shifted their roles and responsibilities to teachers who were also

too occupied with school activities.

4.4.1 Discussion on the Findings

The study findings support what Epstein (in Richardson, 2009) argued that parental

involvement was the most powerful influence in a child’s education. It can have

various effects on students, both academically and behaviourally. Initially, research

on family involvement generally did not aim at differentiating between the effects of

specific types of involvement on definite student outcomes. Other recently,

researchers started studying how different types of involvement connect to specific

student outcomes. For example, Henderson and Mapp (2002) reported that student

perception of their parents’ involvement and expectations are also highly effective

and influential in their education. Moreover, students who feel their parents’ support

for their education and have good communication are more likely to continue their

studies past high school.

At home, parents can demonstrate their involvement in different ways; such as by

reading for their child, assisting with homework, and having regular discussions

about school or school work with their child. In addition, studies among secondary

school students demonstrated that those students whose parents have high

educational expectations for their children, discuss with their children their school

and future plans and monitor their homework, have a tendency to earn a higher grade

in English and to score higher in reading achievement tests (Sanders and Sheldon,

2009). Such findings were also confirmed by Sheldon (2009) that parents’ support
 52

and interest for reading continues to be an important factor in young people’s

academic development through high school.

4.5 The Difference in Academic Performance between Primary School Pupils

Who Receive Parental Support from Pupils Who Completely Do Not

Receive It

Objective three assessed the difference in academic performance between primary

school pupils who receive parental support from pupils who completely do not

receive it. The study was intended to reveal the difference in academic performance

between primary school pupils who receive parental support from pupils who

completely do not receive it. It was also important to reveal the way parental

involvement in school matters lead to such difference in academic performance. The

responses from the primary school teachers, head teachers and the parents were

collected and summarized as shown in Tables 4.7 and 4.8 below.

Table 4.6: Is There any Difference in Academic Performance between Primary School Pupils who

Receive Parental Support from Pupils Who Completely Do Not Receive It? (N=46)

Category Responses
Yes % No % Not Sure %
Parents 07 05 02
Primary school teachers 17 06 03
Chairpersons 2 1 -
Head teachers 03 - 01
Total 29 61.7 12 25.5 06 12.8
Source: Field Survey, 2016
 53

Table 4.7: The Primary School Children Academic Performance for 2014 and

2015 PSLE

Year Schools Performance Records

Sat for Exam Passed % of passed
2015 Boys Girls Total Boys Girls Total
School A 112 162 274 92 149 241 87.9
School B 76 83 159 43 51 94 59.1
School C 83 97 180 56 62 118 65.5
School D 104 123 227 87 101 188 82.8
2014 School A 109 148 257 73 119 192 74.7
School B 89 94 183 53 57 110 60.1
School C 79 78 157 49 50 99 63.1
School D 96 119 215 66 85 151 70.2
Source: Field Survey, 2016

Based on PSLE pass rate criteria, the passing rates were set at a total score of more

than 41 scores while failure was rated at any total score less than 40 scores which are

usually graded E. Based on the results displayed on the Table 4.8, it was observed

that the primary school children academic performance were moderate. In average

the trends in pupils academic performance ranged from 59.1% to 87.9% in 2015

academic year. For the academic year 2014, the performance ranged from 60.1%

from school B to 74.7% in school A. Although the statistics in Table 4.6 do not

indicate the difference in pupils’ performance based on parental academic

performance, they suggest that pupils’ performance was moderate. Therefore, it was

difficult to determine whether parental support counted anything on their pupils’

academic performance in their final Primary School Leaving Examinations. These

findings indicated the following observations; school academic performances were

much better for the 2015 academic year compared to those in the 2014 academic

year. The pupils academic performance were higher in schools A and D than in
 54

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 investigated how parental involvement in school influenced students

academic performance and hence their difference, although their academic

performance were not statistically measured. One of the explanations was that some

parents provided direct and indirect academic assistance to their children both at

home and at schools. This included providing academic assistance at home was in the

form of assisting homework assignments given to pupils. The second explanation

was that the parents provided learning resources such as textbooks, school uniforms,

writing materials etc). The third explanation was that some parents ensured close

pupils 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 pupils’ academic well fare. Finally, some parents provided

infrastructural support in the form of financial contributions for the construction of

classrooms, laboratories and dormitories etc.

The researcher asked the participants about what should be done to improve parental

involvement in school matters leading to academic performance of their pupils. In

response to such question, many participants pointed out the following as suggestions

to solutions to improve parental involvement in educational matters of their children;

 55

Firstly, it was indicated that frequent meetings would be conducted to facilitate

useful discussions between the teachers and the parents on matters related to children

academic welfare. The parents and teachers need to establish common understanding

about the children academic welfare. Discussions would also help to find appropriate

way to strengthen teacher-parents relations and common ground on addressing such

challenges. In these discussions the parents and teachers should exchange

information on children behaviours especially after school hours (at home).

Secondly, regulatory measures including laws and procedures could be established

and maintained against parents who neglect the academic well fare of their own

children. This includes such behaviours as drop out, absenteeism, misbehaviours

such as abusive language, theft etc.

Thirdly, there is a need to raise parental awareness about their role and

responsibilities towards supporting for the academic growth and welfare. For

example the parents should check out their children exercise books every day after

school hours; check out the time they depart home or school. Minimal domestic

chores should be assigned to children so that they have time enough for personal

learning.

Fourthly, the parents need to provide adequate time for doing their homework

assignment, engaging in their personal or private learning and providing academic

support wherever necessary. Thus, home environment should be made conducive for
 56

learning including the provision of necessary resources such as textbooks for their

children.

4.5.1 Discussion on the Findings

Various studies indicated support my study findings by suggesting that parental

involvement directly affects their children’s math achievement (Sanders & Sheldon,

2009; Yan & Lin, 2005). Students whose parents are involved in their education are

more likely to perform better in math and achieve more than other students. Thus,

parental involvement contributes significantly to achievement of both primary and

secondary school students in math. In addition, these students are more likely to

continue further in mathematics (Sheldon, 2009: Sirvani, 2007) .According to Yan

and Lin (2005) the higher the expectations of parents on their children’s mathematics

achievement the more the children achieve. In addition, there appears to be a large

body of evidence that suggests the home environment not only affects students’

achievement, but also their abilities and attitudes towards Math, thus partnership and

cooperation between homes and schools are important.

Some studies provide contradictory results to my study findings. A study by Sanders

and Sheldon (2009) provided evidence that parental involvement does affect

children’s science achievement, and particularly those children that are at risk in the

subject. It was found that pupils whose parents make time to talk with them about

science, who have confidence in their children’s ability in science, and who have

higher expectations, are inclined to be more interested in the subject. Thus, by

engaging in science activities at home and by taking their children to visit museums
 57

and libraries they help their children to develop a positive attitude towards the

subject.

In accordance with statistics by the Department of Education (2004) homework was

an important factor in their children’s education. According to statistics by the

Department of Education (2004) in the United States, 90% of parents make sure their

children have a place to do their homework. In addition, 85% of them inspect

whether their children have finished their homework or not. The findings also concur

with Van Voorhis (2003), that parents generally agree on the importance of

homework. It was important therefore to monitor children’s homework, for students’

improvement in their academic achievement.

 58

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

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 primary school pupils

academic performance in Ilala Municipality in Dar es Salaam region. The specific

objectives of the study were reformulated into the following research questions;

i) What are the school’s ways in which parents’ are involved in supporting primary

school children in academic development?

ii) What is the contribution of parental involvement in school children academic

performance in primary schools?

iii) Is there any difference in academic performance between primary school pupils

who receive parental support from pupils who completely do not receive it?

5.1 Summary of the Study Findings

i) Research objective one examined the school’s modalities through which parents’

are involved in supporting primary school children 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 primary school children in their academic

development. The study revealed that there were several schools’ ways in which

parents’ were involved in supporting primary school children in their academic

 59

development. The modalities were the parental participation in school

committees; providing direct support to pupils in the forms of finance and

materials; provision of food supply while at school; supporting pupils 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 pupils’ academic performance.

ii) Research objective two examined the contribution of parental involvement in

children academic performance in primary schools. The data was collected to

assess whether parental involvement contributed anything in the academic

performance of the primary school pupils. The questions were administered to

primary school teachers, head teachers and the parents. The findings indicated

that majority of participants agreed that pupils academic achievement differ

between those receiving parental supports from those without family support. The

study on how parental involvement contributed in promoting primary school

children academic performance. On the contribution of parental involvement in

promoting primary school children academic achievement, the following were the

responses direct academic support on pupils increases pupils’ academic

achievement (pass rates) especially in their (Terminal and Final) examinations;

promotes pupils 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

 60

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 pupils’ academic achievement they contributed

were in the forms of pupils 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 pupils 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.

iii) Research objective three assessed the difference in academic performance

between primary school pupils who receive parental support from pupils who

completely do not receive it. Majority of the participants agreed that there

obvious difference in academic performance between primary school pupils who

receive parental support from pupils who completely do not receive it. Based on

PSLE pass rate criteria, school academic performances were much better for the
 61

2015 academic year compared to those in the 2014 academic year. The pupils

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 primary school pupils who

receive parental support from pupils who completely do not receive it. Several

explanations for the difference in pupils’ 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 pupils. Secondly, the parents provided

learning resources such as textbooks, school uniforms, writing materials etc. Thirdly,

some parents ensured close pupils 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 pupils’ academic well fare. Finally, some

parents provided infrastructural support in the form of financial contributions for the

construction of classrooms; laboratories and dormitories.

5.2 Conclusions

Firstly, although schools used several modalities through which parents’ were

involved in supporting primary school children academic development, the parents

involvement in school committees’ pre-dominantly yielded positive influence. The

parental participation in school committees as decision making bodies was

 62

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 pupils’ 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 pupils to borrow such resources for their private usage.

Thirdly, the difference in academic performance between primary school pupils who

received parental support from pupils who completely did not receive it was clear.

The pupils’ academic performances were higher in those schools whose pupils

receive academic assistance from the parents than schools without such support.

5.3 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
 63

home backgrounds and their contributions to pupils 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 pupils 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 pupils’

mathematics learning. Some attitudes and academic achievements of pupils towards

mathematics learning were influenced by home background factors. They should

spare time to support academically with pupils 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.

 64

5.4 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.

5.4.1 Recommendations for Administrative Action

Based on the findings from the study;

 It was recommended that useful modalities, through which parents’ can be

involved in supporting primary school children academic development, should be

adopted. 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 buy

resources such as textbooks for their children to facilitate their personal private

study. 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 pupils to borrow such resources for their private usage.

 It was recommended that parental assistance to their children was the only step

we can take to reduce the difference in academic performance between primary

school pupils who received parental support from pupils who completely did not

receive it.
 65

5.4.2 5.4.2 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 primary school pupils’ academic

performance in Ilala Municipality in Dar es Salaam region. 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 primary school pupils’

academic performance in Ilala Municipality in Dar es Salaam region. Testing of

hypotheses through quantitative approach could help to facilitate generalization

of the findings over larger geographical areas.

 66

REFERENCES

Bogdan, R. C. & Biklin, S. K. (1998). Qualitative research for education: An

introduction to theory and methods. (3rd ed.) Boston: Allyn and Bacon.
nd
Charles, C. M. (1995). Introduction to educational research (2 ed.). San Diego:

Longman.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education.

London: Routledge Falmer Publishing.

Degu, G. & Yigzaw, T. (2006). Research Methodology, Gondor: University of

Gondor Press.

Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental

support and family education on pupil achievements and adjustment: A

th
literature review. Retrieved on 18 November, 2016 from

http://www.dcsf.gov.uk/research/data/uploadfiles/RR433.pdf.

Enon, J. C. (1998). Educational Research, Statistics and Measurement. Kampala:

Makerere University Press.

Epstein, J. L. (1990). School and family connections: Theory, research, and

implications for integrating sociologies of education and family. In D. G.

Unger & M. B. Sussman (Eds.), Families in community settings:

Interdisciplinary perspectives (pp. 99-126). New York: Haworth.

Feinstein, L. & Sabates, R. (2006). Does Education have an impact on mothers'

educational? Bedford: Centre for Research on the Wider Benefits of

Learning.
 67

Feinstein, L. & Symons, J. (1999). Attainment in secondary school. Oxford

st
Economic Papers, 51(2), 300-321. Retrieved on 1 November, 2016 from

https://doi.org/10.1093/oep/51.2.300.

Glasgow, N. A. & Whitney, P. J. (2009). What successful schools do to involve

families: 55 partnership strategies? Corwin: SAGE Company.

HakiElimu (2012). Governance? The Annual Report. Retrieved from

http://www.hakielimu.org/files/publications/HakiELimu2012%20Annual%20

Report%20final.pdf on 21st September 2016.

Harris, A. & Chrispeels, J. H., Ed. (2006). Improving Schools and Educational

Systems: International Perspectives. London: Routledge

Harris, A. & Goodall, J. (2007). Engaging Parents in Raising Achievement; Do

Parents Know They Matter? A research project commissioned by the

Specialist Schools and Academies Trust. University of Warwick. Retrieved

from https://www.education.gov.uk/publications/.../.pdf.

nd
Kothari, C. R. (2004). Research Methodology –Methods and Techniques, (2 Ed.).

New Delhi: New Age International (P) Ltd.,

Lincoln, Y. & Guba, E. (1985). Naturalistic Inquiry: London: Sage.

Masue,O. (2010). Empowerment and Effectiveness of School Committee in

Tanzania. A Master’s Thesis, University of Bergen, Norway. Retrieved on

th
11 June, 2017 from http://hdl.handle.net/1956/4054.

nd
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2 Ed).

Thousand Oaks, CA: Sage Publications.

Obeidat, O. M. & Al-Hassan, S. M. (2009). School-parent-community partnerships:

The experience of teachers who received the queen Rania award for
 68

excellence in education in the Hashemite Kingdom of Jordan. The School

th
Community Journal, 19(1), 119-136. Retrieved on 5 May, 2016 from

http://files.eric.ed.gov/fulltext/EJ847432.pdf.
rd
Patton, M. Q. (2002). Qualitative research & evaluation methods, (3 Ed.).

Thousand Oaks, CA: Sage.

Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school,

family, and community partnerships. Corwin: A SAGE Company.

Selltiz, C. (1962). Research Methods in Social Relations. Chicago: Holt Rinehart and

Winston Press.

Sheldon, S. B. & Epstein, J. (2001) Focus on math achievement: effects of family

and community involvement. Paper presented to the Annual Meeting of the

th
American Sociological Association, Anaheim California. Retrieved on 15

May, 2016 from ournals.sagepub.com/doi/abs/10.1177/001312402237212.

Sheldon, S. B. (2009). In School, family, and community partnerships: Your

handbook for action (3rd Ed.). New York: Corwin Press.

Singh, K., Bickley, P. G., Keith, T. Z., Keith, P. B., Trivette, P. et al, (1995). The

th
effects of four components of parental involvement on 8 grade student

achievement: structural analysis of NELS-88 data. School Psychology

th
Review, 24(2), 299-317. Retrieved on 18 September, 2016 from

https://eric.ed.gov/?id=EJ587377.

Sirin, S. R. (2005). Socioeconomic status and academic achievement: Ameta-analytic

review of research. Review of Educational Research, 75(3), 417-453.

th
Retrieved on 28 May, 2016 from https://www.jstor.org/stable/3515987.
 69

Sirvani, H. (2007). The effect of teacher communication with parents on students’

mathematics achievement. American Secondary Education, 36(1), 31-46.

th
Retrieved on 19 January 2016 from https://eric.ed.gov/?id=EJ781597.

Stukas, A. A. & Dunlap, M. R. (2002). Community Involvement: Theoretical

Approaches and Educational Initiatives. Journal of Social Issues, 58(3), 411–

th
427. Retrieved on 11 January 2016 from DOI: 10.1111/1540-4560.00268.

Timkey, S. (2015). The Influence of Parent Attitudes and Involvement on Children’s

Literacy Achievement. Masters of Science thesis in education, State

th
University of New York. Retrieved on 15 October, 2016 from

http://digitalcommons.brockport.edu/ehd_theses/562.

Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family

involvement and science achievement. The Journal of Educational Research,

st
96(6), 323-338. Retrieved on 21 September, 2016 from

http://dx.doi.org/10.1080/00220670309596616.

Yan, W. & Lin, Q. (2005). Parent involvement and mathematics achievement:

Contrast across racial and ethnic groups. The Journal of Educational

st
Research, 99(2), 116-127. Retrieved on 21 September, 2016 from

http://dx.doi.org/10.3200/JOER.99.2.116.

Zellman, G. (1976). Analysis of the School Preferred Reading Program in Selected

Los Angeles Minority Schools. Santa Monica, CA: Rand Corporation.

 70

APPENDICES

APENDEX 1

INTERVIEW SCHEDULE FOR HEADS OF PRIMARY SCHOOLS

i. What are the school management activities that the parents are

involved in to ensure their full support of their children academic

welfare?

ii. What are the school curricular activities that the parents are involved

in to ensure their full support of their children academic welfare?

iii. How does the parental involvement contribute to improve their

children academic welfare?

iv. Is there any difference in academic performance between pupils from

families whose parents actively involved and families completely not

involved?

v. Is there any effect for parent not involving actively in their children’s

school academic activities?

vi. In your opinion why some parents are not actively involved in their

children’s academic performance?

vii. What is your comment on primary school pupils’ academic

performance in relation to parental involvement?

viii. In your opinion what can be done to improve parental involvement in

their children’s academic welfare?

 71

APENDEX 2

INTERVIEW SCHEDULE FOR THE PARENTS/SCHOOL COMMITTEE

CHAIRPERSONS

i. What are the school management activities that the parents are usually

involved in?

ii. How does the parental involvement in school management activities

influence their children academic welfare?

iii. What are the school curricular activities that the parents are involved

in both at school and at homes?

iv. How does the parental involvement in the school curricular activities

influence their children academic welfare?

v. In your opinions, is there any difference in academic performance

between pupils from families whose parents actively involved and

families completely not involved?

vi. In your opinion why some parents are not actively involved in their

children’s academic performance?

vii. What can be done to improve parental involvement in their children’s

academic welfare?
 72

APENDEX 3

QUESTIONNAIRE SCHEDULE FOR PRIMARY SCHOOL TEACHERS

I Caroline Joseph Kayombo a masters students at the open university of Tanzania is

conducting Research project titled the effect of parents involvement towards students

academic among public primary school in Tanzania a case study of Ilala municipals

as a part of the masters course accomplishment. I would like to assure you that your

responses will handled confidentially and for academic purposes only. Do not write

your name

Put a tick where you find convenience to support your opinion on the matter or

question

Category of responses
Sentence Agree Disagree Not
completely completely sure
Teachers and parents establish close relations in
support of children academic welfare
Parents provide their children with academic
support while at home and at school
The parents involve themselves actively in availing
educational materials to their children
Children from families where they receive family
academic support perform better than those from
families that do not
The parents make regular inspections of their
children academic exercise books shortly after
school hours
The parents make regular follow ups on account of
their children school attendance
The parents make regular visits to school to meet
and discuss with teachers on account of their
children academic welfare
2. Are there any school management activities that the parents are involved in to

ensure their full support of their children academic welfare?

Yes No Not sure

 73

If your response is YES, mention the management activities --------------------

---------------------------------------------------------------------------------------------

How does parental involvement in school curricular activities help to ensure

support of their children academic welfare? ----------------------------------------

---------------------------------------------------------------------------------------------

3. Are there any academic activities that the parents are involved in to ensure

their full support of their children academic welfare?

Yes No Not sure

If your response is YES mention the academic activities that the parents are

involved in--------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------

Explain how does parental involvement in the academic activities of their

children help to improve their children academic welfare? -----------------------

---------------------------------------------------------------------------------------------

4. In your opinion why some parents are not actively involved in their children’s

academic performance? ---------------------------------------------------------------

---------------------------------------------------------------------------------------------

5. What can be done to improve parental involvement in their children’s

academic welfare? ----------------------------------------------------------------------

---------------------------------------------------------------------------------------------
 74

APPENDIX 4

QUESTIONNAIRE SCHEDULE FOR PRIMARY SCHOOL PUPILS

I Caroline Joseph Kayombo a masters students at the open university of Tanzania is

conducting Research project titled the effect of parents involvement towards students

academic among public primary school in Tanzania a case study of Ilala municipals

as a part of the masters course accomplishment. I would like to assure you that your

responses will handled confidentially and for academic purposes only. Do not write

your name

Put a tick where you find convenience to support your opinion on the matter or

question

Category of responses
Sentence Agree Disagree Not
completely completely sure
Teachers and parents work closely in support of
children academic welfare
Parents provide their children with academic
support both at home and in school
The parents involve themselves actively in
availing educational materials to their children
Your parents make regular inspections of your
academic exercise books shortly after school
hours
Your make regular follow ups on account of
your school attendance
Your parents make regular visits to school to
meet and discuss with teachers on account of
your academic welfare
2. Do your parents or other members of family provide support to your

academic work while at home?

Yes No Not sure

 75

3. How many times a week, your parents come to visit school or teachers on

account of your academic welfare?

Once a week twice a week more than twice Not

at all

4. How many times a week, does your parents make inspection of you
r
academic books?
Once a week every day twice a week

Not
all

5. How many times does your parents make visits to school in order to meet and

discuss with teachers on account of your academic welfare

Once a week twice a week every day Not all

 76

APENDEX 5

DOCUMENTARY REVIEW

Name of school --------------------------------------------------------

Students pass rates in final examinations (2014/ Category of responses

2015) Total Those who %
number passed the
exams
A grade
B grade
C grade
D grade
E grade
Complete failure
 77

APPENDEX 6

RESEARCH CLEARANCE LETTER

 78

APPENDEX 7

RESEARCH PERMIT FROM ILALA DISTRICT

 79

APPENDEX 8

RESEARCH PERMIT FROM DAR ES SALAAM REGIONAL OFFICE