DANBI DOLLO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

PARENTAL INVOLVEMENT AND STUDENTS ACADEMIC ACHIEVEMENT IN

PRIMARY SCHOOLSIN KELLEM WOLLEGA ZONE

By: ASFAWU NAMOMSA

ADVISOR: MALKA HIKA (Ph.D.)

JULY, 2022

DAMBIDOLLO, ETHIOPIA
 DANBI DOLLO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

PARENTAL INVOLVEMENT AND STUDENTS ACADEMIC ACHIEVEMENT IN

PRIMARY SCHOOLSIN KELLEM WOLLEGA ZONE

By: ASFAWU NAMOMSA

THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATION IN PARTIAL

FULFILMENT OF THE REQUIRMENTS FOR MASTER OF ARTS DEGREE IN
SCHOOL LEADERSHIP.

ADVISOR MALKA HIKA (Ph.D.)

JULY, 2022

DAMBIDOLLO, ETHIOPIA
 DECLARATION
I under declare that, this thesis is my original work and has not been presented for a degree in
any other university and that all sources or materials used for the thesis have been duly
acknowledged.
This thesis, “The relationship between parental involvement and student academic
achievement in primary school of Kellem Wollega” is approved as the original work of:
Name: Asfawu Namomsa
Signature: _____________________
Date: _________________________
This thesis has been submitted for examination with my approval as university advisor
Name: MALKA HIKA (Ph.D.)
Signature: _____________________
Date: _________________________
 DANBI DOLLO UNIVERSITY
SCHOOL OF GRADUATE STUDIES
APPROVAL SHEETFOR SUBMITTING RESEARCH PROPOSAL

Submitted by: Signature Date

Asfawu Namomsa ________________ __________________

Name of Major Advisor Signature Date

Malka Hika (PH.D) ____________ __________________

Name of Co-Advisor Signature Date

______________ ________________ __________________

Name of Examiner, Signature Date

____________________ __________________ __________________

Name of Dean, SGS Signature Date

____________________ __________________ __________________

i
1
i
ACKNOWLEDGEMENT

First, I thank God for granting me good health and peace of mind, which enabled me to
undertake and complete this study successfully. Second, I am very thankful to my advisor
Malka Hika (PH.D) who took it upon himself to guide me throughout the entire study,
made corrections and provided the needed suggestions which fundamentally contributed to
the completion of my study.

Third, I also extend my special thanks to my wife, Derartu Debela for her constant
encouragement and supported me throughout the course of study. Fourthly, I wish to
acknowledge Mr. Petros Ofgea who has helped me in entering the data in to SPSS computer
program and encouraged me to undertake this task. Finally, I acknowledge teachers, principal
and parents of public primary schools in Kellem Wollega Zone for providing me with needed
information for the study.
 Table of Content

Contents Page
ACKNOWLEDGEMENT.....................................................................................................
Table of Content....................................................................................................................
List o Figures.........................................................................................................................
Abstract..................................................................................................................................
CHAPTER ONE..................................................................................................................1
INTRODUCTION...............................................................................................................1
1.1.Background of The study…………………………………………………………...1
1.2. Statement of the Problem..............................................................................................3
1.3. Research Question........................................................................................................4
1.4. Objective of the Study..................................................................................................5
1.4.1. General Objective......................................................................................................5
1.4.2. Specific objective.......................................................................................................5
1.5. Significance of the Study..............................................................................................5
1.6. Delimitation of the study..............................................................................................6
1.7. Limitation of the Study.................................................................................................6
1.8. Operational definition...................................................................................................7
1.9. Organization of the study..............................................................................................7
CHAPTER TWO.................................................................................................................8
2. Review of the Related Literature.....................................................................................8
2.1. The Concept of Parental Involvement..........................................................................8
2.2. Epstein’s Typologies....................................................................................................9
2.3. History of Parental Involvement.................................................................................10
2.4. Importance of Parental Involvement..........................................................................16
2.5. Barriers on Parental Involvement...............................................................................17
2.6. Intervention of Parental Involvement.........................................................................19
2.7. Theories of students’ academic achievement.............................................................19
2.8.The link between parental involvement and student academic achievement..............21
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.1. RESEARCH DESIGN
3.2. Research Method........................................................................................................23
3.3. Source of data.............................................................................................................23
3.3.1. Primary sources of data...........................................................................................23
3.3.2. Secondary Sources of data.......................................................................................24
3.4. Population and sampling technique............................................................................24
3.4.1. Population................................................................................................................24
3.4.2. Sampling Size and Sampling Technique.................................................................24
3.5. Instruments of Data collection....................................................................................27
3.5.1 Questionnaires..........................................................................................................27
3.6.2 Interview...................................................................................................................27
3.7. Procedures of Data Collection....................................................................................28
3.8. Validity and Reliability of the Instrument..................................................................28
3.7. Method of data analysis..............................................................................................29
3.8. Ethical Consideration..................................................................................................29
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1. Demographic characteristics of parents.....................................................................30
4.2 Analysis of demographic characteristics’ of teachers.................................................31
4.3. Findings......................................................................................................................33
4.3.1. Descriptive Results..................................................................................................33
4.4.Descriptive analysis of Teachers perception on the parental involvement of students
academic
achievements……………………………………………………………………………
4.5. Correlation Study of the parental involvement and Students’ Achievement.............41
4.5.1. Correlation between Parental Involvement and Student academic achievement....42
4.6. Regression analysis.....................................................................................................47
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
INTRODUCTION
5.1. Summary.....................................................................................................................54
Regarding the volunteer category and student achievement.....................................56
5.2. Conclusion and Summary...........................................................................................57
5.3. Recommendations.......................................................................................................58
References..........................................................................................................................59
Appendix -A......................................................................................................................68
Appendix - B......................................................................................................................71
Appendix - C......................................................................................................................73
 List o Figures
Content Page

Table 1: Summary Population and Sample of the Study Area...............................................25

Table 3.2: Reliability Statistics of pilot test results with Cronbacha’s alpha (N=20)............27
Table 4.1. Demographics Characteristics of parents 29
Table 4.2. Demographic characteristics’ of teachers and principals .....................................30
Table: 4.3.Descriptive Analysis of Parents response regarding their involvement toward their
children’s achievement...........................................................................................................32
Table 4.4. Descriptive analysis of Teachers perception on the parental involvement of students
academic achievements. …………………………….....38
Table 4.5.1: Correlation analysis of Parental Involvement and Student academic achievement.
................................................................................................................................................42
Table 4.5.2: Correlation analysis of teachers’ perception on parental Involvement and Student
academic achievement...........................................................................................................44
Table 4.6.1: Relationship between Parenting Category and Students’ Academic Achievement
................................................................................................................................................46
Table 4.6.2. Relationship between Communicating Category and Students’ Academic
Achievement..........................................................................................................................47
Table 4.6.3: Relationship between Volunteering Category and Students’ Academic Achievement
................................................................................................................................................48
Table 4.6 .4: Relationship between Learning at Home Category and students’ Academic
Achievement..................................................................................................................................49
Table 4.6.5: Relationship between Decision making Category and students’ Academic
Achievement..........................................................................................................................50
Table 4.7. Leaner Regression Analysis of Student Academic Achievement Level by Teachers’
Perception of the Parental Involvement .
................................................................................................................................................55
 Abstract

The aim of present study was to find out the relationship between parental involvement and
the academic achievement of their children at primary level. The first objective of the study
was to find out the present practice of parental involvement in educational activities of their
children studying at primary level. Second was to find the relationship between the parental
involvement and the academic achievement level of primary students. Third was to examine
the extent to which parental involvement predicts student academic achievement in primary
schools of Kellem Wollega zone. The respondents of 150 parents,179 teachers and 10 school
principals and students of 5-8 class exams Grade of primary schools were taken as sample
of the study. Through area sampling technique, ten schools were selected as sample of the
study. A close ended questionnaire for parental involvement and interview for school
principals were used as a tool of study. To determine student’s achievement level, their 5-8
class result was used. For statistical analysis, correlation was applied to find out the
relationship between parental involvement and students’ achievement. Regression analysis
was applied to find out the impact of parental involvement on students’ academic
achievement. It was concluded that parental involvement has a significant impact on primary
student’s achievement level. Hence, it was proved from the results of study that parental
involvement plays a vital role in their children academic achievements. Finally, this study
recommends that educators should devise a plan for providing parents a direct and intense
involvement in their children's learning activities at school as well as at home.

Key words: parents, parental involvement, academic achievements

1
 CHAPTER ONE

INTRODUCTION
This section of the paper deals with the background of the study, statement of the
problem, research questions, purpose of the study, rational of the study, significance of
the study, scope of the study, organization of the study and definition of the terms.

1.1.Background of The study

Vaden-Kierman& McManus (2005), pointed out, “Parent involvement is a crucial force
in children’s development, learning, and success at school and in life. Decades of
research in the area of family involvement have time and again supported the simple fact
that children of involved parents have a much greater chance to develop into healthy,
knowledgeable, responsible, and caring adults. During the last few decades’ Parental
involvement [PI] has grown a vast consideration of practitioners and researchers due to
its positive association with students’ educational achievement (Grayson, 2013; Heitin,
2012).

Parents are responsible for the batter future of their children. With the passage of time
child learns listening, speaking, reading, and writin Oludipe, (2009). The involvement
of parents has impact on child’s development and growth (Sheldon, 2003). (Pavalache-
Ilie and Tirdia (2015); Fanand Chen (2001) have investigated a significant association
with students’ academic performance

Barnard, W. M. (2004). Parent involvement in education has many faces and assumes
varying degrees from the simple question asked at the dinner table: “How was school
today?” to the daily checking and signing off on homework completion, to regular visits
to the library, museums, cultural and art events, to participating in program evaluation and
other decision making activities. Given this wide variety of parent involvement
“definitions,” it is often challenging to compare information across studies, fields, and
programs. One of the reasons a widely accepted definition is lacking is that family
involvement is a complicated concept. Some factors that must be taken into consideration
are child characteristics and development, beliefs and expectations of the family and
school, the different roles parents, students, and teachers play, cultural perspectives and
life demands, and policies that outline or mandate schools to forge relationships with
families. All these contribute to what is known as school family partnerships”. This
opinion is true for all the countries and all the parents.

The study of Caspe, Lopez, and Wolos (2007) revealed that children in elementary
classes experience imperative progressive alterations like environmental adaptation,
logical reasoning, and positive manners. The social understanding developed at this level
and children improve their knowledge through relations with peers, teachers, and
families. Studies show the connection between parental involvement in schools and
academic achievement for school aged children does increase (Carr, 2013).

Carr (2013) also believed those parents involved in home-school activities could be a
positive reinforce that gives student’s the confidence they need for positive school related
outcomes. Sad and Gurbuzturk (2013) agreed, homework for young children can have a
long-term developmental effect. Homework can also help develop good study habits,
promote positive attitudes toward school and communicate to students that learning takes
place outside as well as inside of school (Sad &Gurbuzturk, 2013).

Students’ Academic achievement is considered an intellectual competence indicator.

Opinions vary as to why some students excel academically while others appear to be
underachievers. As a result, many psychologists have consistently attempted to identify
the major predictors of individual academic performance. Students’ Academic
achievement is the result of interactions among multiple variables such as parental
involvement. parental involvement occupies a significant role in the life of students
(Mangal & Mangal 2009). It means modification of behavior (Dutt, 2007) that is
measured using the yardstick of academic performance. People have different learning
styles that are reflected in different academic strengths, weaknesses, skills, and interests.
It has often been asserted that academic achievement can be explained largely by factors
such as individual initiative, effort, and merit (Timothy, &Kammeyer-Mueller, 2007).

students’ academic achievements are influenced by many people, processes and

institutions. Parents, the broader family, peer groups, neighborhood influences, schools
and other bodies (e.g. churches, clubs) are all implicated in shaping children’s progress
towards their academic achievement. Parental involvement plays a central role in forming
and reforming their behavior, aspirations and achievements (Desforges C, Abouchaar A.
2003). It has been assumed that academic achievement of students may not only depend
on the quality of schools and the teachers, rather the extent of parental involvement is
vital role to play in academic achievement of their students (Bryan J. 2005).

In the Ethiopian context, studies have been done on the influences and contributions of
childrearing styles and practices on children’s academic achievement (as it can be seen in
Markos,1996; Tilahune, 2002; Elias, 1999; Seleshi, 2000; Sentayehu, 1998). According
to Markos(1996), parenting style and academic achievement have a significance
relationship. Elias (1999)also indicates that delinquency and parents’ rearing practices
would have a relation with children’s autonomy and social responsibility. Similarly,
parents’ follow-up to their children or students through accepting in participatory
manners in helping them to become effective on their academic performance (Tilahune,
2002). Even though the above studies try to investigate on the parental involvement, there
did not investigate on the parental involvement and student’s academic achievements in
the Ethiopian context. However, there was no study on parental involvement and
students’ academic achievement in the given local context. Therefore, the present
researcher was initiated by the research gap relevant to the local contexts to study on the
parental involvement and student’s academic achievement among the Kellem Wollega
Zone community in Oromia Region, Ethiopia. Therefore, this study aims at assessing
parental involvement and students’ academic achievement in Kellem Wollega zone
primary schools.

1.2. Statement of the Problem.

The Lack of communication hinders parent participation in schools. Factors that
contribute to this lack of communication include the inability to speak, read, and
understand language in an academic or personal school setting and the belief of parents
that they are overstepping their boundaries by questioning authorities or upholding the
rights of their children in schools (Smith, Stern, &Shatrova, 2008). For example, some
school sites do not have systems in place that promote parental involvement as an
“invaluable asset” for student achievement. The No Child Left Behind (NCLB) Act of
2001 (U.S. Department of Education, 2002) mandated that schools close the student
achievement gap by placing a high demand on parental involvement.

In addition, research suggests that schools often struggle with effectively involving
parents in promoting their children’s achievement (e.g., limited bilingual staff,
correspondences, newsletters, school calendars, lunch menus not written in the spoken
language), which results in minimal communication with parents (Smith et al., 2008).
According to Dohner-Chávez, (2006), “Aside from ethnicity or economic background,
parental involvement in a child’s education has a profound effect on academic success”.
The need for adequate guidelines, strategies, and techniques to involve parents in school
is crucial and should be a priority of any administrator. If public school educators want
parents to assume more responsibility, schools need to take proactive approaches that
identify solutions to remove barriers to parental involvement (Smith et al., 2008).

Different researches have been conducted in Ethiopia on the Parental involvement and
practices on student’s academic achievement (as it can be seen in Markos,1996; Tilahune,
2002; Elias, 1999; Seleshi, 2000; Sentayehu, 1998). According to Markos(1996), parental
involvement and academic achievement have a significance relationship. Similarly,
parents’ follow-up to their children or students through accepting in participatory
manners in helping them to become effective on their academic performance (Tilahune,
2002). Even though the above studies try to investigate the contribution of parenting
methods on children’s academic achievement, there did not investigate on the parental
involvement and students’ academic achievements in the Ethiopian context on the
assessment of parental involvement in schools. Others investigate on factors that led
parental involvement in school. However, they didn’t focus on parental involvement and
student’s academic achievement. Moreover, the researcher will focus on primary schools
of Kellem Wollega Zone.

1.3. Research Question

The study tries to examine parental involvement and students’ academic achievement in
primary schools of Kellem Wollega Zone. Therefore, it will try to answer the following
questions.
1. What are the current practices of parental involvement in primary schools of Kellem
Wollega zone?
2. What relationship exists between parental involvement and student academic
achievement in primary school of Kellem Wollega zone?
3. To what extent does parental involvement predict student academic achievement in
primary schools of Kellem Wollega zone?

1.4. Objective of the Study

The study will be conducted to attain the following general and specific objectives.

1.4.1. General Objective

The general objective of this study is to investigate whether parental involvement
positively affect student’s educational achievement and furthermore, transforming
parental involvement.

1.4.2. Specific objective

In line with the above general objectives, the specific objectives of the study is:

 To examine the current practices of parental involvement in primary schools of

Kellem Wollega zone.
 To point out the direction and magnitude of relationship, exist between parental
involvement and student academic achievement in primary school of Kellem
Wollega zone.
 To examine the extent to which parental involvement predicts student academic
achievement in primary schools of Kellem Wollega zone.

1.5. Significance of the Study

Gonzalez-DeHass et al. (2005) Parental involvement and students’ academic
achievement is very crucial to promote teaching learning process and to maintain the
quality of education. For several years, Parental involvement is the back bone for any
school all over the world. The main purpose of this study is assessing primary school
parents and students on the parental involvement and academic achievement in Kellem
Wollega zone that they are experienced and their views of what these involvements
should be of great importance for students’ academic achievement in the schools.

The findings and recommendations of the study may help not only the woredas primary
Schools that will select for the sample of this study, but also for all Kellem Wollega
Zone government primary Schools. It may help the primary schools in the study area to
understand the strength and weakness identified and indicate methods to improve their
current parental involvement and student academic achievement. It assists parent to
know their weaknesses and strengths on school involvement and then encourage them
to give more attention to involve in school activities in primary schools. It helps all
school leaders to identify the strengths and weaknesses of parental involvement to take
remedial measures against the challenges that primary schools face in student academic
achievement. It will provide information for woredas and Zonal Education experts and
other researchers that can conduct further research on the same topic by using this study
as source of information on the current practice of parental involvement and student
academic achievement. It will serve as a starting point for other researchers who are
interested to conduct research on the title.

1.6. Delimitation of the study

The study was delimited to five words with ten government primary schools of Kellem

Wollega Zone, namely, Hawa Gelan, Sadi Chanka, Dale Wabera., Gawo Kebe and Dale
Sadi Woredas. The reason why this sampled schools were selected due to the researcher
was educational experts in the study area who has reach information in the school the
problems with the parental involvement practice to improve students’ achievement of
primary schools were highly observed. Besides, some of the activities of the parental
involvements practice of in the primary schools were invited to carry out the research.
The study also, conceptually delimited to assess, the parental involvements practices to
improve students’ achievement. Moreover, the study was delimited to government owned
primary schools .Hence, private owned primary schools were not included in this study as
the structure of privately owned primary schools and socioeconomic background of the
schools were relatively different from government primary schools. Finally, the study
covered the period from November 2021 to June, 2022
1.7. Limitation of the Study
Time constraint, unwillingness of respondents, in filling the questionnaires and return on
time were some of the problems the researcher has encountered while conducting this
research. Basically, it was difficult to collect all the questionnaires as intended because
some respondents were lost the questionnaires.
This study was also limited to, government secondary schools only because of time and
financial limitations. On the other hand, participants responding to the survey questions in
an honest and unbiased manner were impossible to control.

1.8. Operational definition.

Academic achievement: refers the average result of student’s during schooling's or the
performance on classroom examinations as indicated by the average scores on total
subject atjunior school status. Williams & Wolters. (2011).

Parent :refers to a father or mother; one who begets or one who gives birth to or nurtures
and raises a child; a relative who plays the role of guardian. Williams & Wolters. (2011).

Parental Involvement: Knowing the teacher, knowing what assignments are due,
knowing what the teacher expects and giving support. Providing materials and time to do
projects, expecting quality work from your child, checking up with questionable grades
and occurrences, no unnecessary absences.(Fan, Williams &Wolters. (2011).

1.9. Organization of the study.

The study is organized in five chapters. The first chapter consists of background of the
study, statement of the problem, basic research questions, purpose of the study,
significance of the study, delimitation of the study, and organization of the study.

Chapter two deal with the review of related literature which will be relevant to the study.
Chapter three provides the research design and methodology, instrument of data
collection, population, sampling techniques and data analysis. Chapter four gives due
attention to data analysis and discussion. Lastly, chapter five provides summary of major
findings conclusion and recommendation. Different appendixes including questioners and
interview checklists are part of the study and attached at the end.

CHAPTER TWO

2. Review of the Related Literature

2.1. The Concept of Parental Involvement

During the last few decades Parental involvement has grown a vast consideration of
practitioners and researchers due to its positive association with students’ educational
achievement (Grayson, 2013; Heitin, 2012). Vaden-Kierman& McManus (2005) pointed
out, “Parent involvement is a crucial force in children’s development, learning, and
success at school and in life. Decades of research in the area of family involvement have
time and again supported the simple fact that children of involved parents have a much
greater chance to develop into healthy, knowledgeable, responsible, and caring adults.

Parent involvement in education has many faces and assumes varying degrees from the
simple question asked at the dinner table: “How was school today?” to the daily checking
and signing off on homework completion, to regular visits to the library, museums,
cultural and art events, to participating in program evaluation and other decision making
activities. Given this wide variety of parent involvement “definitions,” it is often
challenging to compare information across studies, fields, and programs. One of the
reasons a widely accepted definition is lacking is that family involvement is a
complicated concept. Some factors that must be taken into consideration are child
characteristics and development, beliefs and expectations of the family and school, the
different roles parents, students, and teachers play, cultural perspectives and life
demands, and policies that outline or mandate schools to forge relationships with
families. All these contribute to what is known as school family partnerships”. This
opinion is true for all the countries and all the parents. Studies have indicated that one of
the most critical components is parental involvement (Hara & Burke, 1998).

Overall, educators acknowledge that parental involvement is key to successful student

academic performance. Schools are doing their best to encourage parents to get involved
in their children’s academic activities and schoolwork (Griffith, 1996). The purpose of
this study was to determine whether differences exist in reading, science and mathematics
achievement between four schools students whose family members were involved in
school and whose family members were not involved in school. The findings of this
study may provide useful information regarding parent participation in schools. The
following research topics are discussed to provide reasonable justification for the
importance of parental involvement: (a) general overview of parental involvement based
on Epstein’s six types of involvement, (b) the history of parental involvement, and (c)
case studies and research that address the relationship between parental involvement and
student achievement.

2.2. Epstein’s Typologies

Joyce Epstein (1985, 1987, 1995, and 2001) and her colleagues afford a departure from
the evocative types for parent involvement in schools found in other models. The
researchers were concerned that these early status studies did not offer much
understanding into what schools might do to encourage more widespread parent
involvement (Connors& Epstein, 1994; Dauber& Epstein, 1993; Epstein& Connors,
1994).

Epstein (1995) offered six typologies of parent involvement, which was the foundation of
the National Parent Teacher Association’s (PTA) standards for family involvement,
approved in 1997. The research-based framework recognizes non-hierarchical sorts of
involvement for which schools can implement activities to reach a diversity of goals for
students achievement and school improvement (Epstein, Sanders, Salinas, Simon, Van
Voorhis,& Jansorn).

The types of involvement are as the following.

Type 1; Parenting: This refers to school assisting to advance parent’s understanding of

adolescent development, parenting skills, and the gatherings at home for learning. The
school also seek out to develop its own understanding of the families of its students.
Activities and ideas in the trust funds of the schools include (home visits, family support
groups, and referrals for special serves, social serves providing information to parents
about teens, and providing parents skills for teen parents).

Type 2: Communicating: This refers to the elementary duties of schools to improve the
communications from school to home and from home to school about the school
programs and students’ development, counting the use of (litters, memorandums, and
different forms of report cards, information sheet, conferences, and other instruments).
Activities and ideas include facilitation the transition to high school (orientation letters,
tours for middle grade students, summer and fall orientations for students and parents),
holding back-to-school nights pledges/contracts with parents, using phone and mail
communications (including newsletters), holding conferences, providing information on
school policies and programs.

Type 3: Volunteering: the school and community volunteers, and the involvement of
parents and others who come to school to sustenance and watch students’ acts, sporting,
and other occasions. School participates and ideas include volunteer activities (parents
help other parent, call about attendance, talk about their careers, mentor students), and
increasing family attendance at events.

Type 4: Learning at Home: This refers to improving family involvement in learning

activities at home, including involvement in homework, class work, and curricular-
related interactions and decisions. Activities and ideas include helping parents to help
students set goals and select courses, providing college information, and conducting
career transition programs.

Type 5: Decision Making: parents and other community inhabitants in not compulsory,
decision-making, or support roles in parents links, consultative committees, and school
improvement. It also talks about parents and community activities in responsibility
advocacy groups that work for school enhancement. The school’s activities and ideas
take account of generating more active parent groups, and growing the number of
parents, students, and community members on counseling and decision-making groups.

Type 6: Community Collaboration: community civil service or associations that share

some responsibility for children’s improvement and attainment. School activities and
ideas take account of community involvement in school-linked health care programs,
describing a clear role for families in business-school businesses, present workshops at
school about community resources, and updating families about students’ community
serves activities and requirements.

2.3. History of Parental Involvement

Williams, & Holbein, 2005 Involvement is a crucial force in children’s development,
learning, and success at school and in life. Decades of research in the area of family
involvement have time and again supported the simple fact that children of involved
parents have a much greater chance to develop into healthy, knowledgeable, responsible,
and caring adults. Parent involvement in education has many faces and assumes varying
degrees from the simple question asked at the dinner table: “How was school today?” to
the daily checking and signing off on homework completion, to regular visits to the
library, museums, cultural and art events, to participating in program evaluation and other
decision making activities. Given this wide variety of parent involvement “definitions,” it
is often challenging to compare information across studies, fields, and programs. One of
the reasons a widely accepted definition is lacking is that family involvement is a
complicated concept. Some factors that must be taken into consideration are child
characteristics and development, beliefs and expectations of the family and school, the
different roles parents, students, and teachers play, cultural perspectives and life
demands, and policies that outline or mandate schools to forge relationships with
families. All these contribute to what is known as school family partnerships”. This
opinion is true for all the countries and all the parents.

The No Child Left Behind (NCLB) Act of 2001 (U.S. Department of Education, indicates
that parents have a considerable role in promoting the academic achievement of their
children. Regardless of this legislation, schools should and are encouraged to strengthen
their efforts in developing innovative ways to involve parents in their children’s academic
growth. Lai and Vadeboncoeur (2012) noted the duty of a school to promote parental
involvement has become a passive act, rather than a genuine effort. In addition, parents
are often scapegoats when trying to find the blame to student achievement. For example,
some educators blame parents for the children’s academic failures (e.g., “If only the
parents helped at home” or “Parents just don’t care about school”). Despite these
remarks, research continues to credit parental involvement as a way to increase academic
achievement effectively.

Studies show that parents are, in fact, a strong independent variable in motivating their
children to learn (Gonzalez-DeHass, 2005; Williams, & Holbein, 2005). Parental
involvement corresponds to many constructs of school such as engagement, which
includes attending parent-teacher conferences, contributing to extracurricular activities,
monitoring student grades, imparting parental values, helping with homework, and
providing intrinsic and extrinsic motivation. However, Lai and Vadeboncoeur (2012)
noted that schools have failed to engage parents fully. For example, many schools do not
provide literature in a second language or interpreters at conferences for parents whose
primary language is not English.

Academic leaders need to embrace parents as vital stakeholders within the educational
system and encourage teamwork and collaboration. Case Studies on Parental
Involvement and Student Achievement Gonzalez-DeHass et al. (2005) argued that when
parents are involved in their children’s schools, academic motivation and achievement
increase. Students’ interest in learning, competence, and understanding of a subject area,
improves and promotes student achievement. Haas and Reiley (2008) examined ways to
increase homework completion among middle school students using selected
interventions. One intervention required students to complete daily homework planners
and parents to sign the planners for verification. Students who were consistent with the
study requirements received a Gotcha slip from school staff as positive recognition. The
findings indicated that most parents cooperated. Despite a few nonparticipants, the
homework planners, in conjunction with a Gotcha slip, created a dialog between teachers
and students as well as between teachers and parents. Haas and Reiley also found that
not all students knew how to fill out the homework planners accurately, and the increased
communication with parents served to improve these students’ organizational skills and
increase homework completion rates.

Hara and Burke (1998) investigated whether inner city third grade students experienced
significant and sustained academic growth when their parents were more directly
involved with the school. They conducted an assessment to determine what the
elementary school needed to do to ensure an effective parent involvement program. The
process included research, planning, implementation, and program evaluation. The
researchers used Epstein’s framework for building parental partnerships as the model best
suited for setting program goals and conditions. The five-step implementation process
included: (a) create an action, (b) obtain funds, (c) identify a starting point, (d) develop a
3-year plan, and (e) continue planning to improve the program. Parents and the
community were made aware of the program, and the researchers administered a needs
assessment survey to parents and third grade students. They used the results of the
survey to implement a program that encouraged parent participation in the following
school related activities:

 Offering parenting workshops (among the most popular activities)

 Gathering and analyzing data for activity planning purposes
 Developing parent outreach training programs
 Obtaining information from the needs assessment analysis
 Planning alternatives for parents with special needs
 Seeking funding for additional program implementation
 Establishing open houses (in-school and throughout the community)
 Hosting family nights (e.g., meet teachers at the public library or using the
school library and computer labs with children)
 Creating popular nutrition workshops
 Promoting parent discussion groups
 Offering Rabbit Ears Radio activity
 Publishing parent-oriented newsletters and providing communication activities
organizing student skits for and with parent involvement. (Hara & Burke,
1998)
The needs assessment survey identified the need for various activities; however, some
obstacles emerged, such as “Absences of adequate budget, faculty limitations which
narrowed the number and scope of activities, lack of available time for teachers and
activity development” (Hara & Burke, 1998). Despite these limitations, students
demonstrated growth through the program implementation. For example, third grade
reading achievement increased by 4 months as measured by the Iowa Test of Basic Skills
(ITBS). Grade equivalent mean scores in reading also increased from 2 years and 7
months in 1995 to 3 years and 1 month in 1998.

Overall, students whose parents were involved improved in reading more than their
counterparts whose parents were not involved. Hara and Burke (1998) also found
increased student participation in school activities, improved attendance, and enhanced
self-esteem. Furthermore, parent involvement increased by 43% during program
implementation.

Bower and Griffin (2011) used the Epstein model as a strategy to study parental
involvement in a high poverty, high minority elementary school. The study involved a
student body of 347 students of multiethnic backgrounds. Five teachers and two
members of the administrative team were interviewed for this study. The researchers
used a digital voice recorder and transcribed responses to the questions verbatim.
Collected data also consisted of field notes based on observations of formal parental
involvement activities within the school environment. Communication and home
learning consisted of weekly reports sent to parents and personal calls made by teachers
and the administrator to invite parents to school events.

Bower and Griffin (2011) found low parent attendance despite efforts by the school to
include them in activities. Engagement was not apparent in the study, and the researchers
observed a lack of communication between parents and teachers. The researchers
determined that schools and teachers did not build effective relationships with parents.
Further, Bower and Griffin noted that the Epstein model does not fully capture the
essence of how parents want to participate in their children’s school activities. They
suggested additional studies to provide information on improving communication and
encouraging involvement among parents.
Georgiou and Tourva (2007) examined the relationship between parents’ perceptions of
their children’s academic achievement, their beliefs of being involved, and their actual
involvement. Participants included 313 Greek Cypriot parents of children attending
elementary through high school. The majority of parents were female (66.13%), and the
average age was 36.7 years. The sample encompassed 145 parents with children in
elementary school (fifth or sixth grade) and 168 parents with children in high school
(ninth or tenth grade). The average age of elementary students was 11.2 years and that of
high school students was 15.6 years. Parents held at least a university degree, a
professional or semi-professional job, and family income ranked above average
compared to local standards.

Georgiou and Tourva used two instrumental scales to collect data. The first was the
Parental Attributions Scale (PAS), which was developed by O’Sullivan and Howe (1996)
and later adapted to an attribution theory proposed by Weiner (1985).

The 21-item scale examined characteristics or attributions that parents make about their
children’s achievement. Respondents were asked to rate items on a 5-point

Likert scale (5 = absolutely agree, 4 = agree, 3 = ambivalent, 2 = disagree, 1 = absolutely

disagree). The second instrument was the Parental Involvement Scale (PIS), based on a
self-report inventory developed by Campbell and Mandel (1990) and adapted to the
Greek language and culture by Flouris (1991). Items referenced school-related activities
that parents engaged in at home and at school. The PIS identified three sub-categories
related to: a) child’s homework (e.g., examining homework), (b) supervision of child’s
every day activities (e.g., television viewing), and (c) development of interests and
hobbies (e.g., art, music, and sports). The second part of the PIS also included questions
that referred to visiting schools, speaking with teachers, and attending school events.

Georgiou and Tourva found that parental involvement was conductive to a child’s
success in school. In other words, if the parents believed they could make a difference,
they were more likely to get involved in their children’s academic pursuits. Those
parents who believed that only teachers could help their children succeed academically
tended to stay away from any type of school involvement.
Griffith (1996) examined the relationship between parental empowerment and student
academic performance. Specifically, he examined the association between parental
involvement and empowerment and school characteristics using the school as the unit of
analysis. He recruited a sample of 41 elementary schools in a large metropolitan school
district where the relationship between parental involvement and student academic
achievement were expected to be the highest. Participants completed a 41-item survey
that consisted of Likert scale and open-ended questions from national and regional
surveys on school climate and satisfaction. Open-ended items referred to school
programs (e.g., Chapter 1, special education, gifted and talented) academic grades,
parental expectations, and demographic characteristics (age, gender, race, and ethnicity).
The survey also asked about parents’ participation in school activities (Griffith, 1996).

The results revealed that schools with higher levels of parental involvement and
empowerment tended to have higher student criterion-referenced test (CRT) scores
(Griffith, 1996). Additionally, in this study schools with higher levels of parental
involvement had fewer, but more experienced, teachers than did schools with less
parental involvement. Griffith (1996) also noted that schools with high percentages of
African Americans and Hispanic students who were enrolled in the free or reduced-price
lunch program experienced lower parental involvement and lower CRT scores. Although
further research is needed to incorporate concrete measures of the relationship between
parental involvement and academic performance, overall, the results showed a positive
relationship between parental empowerment, involvement, and student academic
performance (Griffith, 1996).

2.4. Importance of Parental Involvement

According to, Catsambis (1998), parental involvement is viewed as one of the most
effective educational strategies in student achievement and reducing education
imbalances. Researchers show parent involvement in their in their child’s education is
linked to success (Yan & Lin, 2005), and a key factor related to success for children
(McLoughlin, Edge, &Strenecky, 1978). According to,McLoughlin, Edge, and Strenecky
(1978), actively involved parents of students are more likely to follow these processes:
(a) parents and professionals exchange information, (b) increased encouragement in the
role of the parent, and (c) there is a more productive and trusting relationship between the
parents and teachers (McLoughlin, Edge, &Strenecky, 1978). DePlanty, Coulter-Kern,
and Duchane p.361, believes adolescents are more positively affected when a relationship
is sustained between home and school, and is a critical time when parental involvement is
needed even more. Fenwick (1987) describes adolescent as a physical, emotional, and
intellectual area of concern facing intense preoccupation that brings about questions of
personal identity, peer pressure and values.

According to The Michigan Department of Education (MDE) early involvement is the

most powerful time in a child’s life and has the following positive outcomes:

 Higher grades, tests scores, and graduation.

 Better school attendance
 Increased motivation, self-esteem
 Low incidence (suspension, behavior)
 Low drug and alcohol use (MDE, 2002, p.1)

There is also evidence of families and schools working together to support learning
and they are:

 Better achievement in school and in life

 Empowerment for parents
 Boosting teacher morale
 Schools getting stronger
 Better communities being built (National Coalition for Parent Involvement in
Education

Archer-Banks and Behar-Horenstein (2008) studies on African American parental

involvement suggested higher expectations for parents by providing workshops, and
creating positive cultural environments. As a result, the participants were able to view
parental involvement as important, and reported on how family structure and
socioeconomic status, school personnel's expectations of parents, and the practices and
policies of middle school personnel influenced their level of involvement (Archer-
Banks and Behar-Horenstein 2008).
2.5. Barriers on Parental Involvement
Lack of communication hinders parent participation in schools. Factors that contribute to
this lack of communication include the inability to speak, read, and understand language
in an academic or personal school setting and the belief of parents that they are
overstepping their boundaries by questioning authorities or upholding the rights of their
children in schools (Smith, Stern, & Shatrova, 2008). For example, some school sites do
not have systems in place that promote parental involvement as an “invaluable asset” for
student achievement. Parental involvement has been proven by researchers to be
instrumental in student success and achievement, yet it faces many obstacles. Research
shows that parental involvement begins to decrease after elementary school and is
minimal by the time the child reaches high school (MDE, 2002).

According to DePlanty, Coulter-Kern, and Duchane (2007), there are parents who
believe when a child reaches adolescence he should have his own space for independence
and growth (DePlanty, Coulter-Kern, &Duchane (2007). In addition, by the time the
child reaches high school academics, there are parents who may not have the knowledge
or know how of the subject areas which would make the parent feel awkward therefore
becoming less involved in their child’s educational process (DePlanty, Coulter-Kern,
&Duchane 2007). DePlanty, Coulter-Kern, &Duchane (2007) describe factors that have
an impact on parental involvement of students learning. These factors include: (a)
parents with little or no social networks, less financial stability, and lower educational
levels will have a tendency to become less involved in school activities,(b) parents of
students with learning disabilities are more likely to work outside of the home and less
likely to be involved in school activities, (c) students with learning disabilities are less
likely to have both parents in the home with a college education, and (d) parents of
students report they are less involved than those parents of students in general education
(Bryan, Burstein, & Bryan 2001) Vera et al. (2012) explored the educational
involvement of parents of English Learners and examined the relationships among
specific barriers such as school involvement, parental involvement, and daily
communication with children about their day. Vera et al. (2012) found within this study
implication for intervention based on a diverse group of immigrant parents and English
Learners. The interventions included parent programs, school policy changes, faculty,
and professional development on cultural differences. The goal was to increase the
involvement of parents of EL children in order to better serve these diverse learners and
allow teachers and school officials to be able to communicate with the parents the
expectations of their children and parental involvement.

Sad and Gurbuzturk (2013) investigated the extent to which parental involvement took
place in regards to their children’s education. Sad and Gurbuzturk (2013) found based on
a parental involvement scale, parental involvement was high in communication with
children, creating enabling home settings, supporting the child personality development
and helping with homework (Sad and Gurbuzturk (2013). On the other hand the all-time
low was in volunteering at the child’s school.

LaRocuqe, Kleinman and Darling (2011) explore the method to use as a base for inviting
more cultural and family based experiences to diverse families. LaRocuqe, Kleinman and
Darling (2011) discuss many strategies for closing the achievement gap and increasing
student learning through collaboration. Some strategies used to address these barriers are,
addressing emotional barriers, cultural differences, physical barriers and language
barriers. These researchers believed that in order to enable parents to grow in their
ability to help their children get the best education possible, encouraging parental
involvement has to be viewed as a process rather than a one-time event.

Hill and Tyson (2009) discuss changes in early adolescence and how it is affected by
school context, family relationships, and developmental processes. According to Hill and
Tyson (2009) the context of these changes, academic performance often declines, while
at the same time the long-term implications of academic performance increase.

This meta-analysis explored the types of parental involvement that are related to the
student’s achievement. Overall, parental involvement according to the 50 studies of
African American families and European Americans showed a positive association with
achievement, but not if it involved homework (Hill and Tyson 2009).
2.6. Intervention of Parental Involvement
This research study Elsleger (1999) learned that parental involvement could be increased
by offering an incentive as simple as a picnic. The goal of the study was to have direct
parental involvement with the child at home and the child’s developmental learning
(Elsleger 1999). The interventions were given as a family project and needed to be
performed as a family. Nine consenting families agreed to complete seven child-parent
activities to be observed on each visit. Elsleger (1999) believed the specific task for the
interventions were successful for the project, which lasted for three months. According
to Elsleger (1999) the genuine incentive for increasing parental involvement in any
family must come from parents who see themselves as their child's first teacher and work
with them to build a foundation of learning that will make them lifelong learners.

Bartel (2010) initiated a before and after summer intervention for those parents who
participated in an interview and agreed to attend three hour of parenting classes,
computer classes, exercise and cooking classes. Children of the parent participants
attended and all day interactive homework program for the parents and their children in
an urban school setting (Bartel 2010). These same parents were interviewed and the
surveys of teachers were used to determine the impact of home/school parental
involvement in their children’s education (Bartel 2010). The results indicated African
American parents, with high school educations that had children in Title I schools, had
the significant parental involvement. This information is also consistent with parents of
high socioeconomic status. The results of the pre and post interview with parents and the
pre and post surveys from teachers showed success. The analysis from the state aligned
test after the interventions showed good results (Bartel 2010).

2.7. Theories of students’ academic achievement

Academic achievement and social adjustment are predicted by the level of parental
expectations such as high-achieving student have parents who set higher standards than
those parents of low achieving students (MDE 2002). When parents do not know how to
get involved it is recommended schools offer support in every aspect of modeling and
guiding. According to the Michigan Department of Education (2002), those children who
do well in school have involved parents based on the following ways: (a) parents
establish daily routines, (b) monitor out-of-school activities assuring structured time and
set attainable goals, and (c) offer encouragement by expressing interest in progress
(MDE, 2002). Moreover, parental involvement encourages activities filled with reading,
writing, and meaningful family moments (MDE, 2002).

Several educational researchers (Bennett, 1978; Carroll, 1963; Glaser, 1976; Walberg,
1981) have proposed theoretical models to explain linkages existing among learning
variables and student’s educational outcomes. Specifically, each theoretical model
includes characteristics of the learner, the learning environment, and the quality of
instruction the learner receives (Haertel, Walberg, & Weinstein, 1983). Wang, Haertel,
and Welberg’s (1993) review of empirical literature on the correlates and predictors of
academic achievement, indicated that student characteristics exhibit the most significant
direct influence on achievement. Walberg’s (1981) theory of educational productivity
was empirically tested as one of very few theories of academic achievement. Walberg’s
theory of academic achievement posits that psychological characteristics of individual
students and their immediate psychological environments influence educational outcomes
(cognitive, behavioral, and attitudinal) (Reynolds & Walberg, 1992).Further, Walberg’s
research identified nine key variables that influence educational outcomes as: student
ability/prior achievement, motivation, age/developmental level, quantity of instruction,
quality of instruction, classroom climate, home environment, peer group, and exposure to
mass media outside of school (Walberg, Fraser, & Welch, 1986).

In recent decades, studies of learning environments have been concerned with

conceptualization and theory development. Student ratings have also been traditionally
included in faculty and course evaluation in higher education settings. Research on
learning environments (Astin, 1993; Fraser, Walberg, Welch, & Hattie, 1987; Fullarton,
2002) show that psychosocial characteristicsof classroom learning environments
demonstrate incremental validity in predicting student achievement. These psychosocial
characteristics (such as self-concept, attitudes, behaviors, intrinsic motivation, and
overall student engagement in learning) are useful in curriculum evaluation studies, and
can provide teachers with useful information to arrange more optimally functioning
classrooms.Researchers working on the assessment of learning environments have also
developed and validated constructivist-based, personal forms of learning environment
measures to tap students’ individual, rather than collective perspectives of classroom
life (Fraser, Fisher, & McRobbie, 1996; Rugutt, Ellett, Culross, 2003). Learning
environment has often been studied for the purposes of ensuring maximum student
achievement in his/her education endeavors. Further, learning is a highly individual
process which occurs within a larger environment. Learning is thus mediated by an
individual’s interactions with and perceptions of the external environment (Loup, 1994;
Olivier, 2001).

2.8.The link between parental involvement and student

academic achievement

Students' academic achievement is an important concern for parents, teachers, and

policymakers. To achieve higher achievement, it is essential to identify the factors that
influence it. Parents are essential in children’s daily lives and they play a significant
role in their children’s education. Hoover-Dempsey and Sandler (1995) states that
parental involvement influences educational outcome through three mechanisms:
modeling of school related behaviors and attitudes, reinforcing specific aspects of
school learning, and instruction. Also, researchers actively encourage parental
involvement to increase academic performance (e.g., Hoover-Dempsey et al., 2005;
Blazer, 2009; Galindo and Sheldon, 2012).

Study done by Xu, Benson, Mudrey-Camino and Steineret (2010), the relationship
between parental involvements and students academic achievement through analyzing the
fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of
1998–1999 was examined. Xu, Benson, Mudrey-Camino and Steineret (2010) identified
six dimensions to foster parental involvement and of the six the three that was most
effective was, parental involvement expectations, school involvement, and homework
help. This was the framework for parents to help their students' academic achievement
and guide educators and school administrators as they intend to increase parental
involvement and its effectiveness. The results yielded a direct connection between ,
parental involvement and academic achievement (Xu, Benson, Mudrey-Camino and
Steineret 2010).

Academic research, however, does not agree on the effects of the relationship. While
there are studies that conclude that home-based parental involvement in children’s
education has positive impacts on school achievement (e.g., Wang and Sheikh-Khalil,
2014; Pong, 1997; Fantuzzo et al., 2004; McNeal, 2015; Castro et al, 2015), other
studies show insignificant or negative associations(e.g., Domina, 2005; Shumow and
Miller, 2001; Shumow et al., 2011; Galindo and Sheldon 2012), or mixed results
(McNeal, 1999, 2014; Zhan, 2006; Fan, 2001;Ginsburg and Bronstein, 1993; Sui-Chu
and Willms, 1996;Lee and Bowen, 2006).The discrepant results are attributed to several
factors such as different measures of parental involvement, disregard for school levels
(e.g., elementary and middle school) and gender, failure to capture indirect effects of
parental involvement, and the inclusion of different school subjects within a single
variable for academic outcome (e.g., Math and Reading).Understanding how parental
involvement is associated with academic achievement will inform and help
policymakers and schools to design more effective parental involvement strategies.
Therefore, the estimates of its relations should be as accurate as possible
.

CHAPTER THREE: RESEARCH DESIGN AND

METHODOLOGY

3.1. RESEARCH DESIGN

According to Gay, Mills, and Peter Airasian (2009) underlying quantitative research
methods is the philosophical belief or assumption that we inhabit a relatively stable,
uniform, and coherent world that we can measure, understand, and generalize about. The
study will attempt to obtain information about the current parental involvement and
students’ academic achievement. To accomplish the objectives of the study, correlation
Research design will be employed. Gay, Mills, and Peter Airasian(2012) stated that
Correlational research involves collecting data to determine whether, and to what degree,
a relation exists between two or more quantifiable variables. This design will be
appropriate for the study because the researcher would collect data from primary school’s
teachers and students in order to investigate the relationship existing between parental
involvement and students’ academic achievement in Kellemwollega zone.

3.2. Research Method

The researcher prefers to use both quantitative and qualitative mixed research approach to
study the problem. Since the nature of the problem needs wide description and
investigation, descriptive survey will be employed to assess the status of parental
involvement and students’ academic achievement in primary Schools of Kellemwollega
zone.

3.3. Source of data

The researcher will consider primary and secondary data sources in the study.
3.3.1. Primary sources of data
The researcher was collected data from various sources and he made efforts to crosscheck
the reliability of the data to be gathered. Therefore, teachers, parents and school
principals were the primary data sources.

3.3.2. Secondary Sources of data

In addition, the secondary source of data were also gathered from documents analysis like
students’ assessment result and records of grade (5-8) five to eight internal examination
pass mark list.

3.4. Population and sampling technique

3.4.1. Population
Population is the total collection of all cases to which a researcher intends the results of a
study to apply (Healey, 2012). Thus, the total number of teachers and principals who
have been working in four hundred seventy primary schools in Kellem Wollega Zone
are 6103 and 472 respectively.
The determination of the study population and sample schools is based on a 2022/14
annual statistical report of Zone education office in which the study was conducted. The
specific population for this study encompasses (179) teachers (10) principals and (150)
parents. The total populations considered in the study were (339)

3.4.2. Sampling Size and Sampling Technique.

Abramson (1990) describes that appropriate sample, enables the researcher to examine
the representativeness of his/her survey to keep external validity of research. Kaufman
(2005) states that when schools are clustered in the form of some geographic sub
divisions, area sampling technique is appropriate sample and suitable for generalizing
the findings for the rest of populations.

Out of 12 woredas in Kellem Wollega Zone, 5(41.67%) of woredas were selected by area
sampling techniques. From those 5 woredas two primary schools were selected from each
woredas totally 10 primary schools were selected by lottery method. This includes: Kake
and Gute Primary School from Dale Wabera, Chanka and Hawi Gudina primary school
from Sadi chanka, Chamo and Ifa Haroo Primary school from Dale Sadi Woreda, ,kebe
and Genji Primary school from Gawo Kebe and finally Machara and Terkanfi Waraksaa
Primary schools from Hawa Gelan woreda were selected. From 336 sampled schools
179 teachers were selected by simple random sampling technique.

On the other hand, the school leaders were few in number when compared to teachers and
because of their typicality and managerial responsibility; 10 school principals were
selected by purposive sampling technique because purposive sampling was deemed
appropriate for the study as it allowed only those who have specific and reach
information required for the study to be included. In addition to these, 15 students’
parents were selected by quota sampling technique from each primary schools all
together 150 parents were selected. The primary objectives of quota sampling method is
to select participants that truly represent the sample population and it has an advantage
of saves time and ideal choice for gathering primary data within a limited time.
To determine the sample size of teachers and parents in probability sampling technique,
the researcher used the (Rpbert Krejcie, 1970) sample formula. This formula has been
used because it is one of the formulas in determining the sample size in probability
sampling technique. Then the sample sizes have been computed as:
S= X2NP (1-P) ÷ d2 (N-1) +X2p (1-P)

s= (1.96)2/*336*. 50 (1-. 05) ÷ (. 05)2(336-1) + (1.96)2 *.5(1-.5)

s= 322.69 ÷ 1.80

S= 179

Where:

s = required sample size

X2=the table value of chi-square for 1 degree of freedom at the desired

confidence level 1.96*1.96 =3.8416

N=the population size

P= the population proportion (assumed to be.50 since this would provide

the maximum sample size.
 d=the degree of accuracy expressed as a proportion (.05)

The Summary of Sample Schools at Each Woreda is presented as follows:

Table 1: Summary Population and Sample of the Study Area

S Selected Population size Sample Size
/ schools
N Population
Teachers

Principal

Teachers

Principal
Waradas
Hawa Gelan Name of

Parents

parents
%

%
1 Mechara 31 1 320 17 53.27 1 100 15 4.69
primary school
Tekamfii 68 1 698 36 53.27 1 100 15 2.15
waraksaa
primary school
2 Chanka 39 1 456 21 53.27 1 100 15 3.29
primary school
Chanka

Hawi Gudina 18 1 321 10 53.27 1 100 15 4.67

Sadi

primary school
3 Kake primary 1 895 23 53.27 1 100 15 1.68
school 44
Wabera

Gute primary 28 1 278 15 53.27 1 100 15 5.40

Dale Sadi Dale

school
4 Chamo 30 1 247 16 53.27 1 100 15 6.07
primary school
Ifa Haro 22 1 365 12 53.27 1 100 15 4.11
primary school
5 Kebe primary 38 1 458 20 53.27 1 100 15 3.28
school
Gawo

Ganji primary 18 1 279 10 53.27 1 100 15 5.38

Kebe

school
Total 336 10 4317 179 53.27 10 100 150 3.47
Sampling technique Simple random Quota
sampling Purposive sampling
sampling
3.5. Instruments of Data collection
Considering the research question raised primary data sources such as questionnaires,
semi structured interviews and document analysis were used.

3.5.1 Questionnaires
The questionnaire was used as a data gathering tool because it enables researchers to
collect information from the large size of respondents within manageable time and
provides a wide range of coverage of data with minimum cost. The questionnaire was
developed based on the basic questions after being reviewed by the advisor; the
instruments of data collection were pilot tested at purposefully selected school. The pilot
test was conducted to test the validity and reliability of the instruments. Therefore, in
order to identify the parental involvement and its effect on primary school students’
academic achievement questionnaires were set for teachers and parents. The
questionnaire was prepared for teachers and principals in English language, with the
assumption that all of the sample teachers and principals can read and understood the
items written in the questionnaires. On other hand questionnaires were prepared in
English language for parents subsequently translated to Afan Orom because the
researcher believed that the parents couldn’t understand the English language easily.
The questionnaire consisted of three parts. Part one described general information about
respondents. Part two was designed together pieces information on respondents’ general
background, such as sex, experience and educational qualification. The third part focused
on different issues on parental involvement and student academic achievement in primary
schools of Kellem Wollega Zone. All questionnaire items were closed ended and a Likert
type scale.

3.6.2 Interview
Semi-structure interview items were prepared for the interviewees. Because semi-
structured allows interviewees to bring new ideas during the interview for clarification of
what the interview said. To this end, the interview was conducted with principals to
supplement the data collected through questionnaires.
3.7. Procedures of Data Collection
To collect the data from the sample respondents convenient time and place had chosen in
order to place them freely and maximize the quality of response and degree of return.
Before dispatching the questionnaires for the participants the researcher had given
orientation to make clear about the objectives of the research. Then after, the
questionnaires were dispatched according to the time schedule of selected woredas.
Likewise, interviews were conducted with school principals by the researcher.

3.8. Validity and Reliability of the Instrument

To check the reliability of the instrument, a pilot study was carried in one of the schools
in the Zone, which was not selected as the main study namely: keto primary school from
Sadi chanka Woreda. The pre-test was provided an advance opportunity for the
investigator to check the questionnaire and to minimize errors due to improper design
elements, such as question, wording or sequence (Adams,2007).After the dispatched
questionnaire was returned, necessary modification was made on 5 items by the
researcher.

Validity refers to the quality that a procedure or an instrument (tool) used in the research
is accurate, correct, true, meaningful and right (Enon, 1998). According to (Mugenda,
2003), Validity is the degree to which results obtained from the analysis of data actually
represents the phenomena under the study. The internal consistency reliability estimate
was calculated using Cronbacha’s Coefficient of Alpha for the questions. The researcher
found the average coefficient of Alpha (α) to be 0. 0.58, which is regarded as modest
correlation Coefficient by McMillan and Schumacher (2010), the reliability of a survey is
acceptable if the value of Cronbacha’s alpha is equal to. 0.5. The next table below shows
the computed internal reliability coefficient of the pilot test.
Table 3.2: Reliability Statistics of pilot test results with Cronbacha’s alpha
(N=20).
Description Cronbacha’s N of
Alpha Items
1 Parenting category 0.677 4
2 Communicating category 0.534 4
3 Volunteer category 0.543 4
4 Learning at home category 0.752 4
5 Decision making category 0.456 4
6 Collaborative category 0.543 4
Average 0.58
7 Teachers’ perception of parental involvement .342 12
3.7. Method of data analysis
On the basis and the types of data gathered and the instrument used quantitative and
qualitative techniques of data analysis were employed. Primary data from the field were
coded and arranged into specific categories. Coding was intended to organize and reduce
research data. Quantitative data were analyzed using Package for Social Science
(SPSSV.20.).The statistical techniques used in this study involved both descriptive and
inferential statistics. Accordingly, in order to analyze respondent background
characteristics interims of gender, age, educational level and experiences descriptive
statistics like frequency and percentage was used.
In order to analyze the current practices of parental involvement and students academic
achievement, descriptive statistics such as, mean and standard deviation was employed.
While inferential statistics, like bivariate correlation was used to show the degree of
strength or relationship and significant among parental involvement and the
improvements of students’ academic achievement.

3.8. Ethical Consideration

The researcher was obtained formal letter from Dambi Dollo University as well as from
Kellem Wollega Zone Education Office that express request of support to all the
concerned body. Moreover, the researcher asked permission from the schools to collect
data. The purpose of the study was explained verbally to the target group before
administering the questionnaire and information was gathered only from volunteers. The
participants were being informed that they do not need to write their name on the
questionnaire and the information was kept confidential. In addition to these, the
information that they provide won’t be used for other purpose except this study.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS
AND INTERPRETATION
This chapter presents an analysis and discusses the findings obtained from the field
through questionnaire and interview schedule and document analysis. The study samples
were 339 respondents comprising of 179 teachers, 10 principals and 150 parents

The data obtained from closed ended questionnaire sought the opinions of teachers on
perceptions of parental involvement and parents views on their involvement toward their
children’s academic achievement. The information in the first part sought the sex, age,
experience and educational level. This section asked the respondents about their
background or personal information.

The questionnaire included 48 Likert type items, closed ended questions and interviews to
sort out the extent in which the school principals enhance parent’s involvement in their
children’s academic achievement at primary school level.

4.1. Demographic characteristics of parents

Table 4.1. Demographics Characteristics of parents

No Item Frequency Valid
Percent
1 Sex of the respondents Male 131 87.33
Female 19 12.67
Total 150 100
2 Age of the respondents Less than 35 years 6 4
35 to 45 years 97 64.67
45 to 55 years 38 25.33
More than 55 years 9 6
Total 150 100
Education level: Un educated 94 62.67
grade 8 complete 28 18.67
10th complete 19 12.67
 Diploma 7 4.67
Degree 2 1.33
MA 0 0
Total 150 100

Item 1 table 4.1 above shows respondents’ sex. It turned out that 131 (87.33% of parents
were male, while 57(57.0%) were female.

Table 4.1.item 2: shows that the number of parents’ age with less than 35 years is 6
(4.0%), the number of parents’ age with 35 to 45 years is 97 (64.67%), the number of
parents’ age with 45 to 55 years is 38 (25.33%), the number of parents’ age with 9(6.0%)
and the number of parents’ age with is more than 55 years.
Item 3 table 4.1 shows the educational level of the respondents .The number of parents’
educational level with "some education un educated is 94 (62.67 %), the number of
parents educational level with " Grade 8 complete " is 28(18.67%) the number of
parents’ educational level with 10th complete 19(12.67%) , the number of parents’
educational level with " Diploma " is 7 (4.67%), the number of parents’ educational level
with " University graduate " is 2 (1.33 %) . From the findings of the study it can be said
that the un educated has got the dominant parents educational level.

4.2 Analysis of demographic characteristics’ of teachers.

Table 4.2. Demographic characteristics’ of teachers and principals .

No Item Frequency Percentage
1 Sex of the Male 107 65.71
respondents
Female 72 34.29
Total 179 100
2 Age of the 20 – 25 years 3 2.52
respondents 26 – 30 years 123 64.89
31– 35 years 50 26.67
36 – 40 years 10 5.33
Above 41 years 3 2.52
Total 189 100
3 Service years in 1-5 year
35 18.52
the teaching
profession/ in 6-10 years 63 33.33
11-15 years 59 31.11
 school leadership 16 and above 32 16.89
Total 189 100
3 Qualifications of Diploma 98 51.85
the respondents. Degree 83 43.92
Master 8 4.23
Total 189 100

Table 4.2 shows that out of the 189 teachers and principals who participated in the survey
phase and completed the demographic section, 107 (65.71 %) were males and
72(34.29%) were females.

Item 2 table 4.2 shows the age of the respondents about 3 (2.52%) were between the age
of 20 - 25 while 50(26.67%) were between the ages of 26-30, 123 (64.89 %) were from
31-35, 10(5.33%), from36-40.The rest about 3 (2.52%) of the respondents were 41 and
above. Totally the age 26-30 and 31-35 has got the dominant age group respectively. This
means that the primary schools are having young and energetic teachers and principals
are ready to teach for a long time provided they are motivated enough to improve
students achievement.
As to the sampled respondents about the total years of services in the teaching
professions and school leadership item 5 on table 4.2 shows 35 (18.52%), were between
1-5 years of service, 63(33.33%) were between 6-10 years of service, 59 (31.11
%) were between 11-15 years of services, and the rest 32(16.89%) were above 16 years
of services in teaching profession and in school leaders. It further indicates that a higher
proportion of Kellem Wollega secondary school teachers had spent much time in the
service and had acquired enough experience to deliver quality teaching and learning. This
is in agreement with Aguinis (2009) that the longer the number of years‟ experiences, the
higher the level of performance all other things being equal.
The overall explanation related to age and work experience was that most of the teacher
respondents were highly experienced both in aggregate and in current school and it can
be assumed that they have experienced what has been going on in the school and could
give accurate data.
Item 3 on the same table With regards to educational level of participants, except two
teachers 4(4.23%), the remaining 185 (95.77) were either diploma or degree holders. The
highest level of education by percentage of all respondents were diploma 98 (51.85 %)
and nearly 83(43.92% of the respondents had first degree.

4.3. Findings

4.3.1. Descriptive Results

The practice of parental involvement that leads to student academic achievement in
developing countries is relevant to Kellem Wollega zone for parents in the Zone are also
enhanced by the school principals. What became evident in this study; however, that
students achievement is determined by the degree of principals enhance individual
parents and the specific context in which they involve.
The primary objective aimed to examine the current practice of parental involvement
level factors leading to improvement of students achievement at primary school level..
The basic research question was: What is the current practice of parental involvement in
primary schools of Kellem Wollega zone ? The questionnaire and interview schedule
were used to seek information of this objective. Responses from the questionnaire are
indicated in Table below.

Table:A 4.3.Descriptive Analysis of Parents response regarding their

involvement toward their children’s achievement. N=150
S/r Variables Mean SD
A Parenting Category
1 I frequently explain difficult ideas to my child when he 2.17 1.025
doesn’t understand.
2 There are many children’s books in our house. 2.05 1.258
3 My child misses school several days each semester. 3.93 1.047
4 Reading books is a regular activity in our home. 2.43 1.139
Total Mean Average 2.65 1.12
B Communicating Category
 1 If my child misbehaved at school, I would know about it 2.23 0.981
soon afterward.
2 Talking with my child’s principal makes me 2.18 1.032
uncomfortable.
3 I always know how well my child is doing in school 2.09 0.97
4 Talking with my child’s current teacher makes me 2.23 1.097
somewhat uncomfortable
Total Mean Average 2.18 1.02

Table:B 4.3.Descriptive Analysis of Parents response regarding their

involvement toward their children’s achievement. N=150
S/r Variables Mean SD
C Volunteering Category
I feel very comfortable visiting my child’s school 3.7 1.062
2 I have visited my child’s classroom several times in the past year 1.92 1.203
3 In the past 12 months I have attended activities at my child’s school 2.05 1.258
several times (e.g. fun nights, performances, awards nights).
4 In the past 12 months I volunteered at my child’s school at least 3 1.88 0.98
times.
Total Mean Average 2.39 1.13
D Learning at home 2.43 1.344
1 I have a difficult time understanding my child’s homework enough 4 1.005
to make sure it is correct
2 I spend several hours trying to help my child understand homework 2.08 1.037
3 I read to my child every day. 2.22 1.116
4 I don’t understand the assignments my child brings home. 2.28 1.021
Total Mean Average 2.65 1.04
E Decision making
1 I am confused about my legal rights as a parent of a student. 3.75 1.019
2 I have made suggestions to my child’s teachers about how to help 2.33 1.254
my child learn
3 I know the laws governing schools well. 3.93 1.005
4 In the past 12 months I attended several school board meetings. 1.99 1
Total Mean Average 3 1.07
F Collaborative category
1 I talk with other parents frequently about educational issues. 2.22 0.953
2 My child attends community programs (e.g. community theatre) 2.2 0.922
regularly
3 If my child was having trouble in school I would not know how to 3.54 1.154
get extra help for him.
4 I know about many programs for youth in my community. 2.35 1.186
Total Mean Average 2.58 1.05

Scale: ≤1.49- very low level of performance, 1.50-2.49 -low level of performance, 2.50-
3.49– medium level of Performance, 3.50-4.49 – high level of performance, ≥4.50– very
high level of performance
Table 4.3 Item 1 shows that parents were requested to what extent they frequently explain
difficult ideas to their child when he/she doesn’t understand or not. Accordingly, the
respondents had the mean value of 2.17 and 1.025 respectively which implies that, low
performance of parents on explaining difficult ideas to their child when he/she doesn’t
understand. These results have some evidences from the responses of first questionnaire.
Evidence one from the statement of demographic characteristics of the respondents
“Mothers and fathers’ education level” where the majority of them 94 (62.37%) are with
none educated educational level.
There is evidence from the interviews, in Q3; “Does the school be responsible for
providing parents with workshops to help them in home schooling and come to be aware
of their children's performance?” Only two of the participants expressed that very few
schools be responsible for giving parents such workshops and those are the relatively
model schools. However, eight out of ten interviewers pointed out that schools do not
offer workshops to increase parental involvement’ role at home.
Table 4.3: Item 2 shows that parents were asked to respond to what extent there are many
children’s books in their house or not. Hence, the respondents had the mean value of 2.05
and 1.258 respectively. Thus, this result indicated that the largest number of the
respondents agreed with there were no many children’s books in their house .
On the same table of item 3 shows that parents were requested to rate their agreement
whether their children were missed school several time or not .Hence, the respondents
had the mean value of 3.93 and 1.047 SD .This result indicates that the largest number
respondents agreed with the assumption that their child were missed school several days
each semester.
Item 4 above shows that parents were asked to show their agreement to what extent
reading books was a regular activity in their home or not. Accordingly, the respondents
had the mean value of 2.43 and 1.139 SD. This result implies that in most students’
home reading books were not regular activities.
Item 5 shows that parents were asked to respond their opinion on if their child
misbehaved at school, they would know about it soon afterward or not .Thus, the
respondents had the mean value of 2.23 and .981SD. This result implies that the largest
number of parents disagreed with the ideas that if their child misbehaved at school, they
would know about it soon afterward.
Table 4.3 item 6 shows that parents were requested to respond whether parents have
talked with their child’s principal made them uncomfortable or not. Accordingly, the
respondents had the mean value of 2.18and 1.032 SD respectively. This result implies
that most parents did not agree with the ideas that talking with their child’s principal
made them uncomfortable. .
Item 7 above shows that parents were asked to rate the degree of agreement whether
parents always know how well their children are doing in school or not. Hence, the
respondents had the mean value of 2.09 and 0.970 SD which implies that large number of
respondents did not agree with the ideas that always know how well their children are
doing in school.
On the same table of item 8 above shoes that parents were requested to show their degree
of agreement whether talking with their child’s current teacher made the m somewhat
uncomfortable or not. Accordingly, the respondents had the mean value of 2.23 and 1.097
SD. This result indicates that large number of parent respondents disagreed with the
assumption of talking with their child’s current teacher made them somewhat
uncomfortable.
Table 4.3 item 9 shows that the respondents were requested to show their degree of
agreement whether they feel very comfortable visiting their child’s school or not.
Accordingly, the respondents had the mean value of 3.70 and 1.062 SD. This results
indicates that large number of the respondents were agreed with the ideas that they felt
very comfortable while they were visiting their child’s school.
Item 10 shows that the respondents were asked to rate their degree of agreement whether
they have visited their child’s classroom several times in the past year or not. Hence, the
respondents had the mean value of 1.92 and 1.203 SD. This result indicates that above
half percent of the respondents were disagreed with ideas that parents had visited their
child’s classroom several times in the past year.
On the same table item 11 shows that parents were asked responded whether they had
attended their child’s activities at school several times in the past 12 months or not.
Accordingly, the respondents had the mean value of 2.05 and 1.258 SD. This result
indicates that large number of respondents were no agreed with the ideas that they had
attended their child’s activities at school several times in the past 12 months.
Evidence for the lack of the above mentioned activity it could be strongly related
through the responses of the interview question Q4; “Does the school offer opportunity to
parents and local community members for volunteer work?” eight of the respondents
strongly believed that volunteer work does not be existent throughout their schools. Two
of the respondents, however, thought that there are some individual efforts by parents
every now and then.
Item 12 shows that parents were asked to responded whether in the past 12 months
parents were volunteered at their child’s school at least 3 times. Thus, the respondents
had the mean value of 1.88 and 0.980 SD which implies that large number parents were
not volunteered at their child’s school at least 3 times in the past 12 months.
While responses from interview Q6 “Does the school offer opportunity to parents and
local community members for volunteer work?” Six of the respondents strongly believed
that volunteer work does exist in the school but few number of parents were presented
and involved the volunteer work that prepared by the school . Four of the respondents,
however, thought that there are some individual efforts by parents every now and then,
large amount of parents do not interested present the call of the school concerning the
volunteer work at the school.
Item 13 shows that parents were requested to rate their degree of agreements whether
they have a difficult time understanding their child’s homework enough to make sure it is
correct or not .Hence, the respondents had the mean value of 4.00 and 1.005 SD which
implies that large number of respondents were agreed with the ideas that parents had a
difficult time understanding their child’s homework enough to make sure it is correct.
Item 14 shows that the respondents were asked to rate the degree of agreements whether
they spend several hours trying to help their child understand homework or not
Accordingly, the respondents had the mean value of 2.08 and 1.037 SD which implies
that most respondent disagreed with the assumptions of they were spent several hours
trying to help their child understand homework.
Item 15 shows that the respondents were asked to rate their degree of agreements whether
parents were read to their child every day or not. Thus, the respondents had the mean
value of 2.22 and 1.116 SD which indicates that almost above half percents of the
respondents disagreed with the assumption that parents were read to their child every day.
Item 16 shows that the respondents were asked to rate their degree of agreement whether
they don’t understand the assignments that their child brings home. Accordingly, the
respondents had the mean value of 2.28 and 1.0121 SD which indicates that the largest
number of the respondents disagreed with the ideas that they don’t understand the
assignments that their child brings home This will be related to the responses from Q5 in
the interview “Does the school have homework mechanisms such as telephone hotline ?"
The interviews revealed that such an idea of telephone hotline does not exist at all. On the
other hand the interviewees indicated that some schools have gave message through their
students which allow parents to be acquainted with their kids' progress.
The data in Table 4.3 item 17 shows that the parents were asked to rate their opinion
whether they were confused about their legal rights as a parent of a student or not. Thus,
the data shows that the greatest amount of parents agreed they were confused about their
legal rights as a parent of a student with the mean value of 3.75 and 1.019 SD
respectively. In survey could be detected from responses of interviewees in Q4 “Does the
school have any mechanism for listening to parents suggestions?” The first six of the
respondent replied: "it is uor role to listen the parents suggestion to improve their
children’s activities. But because of complexity of school administration, we don’t have
extra time to see parents complaining, or suggesting". Four of respondent said: we
provided that there is a problem, parents are usually too busy but when they come to
school we should give more welcoming.
Table 4.3 item 18 provides information on the percent of parents and their involvement
in their student’s made suggestions to teachers about how to help their child learn.
Accordingly, the respondents had the mean value of 2.33 and 1.254 SD. The responses
of parent involvement in this table indicates that the majority of the respondents were not
agreed with the ideas of parents were made suggestions to teachers about how to help
their child learn.
Item 19 above shows that parents were requested to responded whether parents knew the
laws governing schools well or not. Thus, the respondents had the mean value of 3.93 and
1.005 SD. This result implies that the greatest number of parents agreed with they knew
laws governing schools well.
Item 20 on the Table above shows that parents were asked to rate their opinion whether
they were attended several school boards in the past 12 months or not. Accordingly, the
respondents had the mean value of 1.99 and 1.000 SD. The data also shows the majority
of parents disagreed about attending several school board in the past 12 months.
To validate this idea, the responses of the interview Q2 “Does the school hold a general
meeting for parents in order to clear up its vision and mission?” Nine out of ten
interviewees concluded that in the first annual meeting, some parents. But, general
meetings are not held to clarify the school mission and vision. The tenth respondent, on
the other hand, indicated that schools view vision and mission is a new culture and to
some schools; both terms are not yet comprehended.
Item 21 table above shows that parents were requested to rate their perception whether
they talk with other parents frequently about educational issues or not .Thus, the
respondents had the mean value of 2.22 and 0.953 SD. This result indicates that the
largest number of respondents disagreed with parents were talk with other parents
frequently about educational issues.
As shown in item 22 table above shows that parents were asked to rate their perception
on whether their child attends community programs or not. Hence, the respondents had
the mean value of 2.20 and 0.922 SD. This result shows that the largest number of
respondents were disagreed with their child attends community programs.
As indicated item 23 table above shows that parents were asked to rate their perception
on whether if their child was having trouble in school and they would not know how to
get extra help for them or not. Hence, the respondents had the mean value of 3.54 and
1.154 SD which implies that the majority of parents involved in when their child was
having trouble in school and they would not know how to get extra help for them.
With regards of item 24 table 4.3 above displays that parents were asked to rate their
perception on whether they knew about many programs for youth in their community or
not .Accordingly, the respondents had the mean value of 2.35 and 1.186 SD which
indicates that the greatest amount of respondents were disagreed with they knew about
many programs for youth in their community.

4.4. Descriptive analysis of Teachers perception on the parental involvement

of students academic achievements. N = 179
S/N Items Mean SD
1 I want student parents to be involved in education 4.18 0.88
2 I would like to hear from a parents or school administrators 4.2 1.76
regarding my student.
3 I feel more comfortable if student parents do not ask me about 1.72 .753
education.
4 I feel there is a need for parents and school teachers or 4.14 0.62
administrations to communicate on a regular basis.
5 I interested with the communication between parents and 4.19 0.70
student’s teachers or administrations
6 I often feel contacts students parent the school to ask about 4.18 0.99
homework, class work, or scheduling
7 I would like to meet with y students /children’s parent to 3.85 1.04
discuss progress and improvement
8 I have a difficult time understanding my student’s homework 2.15 1.01
enough to make sure it is correct.
9 I am always willing to help my students complete homework 3.75 1.02
 assignments
10 It is the teacher’s full responsibility to educate students. 3.8 1.03
11 It is good for me student parents to be involved in home work 3.24 1.07
12 I spend several hours trying to help my students understand 3.75 1.14
homework.
Total Average of the mean and SD 3.60 1.00
Scale: ≤1.49- very low level of performance, 1.50-2.49 -low level of performance, 2.50-
3.49 medium level of Performance, 3.50-4.49 – high level of performance, ≥4.50– very
high level of performance
The above table presents twelve items toward the extent to which teachers’ perception on
parental involvement and academic achievement, and finally to determine how parental
involvement has contribution to academic achievement based on teachers response.
According to items 1, 2,4,5,6,7,9,10,11 and 12 were rated as high performance level with
the mean value and standard deviation of (M = 4.18, SD =. .88; M= 4.2, SD= 1.76; M=
4.14, SD = .0.62; M= 4.19,SD=.07;M = 4.18, SD = .99; M = 3.85, SD = 1.02; M = 3.65.
SD =1.01;M=3.8,SD=1.03;M=3.24, SD =1.07 and M=3.75,SD=.1.14 respectively. These
result show that the primary school teachers of Kellem Wollega zone have high
perception on the parental involvement to the contributions of students academic
achievement towards teachers would like to there from a parents or school administrators
regarding their student, , feel there is a need for parents and school teachers or
administrations to communicate on a regular basis, interested with the communication
between parents and student’s teachers or administrations, often feel contacts students
parent the school to ask about homework, class work, or scheduling, would like to meet
with y students /children’s parent to discuss progress and improvement, always willing to
help their students complete homework assignments, it is the teacher’s full
responsibility to educate students, it is good for them student parents to be involved in
home work and spending several hours trying to help their students understand
homework respectively.
On the same table above item 3 regarding feel more comfortable if student parents do not
ask them about education, as the mean value and SD is (M = 1.72, SD=.75) and it rated
as low level performance. This results indicates that teachers were not feel more
comfortable if student parents do not ask them about education.
Regarding the rest items 8 the respondents were asked to rate their opinion whether they
have a difficult time understanding their student’s homework enough to make sure it is
correct or not. Accordingly the respondents had the mean value and SD of 2.15 and 1.01
low level performance respectively. These results indicate that whoever, teachers are
interested to ensure students homework, because of scarcity of time they are hampered to
correct each individual students homework.

4.5. Correlation Study of the parental involvement and

Students’ Achievement
Correlation is the most important systems for bivariate relationship analysis that provide
a yardstick whereby the intensity or strength of a relationship can be gauged (Bryman &
Cramer, 2005). The two significance levels used in correlation analysis are 0.05 and 0.01
used in research reports. The correlation coefficients calculated vary between -1 and +1
which provide the closeness of a relationship among pairs of variables in the
study( Bryman & Cramer, 2005).
Also, according to (Cohen and Holliday,1982) cited in (Bryman & Cramer, 2005)
suggested that a correlation of 0.19 and below is very low; 0.20 to 0.39 is low; 0.40 to
0.69 is modest; 0.70 to 0.89 is high; and 0.90 to1 is very high in the process of data
analysis and research report writing in most research works.

In this study p-value determine the probability of significance relationship between the
independent and dependent variable. If p-value is less than alpha 0.01 or 0.05 (p<0.01) or
(p<0.05) it indicated that there was significant relationship between the variables. If p-
value is greater than alpha 0.01 or 0.05 (p>0.01) or (p>0.05) it indicated that there was
no significant relationship between the two variables (parental involvement and student
achievement). The Pearson correlation coefficient (r) measure the linear association
between two scale variables i.e. the direction and strength of relationship. Correlation
coefficient is significant at 0.05 or 0.01 level (Gay et al., 2009).
Therefore, the third research question is whether there was a significant relationship
between parental involvement and student achievement. To answer the third research
question, the information obtained from the questionnaires the practice of parental
involvement and student achievement was answered by 150 parents, through bivariate
correlation analysis.

4.5.1. Correlation between Parental Involvement and Student

academic achievement.
The main objective of the study is to investigate the relationship between parental
involvement and students’ achievement in primary schools of Kellem Wollega zone. As
indicated in chapter three, a two-tailed Pearson correlation analysis was used to
investigate the relationship between independent variable (parental involvement) and
student achievement (dependent variable).

Correlation coefficient (r) is normally reported as a decimal number somewhere between

-1.00 and +1.00 and its result gives an idea of the extent or strength of the relationship
between parental involvement and students’ achievement, if a result positive correlation
coefficient (r) that indicates a positive and direct relationship and if a negative correlation
coefficient (r) that indicates a negative relationship and an indirect or inverse relationship
between parental involvement and students’ achievement and also a zero correlation
indicates that there is no correlation between the variables (Gay et.al., 2009).

In this study p-value determine the probability of significance relationship between the
independent and dependent variable. If p-value is less than alpha 0.01 or 0.05 (p<0.01) or
(p<0.05) it indicated that there was significant relationship between the variables. If p-
value is greater than alpha 0.01 or 0.05 (p>0.01) or (p>0.05) it indicated that there was
no significant relationship between the two variables (parental involvement and students’
achievement). The Pearson correlation coefficient (r) measure the linear association
between two scale variables i.e. the direction and strength of relationship. Correlation
coefficient is significant at 0.05 or 0.01 level (Gay et al., 2009).
As shown in Somekh and Lewin (2005) the extent (strength) of relationship between two
variables were described. If Correlation coefficient (r) is less than 0.33 (r<0.33), the
strength of relationship would be weak; if r-between 0.34 and 0.66, there would be
moderate relationship and if correlation coefficient (r) lies between 0.67 and 0.99 there
would have strong relationship. Thus, there are 24 related questions and after computing
the Mean score, it was dichotomized based on Mean score. A two-tailed Pearson
Correlation analysis was computed by SPSS (version 20) and the finding was shown in
table below.

Table 4.5.1: Correlation analysis of Parental Involvement and Student

academic achievement. N=150
Variables Student result I grade achievement
Pearson Correlation .342**
Sig. (2-tailed) .000
Parenting Category N 100
Pearson Correlation .313**
Communicating Category Sig. (2-tailed) .000
Achieved N 100
Volunteering Category Pearson Correlation .446**
Sig. (2-tailed) 0.543
N 100
Learning at home category Pearson Correlation .759*
Sig. (2-tailed) 0.011
N 100
Decision making category Pearson Correlation .294
Sig. (2-tailed) .410
N 100
Collaborative category Pearson Correlation 0.712
Sig. (2-tailed) 0.008
N 100
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Table 4.5.1 indicates the relationship between independent variable parental involvement
and dependant variable that is students’ academic achievement. It indicates to what extent
two variables correlate with each other.
Results show that at 0.05 or 0.01 level (2-tailed) of significance, there are some variables
that are significantly related to the student’s achievement level. While the other the result
also indicates that few variables that have no direct impact on students’ achievement
level when they are measured at 0.05 or 0.01 (2-tailed) level of significance.
Accordingly, when the relationship between parenting category and student achievement
was considered, the result of the study on table 4.4.1 shows moderate and positive
(r=0.342**) relationship that has statistically significant positive relationship between the
parenting category related factor and student achievement at 1 percent (p< 0.000)
significance level.

The results generally, shows that the overall from four dimensions of parent involvement
practice; parenting category such, as frequently explain difficult ideas to child when he
/she doesn’t understand, there are many children’s books in their house, child misses
school several days each semester and reading books is a regular activity in their home
have significant positive correlation with student achievement. The result of study shows
that the independent variable used in the correlation analysis show statistically moderate
positive and significant relationship at p-value was less than the alpha i.e. 0.000 (p<
0.01).

This idea is supported by the work of (Markos, 1996), states that parenting style and
academic achievement have a significance relationship. Elias (1999) also indicates that
delinquency and parents’ rearing practices would have a relation with children’s
autonomy and social responsibility
Also regarding the result of correlation coefficients between Communicating Category
and student achievement, the result of the study on table 4.4.1: shows that there is weak
(r=.313**) positive relationship between the Communicating Category and student
achievement and statistically significant at 1 percent (p<000).The results generally
shows that Communicating Category has positive influence on students academic
achievement in selected primary schools of Kellem Wollega zone.
Regarding with the third dimensions which is Volunteering Category the result of
correlation coefficients between Volunteering Category student achievement was
considered, the study shoes that there is modest positive (r=0.446**,relationship between
Volunteering Category and student achievement. But the result indicates that there is no
significant deference between Volunteering Category and student achievement at (sig =
0.543 i.e. p < .001 or P<0.05) which include parents feel very comfortable visiting their
child’s school, have visited their child’s classroom several times in the past year, they
have attended activities at their child’s school several times in the past 12 months and
they volunteered at their child’s school at least 3 times. in the past 12 months. In addition
to this, the second dimensions that have no direct impact on students’ achievement level
when they are measured at 0.05 level of significance is that parents confused about their
legal rights as a parent of a student, have made suggestions to their child’s teachers about
how to help their child learn, know the laws governing schools well and they attended
several school board meetings in the past 12 months are parental involvement activities
that according to result have no significant impact on achievement level.
Regarding learning at home category and students academic achievement table 13
indicates that the Pearson coefficient results for the relationship between the learning at
home category and students academic achievement from the teachers’ questionnaire. To
see the relationship exists between learning at home category and students academic
achievement in primary schools of Kellem Wollega Zone .As it was tested in a two-tailed
Pearson correlation analysis indicated on table above shows, (r = .759) and the p-value
was less than the alpha i.e. .0.011 (p<0.01) or (P <0.05) This results indicates that there
was high positive and relationship at 1 percent .011 significant level.
On the same table above, the correlation coefficient between Decision making category
and primary school students’ academic achievement was found low positive (r= .294)
and there is no significant relationship between the two variables. This implies that at
0.011 confidences level there was low positive and significant correlation between
Decision making category and primary school students’ academic achievement primary
schools of Kellem Wollega zone. From the analysis, it is clear that decision making
category can have positive influence on student academic achievement.
As it was tested in a two-tailed Pearson correlation analysis and indicated in table 4.5.1,
the p-value was less than the alpha i.e. 0.008 (p< 0.01). This shows that there was
statistically significant relationship between collaborative category and students’
academic achievement. The Pearson correlation coefficient (r) was 0.712; (r) lies between
0.67 and 0.99 there would have high relationship, so the relationship was high. This
implies that at 0.01 confidences level there was positive, high and significant correlation
between collaborative category and students academic achievement in primary schools of
Kellem Wollega zone.
Table 4.5.2: Correlation analysis of teachers’ perception on parental
Involvement and Student academic achievement
Variables Students’ academic achievement
Teachers’ perception on parental Pearson .798**
involvement and Student academic Correlation
achievement Sig. (2-tailed) 000
N 179

Following the above empirical test, a matrix of correlation coefficients was generated
along with its statistical significance by Pearson correlation to see the effect of
independent variables on students’ academic achievement. In line the correlation
coefficient dependent and independent variables highest level of relationship between the
variables used in the analysis and the role of parental involvement. The result of study
shows that the independent variable used in the correlation analysis show statistically
highest positive and significant relationship at p-value was less than the alpha i.e. 0.000
(p< 0.01).
Accordingly, when the relationship between teachers’ perception on parental involvement
and student academic achievement, twelve items which includes ;teachers would like to
there from a parents or school administrators regarding their student, , feel there is a
need for parents and school teachers or administrations to communicate on a regular
basis, interested with the communication between parents and student’s teachers or
administrations, often feel contacts students parent the school to ask about homework,
class work, or scheduling, would like to meet with y students /children’s parent to
discuss progress and improvement, always willing to help their students complete
homework assignments, it is the teacher’s full responsibility to educate students, it is
good for them student parents to be involved in home work and spending several hours
trying to help their students understand homework feel more comfortable if student
parents do not ask them about education and have a difficult time understanding their
student’s homework enough to make sure it is correct respectively. interested to ensure
students homework, because of scarcity of time they are hampered to correct each
individual students homework shows positive (r=0.798). r lies between 0.70 to 0.89 is
high, so the relationship was high. This implies that at 0.01 confidences level there was
positive, highest and significant relationship between teachers perception on parental
involvement and academic achievement.

4.6. Regression analysis

The description of respondents’ perception and analysis of correlation alone are not
sufficient enough to gap full understanding of the study. In order to make the study
complete, regression, analysis of independent variables on academic achievement was
paramount important as the relationship between dependent and independent variables
can successfully be explained by regression analysis. In addition to this, the regression is
a powerful tool for summarizing the nature of the relationship between variables and for
making predictions of likely values of the dependent variable (Bryman & Cramer, 2005).

The third research question is to what extent does parental involvement predict student
academic achievement in primary schools of Kellem wollega zone?To answer the third
research question, the information obtained from the questionnaires of the parental
involvement and academic achievement were answered by 150 parents through
bivariate regression analysis. The results are presented in Table 4.5.1.below.

Table 4.6.1: Relationship between Parenting Category and Students’ Academic

Achievement
N =150
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 25.048 1.321 .000
Parenting 1.279 .222 .503 33.142 .000
Category
a. Dependent Variable: Students’ Academic Achievement
b. R = .503a R Square = .253 & Adjusted R Square = .245
c. Predictors: (Constant), Parenting Category
Table 4.6.1 the results of the bivariate regression analysis on data variables the Parenting
Category of parents and academic achievement obtained by the regression b = 1.279 and
a constant of 25.048. Thus, the first form of the relationship the Parenting Category of
parents and academic achievement can be described with a regression equation Y=
25.048+1.279X1 . Before being used for the purposes of prediction, regression test must
qualify the significance and linearity test, to determine the degree of significance and
linearity regression, F test, which is (F = 33.142, sig = 0. 000), so that Parenting Category
of parents and academic achievement is very significant. The Parenting Category of
parents has power of contribution to academic achievement is shown by the correlation
coefficient of ( r= .503). After that determination, the determination coefficient is the
square of the correlation coefficient between the variables the relationship the task
oriented leadership behavior of school principals and academic achievement. The
coefficient of determination variables the Parenting Category of parents and academic
achievement of = 0.253.

Table 4.6.2. Relationship between Communicating Category and Students’

Academic Achievement; N =150

Model Unstandardized Standardized F Sig.

Coefficients Coefficients
B Std. Beta
Error
1 (Constant) 28.100 1.219 .000
Communicating .635 .171 .351 13.731 .000
Category Achieved
a. Dependent Variable: Student result in 2011
b. R = .351a , R Square = .123 & Adjusted R Square = .114
c. Predictors: (Constant), Communicating Category Achieved
A linear regression was calculated predicting student academic achievement based on
Communicating Category of parents and a significant regression equation can be
described with a regression equation Y= 28.100+..635*X2.Before being used for the
purpose of prediction, regression test must qualify the significance and linearity test.
Determine the degree of significance and linearity regression F test equal to (F=13.731,
sig, p<0.000) Communicating Category of parents has contribution to the academic
achievement indicated that by a correlation coefficient (r= .351) .The coefficient of
determination is the square of the correlation coefficient between the variables of
relationship oriented leadership behavior practice of principal and academic achievement.
The coefficient of determination is = 0.123.

Table 4.6.3: Relationship between Volunteering Category and Students’

Academic Achievement ; N= 150
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 25.122 1.196 .000
Volunteering 1.149 .182 .538 39.978 .000
Category
Achieved
a. Dependent Variable: Student result in 2011
b. R =.538a , R Square = .290 & Adjusted R Square = .282
c. Predictors: (Constant), Volunteering Category Achieved
Table 4.6.3. Shows that relationship between the Volunteering Category and student
academic achievement can be described with a regression equation Y = 25.122+
1.149X3. Before being used for the purposes of prediction, regression test must qualify
the significance and linearity test. To determine the degree of significance and linearity
regression, F test was conducted (F = 39.978, Sig. = 0.000), it was concluded that the
regression of Volunteering Category and student academic achievement is very
significant. The strength of the relationship between Volunteering Category and student
academic achievement indicated by a correlation coefficient of was modest r= .538.
Then conducted an analysis of the coefficient of determination. The coefficient of
determination is the square of the correlation coefficient between Volunteering Category
and student academic achievement. The coefficient of determination and student
academic achievement R Square equal to 0.290..
Table 4.6 .4: Relationship between Learning at Home Category and students’ Academic
Achievement; N =150
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 27.755 1.255 .000
Learning At .772 .199 .364 15.010 .000
Home
a. Dependent Variable: Student result in 2011
b. R = .364a R Square = .133 & Adjusted R Square =.124
c. Predictors: (Constant), Learning At Home
Table 4.6.4. The results of the bivariate regression analysis on data variables the Learning
at Home Category and academic achievement obtained by the regression b = .772and a
constant of 27.755. Thus, the fourth form of the relationship the Learning at Home
Category and academic achievement can be described with a regression equation Y =
27.755+ .772X4. Before being used for the purposes of prediction, regression test must
qualify the significance and linearity test, to determine the degree of significance and
linearity regression, F test, which is (F = 15.010, sig = 0.000), so that Learning at Home
Category and academic achievement is very significant. The Learning at Home Category
has power of contribution to academic achievement is shown by the correlation
coefficient of = .364. After that determination, the determination coefficient is the square
of the correlation coefficient between the variables the relationship the Learning at Home
Category and academic achievement. The coefficient of determination variables the
relationship the Learning at Home Category and academic achievement is =0 .133.
Table 4.6.5: Relationship between Decision making Category and students’
Academic Achievement ; N =150
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 28.081 1.198 .000
Decision .699 .184 .358 14.385 .000
making
a. Dependent Variable: Student result in 2011
b. R = .358a R Square = .128 & Adjusted R Square= .119
c. Predictors: (Constant), Decision making
Table 4.6.5 shows that the calculation of leaner regression analysis on the variable data
decision making Category and academic achievement obtained by the regression b =
.699and a constant of 28.081. Thus, the fifth form of the relationship can be described
with a regression equation Y = 28.081 + .699X5. Before being used for the purposes of
prediction, regression test must qualify the significance and linearity test. To determine
the degree of significance and linearity regression, F test equal to (F = 14.385, sig =
0.000), thus the academic achievement regression of the decision making Category is
significant. The strength of the relationship between the decision making Category and
the academic achievement indicated by the correlation coefficient of r=0 .358, and
analysis of the coefficient of determination. The coefficient of determination is the square
of the correlation coefficient between the decision making Category and the academic
achievement. The coefficient of determination of = 0.128.
Table 4.6.6: Relationship between Collaborative Category and students’
Academic Achievement ; N =150
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Beta
Error
1 (Constant) 31.910 2.086 .000
Collaborative .082 .311 .027 0.069 .793
category Achieved
a. Dependent Variable: Student result in 2011
b. R= .027a R Square = 0.001 & Adjusted R Square = -.009
c. Predictors: (Constant), Collaborative category Achieved
Table 4.5.6 shows that the relationship between the Collaborative Category and Students’
Academic Achievement can be described by a regression equation Y= 31.910+.082*X6.
Before being used for the purpose of the prediction regression test must qualify the
significant and linearity test. To determine the degree of significance and linearity
regression, F test was conducted (F=0.069, sig. = p <.793).It was concluded that the
regression of Collaborative Category factors has no significant influences on Students’
Academic Achievement .The strength of the relationship between Collaborative Category
factors and Students’ Academic Achievement indicated by a correlation coefficient of
.027. The coefficient of determination is the square of the correlation coefficient between
Collaborative Category factors and Students’ Academic Achievement. The coefficient of
determination Collaborative Category factors and Students’ Academic Achievement
equal to =0.001.
Table 4.7. Leaner Regression Analysis of Student Academic Achievement Level
by Teachers’ Perception of the Parental Involvement . N= 179
Model Unstandardized Standardized F Sig.
Coefficients Coefficients
B Std. Beta
Error
1 (Constant) 24.208 3.486 .000
Teachers’ Perception .202 .085 .233 5.645 .019
of the Parental
Involvement
a. Dependent Variable: Academic Achievement.
b. R = .233a R Square = .054 & Adjusted R Square = .045

Results in Table 4.6 showed that there is significant relationship between teachers’
perception of parental involvement and primary school students’ academic achievement
in the study area (F = 5.645, p < 0.05). Therefore, the result states that there is
significant relationship between teachers ’perception of parental involvement and
primary school students’ academic achievement in the study area. The R Square value of
0. .054 a indicated a very low degree of correlation between teachers’ ’perception of
parental involvement and primary school students’ academic achievement in the study
area. Also, the R Square value of 0.054 accounted for a low variation of 5.4% in teachers’
’perception of parental involvement and primary school students’ academic achievement
in the study area.
CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

INTRODUCTION
This chapter is the last chapter of the research report and presents the summary of the
study, conclusions drawn from the study and recommendations made by the researcher.

5.1. Summary
The main propose of the study was to assess that relationship between parental
involvement to enhance the students’ academic achievement in ten governmental primary
schools in Kellem Wollega zone. The study examined factors which contribute to a
significant extent in influencing students’ performance. The research participated primary
school teachers, principals and parents representatives of sample schools under ten
selected by area sampling technique.
To this end, the following basic research questions were posed:
1. What are the current practices of parental involvement in primary schools of
Kellem Wollega zone?
2. What relationship exists between parental involvement and student academic
achievement in primary school of Kellem Wollega zone?
 3. To what extent does parental involvement predict student academic achievement
in primary schools of Kellem Wollega zone?

So as to deal with the basic questions, related literatures were reviewed; questionnaire
and interview were implemented as the means of the study. To this effect, a total of 339
respondents were targeted by the study. This was constituted as 179 teachers,150
parents and 10 principals by using proportionate sampling techniques. Quantitative data
were collected through questionnaires while qualitative data were collected through
interview schedule. Quantitative data were analyzed by using Statistical Package for
Social Science (SPSS V.20), which includes descriptive statistics such as table
frequency, percentage, mean and SD were employed. On other hand Pearson correlation
and leaner regression were used to see whether there was a positive and significant
relationship and between the dependent and independent variable while qualitative data
were subjected to content analysis.

The first research question under this subheading was stated as follows: What are the
current practices of parental involvement in primary schools of Kellem wollega zone?
As a result of the study, it was determined that parents response on their involvement to
improve their children academic achievement the first, fourth, fifth and sixth category
of parental involvement are “Parenting, learning at home, decision making and
collaborative Category dimensions ” there are four questions’ responses recorded for
each were with total average mean value and SD of M=2.65 SD= 1.12 ; M = 2.65,SD
=1.04; M =3.00, SD= 1.07 and 2.58,1.12 respectively which implies that the
involvements of parents on their children’s academic achievement were medium level
of performance. Regarding second and third category of parental involvement are
“communicating and volunteer Category dimensions” there are four questions ‘for each
response recorded with the total average mean value and SD of 2.18 and 1.02; 2.43 and
1.13 respectively. This results show that that the involvements of the parents in the two
dimension category regarding improving their children’s academic achievement was
low level performance.
Regarding teachers’ perception toward parental involvement on student achievement
there are twelve questions response recorded with the total average mean value and
standard deviation of 3.00 and 1.00 which shows that the perceptions of teachers
toward then involvement parents on student academic achievement was high level
performance.

The second research question ran as follows: What relationship exists between parental
involvement and student academic achievement in primary school of Kellem wollega
zone? There is no significant relationship between SSS principal's leadership style and
student's achievement in external examinations.

From the empirical test, a matrix of correlation coefficients was generated along with its
statistical significance by Pearson correlation to see the effect of six independent
variables on student academic achievement.

The result of study shows that the independent variables parenting category and
communicating category dimensions used in the correlation analysis show statistically
low positive and significant relationship at (p< 0.000). Accordingly, when the
relationship between the parenting category and communicating category dimensions
factor and academic achievement were considered, the result of the study shows a low (r=
0.342** and r =0.313 ) relationship that were statistically significant positive relationship
between the parenting category and communicating category factor and academic
achievement at 1 percent (p< 0.000) significance level respectively. The positive and
significant relationship between the three variables implies an increase in parenting and
communicating category factors also increase unit of student achievement.

Also, regarding the result of correlation coefficients between learning at home category
and collaborative category factors and student achievement, the result of the study shows
that there were high of (r=0.759 and 0.712** sig = 0.011 and 0.008) respectively and
statistically significant positive relationship between the learning at home category and
collaborative category factors and student achievement at 1 percent (p< 0.000)
significance level. The significant and positive relationship between learning at home
category and collaborative category factors and student achievement were shown that an
increase learning at home category and collaborative category factors and also increase
student achievement.

Regarding the volunteer category and student achievement indicates that the Pearson
coefficient results for the relationship between the volunteer category and student
achievement from the parents’ questionnaire. To see relationship exists between
volunteer category and student achievement .As it was tested in a two-tailed Pearson
correlation analysis indicated that (r = 0.446) and the p-value was greater than the alpha
i.e. 0.543 (p>0.01) or (P> 0.05). Volunteer category on their achievement is parental
involvement activities that according to result has no significant impact on achievement
level.

Concerning trends in decision making category involving improving students’

achievement. The correlation coefficient between decision making category and
students’ achievement was found low positive and there is significant i.e. (r = 0.294,
sig=.008, P- is less than alpha i.e. (P < 0.01) or (p<0.05).

5.2. Conclusion and Summary

. The study in hand represents the parental role which could be beneficial for enhancing
the schooling of their students. This study offers an illustrated image for the parental
involvement as a popular cultural concept in primary schools of Kellem Wollega zone. A
statistical analysis applied on the survey which based on Epstein model of involvement
used as guidance to measure and classify the strength and weaknesses of all activities that
are practiced by parents with the number of grades achieved by their children to find out
the type of relationship between the parental participation and the educational
achievement of the students, taking into consideration the data from the first survey
introduced to teachers, parents and the five interviews with principals . The study found
that there is a positive correlation effect between academic achievement and parental
involvement. On the other hand the participants’ responds showed that the school current
 program for “parents-school interaction” has many defects which need to be reformed to
bring more attention to parents’ involvement topic and to be able to attract them for more
involvement.
These results were reliable with earlier research which displayed the need to count on
parents in the learning vision of their children, and their participation takes positive sound
effects on their children’s learning. For example, (Sheldon and Van Voorhis, 2004)
argued that the school has to seek the support from the community members to grow
excellence programs for parents, school, and community. So that volunteers
representatives on school decision- making groups have to be increased, and the school
should encourage these activities to get more benefits on students’ attainment.
On the other hand the participants’ responds showed that the school current program for
“parents-school interaction” has many defects which need to be reformed to bring more
attention to parents’ involvement topic and to be able to attract them for more
involvement.

5.3. Recommendations
The results of this study indicate several other areas within the topics of parental involvement
and their children's achievement that should be explored. However, future study in this area
should take the limitations of this study into consideration. Therefore, the following
recommendations for future studies are indicated.
I. Based upon the survey, interviews, and review of the school documentary data,
educators should devise a plan for providing parents a direct and intense
involvement in their children's learning activities at school as well as at home .
II. According to the findings of this study, parents requested assistance from the
school in order to improve parental involvement in the following area: (a) helping
organizational and leadership skills, (b) offering more access to participation,
even as partners in decision-making processes, ( c) developing more opportunities
 for volunteering, (d) organizing more frequently informal meetings, and so forth.
We have learned that parental involvement is proven to be effective yet more
times over not often used and therefore this research should continue to be studied
and proven.
III. More research should be focused on ways to encourage parental involvement
based on results from both parents and teachers.
IV. According to parents and teachers in this study there are many areas of
weaknesses on both parts.
V. Regarding to the weakness of participants to help their children in explaining
difficult ideas the researcher recommended arranging afternoon workshops for
parents by the school.
VI. One of the limitations of this study was its small number (329 for the survey and
only 10 for individual interviews) of participants. A recommendation, therefore, is
to survey a larger population of parents using similar socioeconomic backgrounds
as a primary focus.

References
Barnard, W. M. (2004)..Parent involvement in elementary school and educational
attainment. Children and Youth Services Reviews, 26, 39-62. Doi: 1
0.1016 /j. Child youth. 2003.11.002

Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement work
in a high-minority, high-poverty elementary school? A case study.
Professional School Counseling, 15(2), 77-87. doi:10.5330/PSC.n.2011-
15.77
Campbell ,J.R.,& Mandel, F. (1990). Connecting math achievement to parental
influences. Contemporary Educational Psychology, 15, 64-74. doi:10.1016/0361-
476X(90)90006-M

Census Viewer.(n.d.). Modesto, California population: Census 2010 and 2000 interactive
map, demographics, statistics, quick facts. Retrieved from
http://censusviewer.com/ city/CA/Modesto

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and
income matter? Journal of Education Research, 93, 11-30.
doi:10.1080/00220679909 597625

Dohner-Chávez, A.(2006).Parental involvement and academic achievement among

Hispanic and non- Hispanic students. Retrieved from
https://www.csustan.edu/sites/default/ files/honors/documents/journals/entries/

DohnerChavez.pdfEpstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B.
S. (1997).

School, family, and community partnerships: Your handbook for action. Thousand Oaks,
CA: Corwin.

Epstein, J. L., Sanders, M. G., Sheldon, S. Simon, B. S., Salinas, K. C., Jansorn, N. R.,…
& Williams, K. J. (2009). School, family, and community partnerships: Your
handbook for action. Thousand Oaks, CA: Corwin.

Flouris, G. (1991). Parental Influence, self-concept and achievement. Athens: Gregoris.

Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, D. M. F. (2005).Examining
the relationship between parental involvement and student motivation.
Educational Psychology Review, 17(2), 99-123. doi:10.1007/s10648-005-3949-7

Georgiou,S.N.,&Tourva, A. (2007).Parental attributions and parental involvement. Social

Psychology of Education, 10(4), 473-482. doi:10.1007 /s11218-007-9029-8

Griffith, J. (1996). Relation of parental involvement, empowerment, and school traits to

student academic performance. Journal of Educational Research, 90, 33-41.
doi:10.1080/00220671.1996.9944441
Haas, R., &Reiley K. (2008).Increasing homework completion of middle school students
by using parental involvement strategies and establishing routines (Master’s
thesis).Saint Xavier University. Retrieved from http://files.eric .ed. gov/fulltext/
ED500837.pdf

Hara, S. R., & Burk, J. D. (1998). Parental involvement: The key to improve student
achievement. School Community of Journal, 8(2), 219-228. Retrieved from
http://moodle.cashlism.catholic.edu.au/pluginfile.php/11339/mod_resource/
content/1/Parent%20Engagement.pdf

Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance:
Mediated pathways among socioeconomically comparable African American and
Euro-American families. Journal of Educational Psychology, 95, 74-83.
doi:10.1037/0022-0663.95.1.74

Hill, N. E., & Taylor, L. C. (2004) Parental school involvement and children’s academic
achievement: Pragmatics and issues. Current Directions in Psychological Science,
13(4), 161-164. doi:10.1111/j.0963-7214.2004.00298.x

Lai, Y., &Vadeboncoeur, J. A. (2012). The discourse of parent involvement in special

education: A critical analysis linking policy documents to the experiences of
mothers. Educational Policy, 29, 867-897. doi:10.1177 /0895904812440501

Lopez, G. R., Scribner, J. D., &Mahitivanichcha, K. (2001). Redefining parental

involvement: Lessons from high performing migrant-impacted schools. American
Research Journal, 38(2), 253-288. doi:10.3102/00028312038002253

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425
(2002) Elementary & Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.)
Title I: Improving the Academic Achievement of the Disadvantaged (Sec. 1001).

National Dissemination Center for Children with Disabilities.(n.d.) Categories of

disability under IDEA law. Retrieved on April 11, 2015 from
http://www.nichcy.org/ disabilities/categories/pages/default.aspx.
Cooper, H., & Nye, B. (1994). Homework for students with learning disabilities: The
implications of research for policy and practice. Journal Of Learning
Disabilities, 27(8), 470-79.

Archer-Banks, D. M., & Behar-Horenstein, L. S. (2008).African American parental

involvement in their children's middle school experiences. Journal of Negro
Education, 77(2), 143-156.

Bartel, V.B. (2010). Home and school factors impacting parental involvement in a title I
elementary school. Journal of Research in Childhood Education, 24 (3), 209-
228. Bryan, T.,

Burstein, K., & Bryan, J. (2001). Students with learning disabilities: Homework
problems and promising practices. Educational Psychologist, 36(3), 167-180.

Carr, N. (2013). Increasing the effectiveness of homework for all learners in the
inclusive classroom. School Community Journal, 23(1), 169-182.

Catsambis, S. (1998). Expanding knowledge of parental involvement in secondary

education: Effects on high school academic success. Center for Research on the
Education of Student Placed at Risk, Report no. 27.

Retrieved on March 28, 2010 from http://www.csos.jhu,edu/crespar/techReports/Report

27.pdf.

DePlanty, J., Coulter-Kern, R., &Duchane, K.A. (2007). Perceptions of parents

involvement in academic achievement. The Journal of Education Research,
100(6), 361-368.

Deslandes, R., Royer, E., Potvin, P., & Leclerc, D. (1999). Patterns of home and school
partnership for general and special education students at the secondary level.
Exceptional Children, 65(4), 496-506.
Elsleger, B. (1999). Will parental incentives increase parental involvement? Action
Research Monograph.

Fan, W., Williams, C. M., &Wolters, C. A. (2012). Parental involvement in predicting

school motivation: similar and differential effects across ethnic groups. Journal
of Educational Research, 105(1), 21-35.

Fenwick, J.J. (1987). Middle schoolers: Meeting the social needs. Principal, 66, 43-46.
Gay, L., Mills, G., &Airasian, P. (2006).Educational research. Upper Saddle
River, New Jersey: Pearson Prentice Hall.

Hernandez, J. E., Harry, B., Newman, L., &Cameto, R. (2008).Survey of family

involvement in and satisfaction with the Los Angeles Unified School District
Special Education Processes. Journal of Special Education Leadership, 21(2),
84-93.

Hallahan, D.P. & Kauffman, J.M. (2006).Exceptional learners; Introduction to special

education. Boston: Pearson.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta
analytic assessment of the strategies that promote achievement. Developmental
Psychology, 45(3), 740-763. Illinois State of Board of Education. (2008).
Retrieved on April 11, 2015 from
www.isbe.state.il.us/research/htmls/report_card.htm.

LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The
missing link in school achievement. Preventing School Failure,55(3), 115-122.

Lerner, J. (2006). Learning disabilities and related disorders: Characteristics and

teaching strategies. Houghton Mifflin Company: Boston. 10th ed, Marzano R,
Pickering D. The case for and against homework.Educational Leadership [serial
online]. March 1, 2007;64(6):74-79. Available from: ERIC, Ipswich, MA.
Accessed November1, 2014.
McLoughlin, J.A., Edge, D. &Strenecky, B. (1978). Perspective on parental
involvement in the diagnosis and treatment of learning disabled children.
Journal of Learning Disabilities, 11(5), 291-296.

National Coalition for Parent Involvement in Education, NCPIE.(n.d.)Building family-

school partnerships that work. Retrieved on April 11, 2015 from
http://www.ncpie.org/.

National Joint Committee on Learning Disabilities. (2008). LD online: The World’s

leading website on learning disabilities and ADHD. LD Basics: What is a
learning disability?Retrieved on April 11, 2015 from http: // www.ldonline.org/
ldbasics/whatisld.

National Dissemination Center for Children with Disabilities.(n.d.) Categories of

disability under IDEA law. Retrieved on April 11, 2015 from http: //www.
nichcy.org/ disabilities/categories/pages/default.aspx.

Reglin, G., Cameron, H., &Losike-Sedimo, N. (2012). Effects of a parent support

reading intervention on seventh-grade at-risk students' reading comprehension
scores. Reading Improvement, 49(1), 17-27.

Sad, S., &Gurbuzturk, O.(2013). Primary school students and apos; parents and apos;
level of involvement into their children and apos;s education. Educational
Sciences: Theory and Practice, 13(2), 1006-1011.

Sheldon, S. (2010). Parental involvement in education: Research on parental

involvement, effects on parental involvement, obstacles to parental involvement,
controversies, current issues. State University.Com.Retrieved on April 11, 2015
from http://education.stateuniversity.com/pages/2309/Parentalenvolvement-in-
Educaton.html.

Sheppard, A. (2009). School attendance and attainment: poor attenders' perceptions of

schoolwork and parental involvement in their education. British Journal Of
Special Education, 36(2), 104-111.
U.S. Department of Education.(2003). Parent involvement in schools. Retrieved on
April 11, 2015 from www.childrendsdatabank.org

U.S. Department of Education, Office of Special Education and Rehabilitative Services

and Office of Special Education Programs (2004). Twenty-sixth annual report to
Congress on the implementation of the Individuals with Disabilities Education
Act (Vol. 1). Washington, DC: Author.

United States. Department of Education. Thirty-five Years of Progress in Educating

Children with Disabilities through IDEA Vera, E. M., Israel, M., Coyle, L.,
Cross, J., Knight-Lynn, L., Moallem, I., & ....Goldberger, N. (2012). Exploring
the educational involvement of parents of english learners. School Community
Journal, 22(2), 183-202.

Xu, M., Kushner Benson, S. N., Mudrey-Camino, R., & Steiner, R. P. (2010). The
relationship between parental involvement, self-regulated learning, and reading
achievement of fifth graders: A path analysis Using the ECLS-K database.
Social Psychology Of Education: An International Journal, 13(2), 237-269

Yan, W. & Lin, Q. (2015). Parental Involvement and mathematics achievement:

Contrast Across racial and ethnic groups. The Journal of Educational Research,
99(2), 116-127

El Nokali, Nermeen E., Bachman, Heather J. and Votruba-Drzal, Elizabeth.“Parent

Involvement and Children’s Academic and Social Development in Elementary
School.”Child Development, Vol. 81, Issue 3, pages 988–1005, May/June 2010.

Epstein, Joyce L. School, Family, and Community Partnerships: Preparing Educators

and Improving Schools. Westview Press, 2010.

Epstein, Joyce L., Sanders, Marvis G., Simon, Beth S., Salinas, Karen C., Jansorn, N.R.
and Voorhis, F.L. Excerpted from School, Family, and Community
Partnerships: Your Handbook for Action (2nd edition). Corwin, Thousand Oaks,
CA, 2002.
Epstein, Joyce L. and Sheldon, Steven B. “Moving Forward: Ideas for Research on
School, Family, and Community Partnerships.” Center on School, Family and
Community Partnership National Network of Partnership Schools, Johns
Hopkins University, 2006.

Henderson, Anne T. and Mapp, Karen L.A New Wave of Evidence: The Impact of
School, Family, and Community Connections on Student Achievement. National
Center for Family and Community Connections with Schools (SEDL), 2002
research review.

Horvatin, Lindsay J. “Perceived Barriers to Parental Involvement in Schools.” Research

paper, The Graduate School, University of Wisconsin-Stout, December 2011.

Innerebner, Alison M. “Characteristics of Effective Parental Involvement in Middle

Level Education and Recommendations for Increasing Parental Involvement.”
Research paper, Northern Michigan University, July 20, 2010.

Legislative Analyst’s Office.“An Overview of the Local Control Funding Formula.”

Lopez, Elena. “Transforming Schools Through Community Organizing: A
Research Review,” December 2003, Harvard Family Research Project.

Mapp, Karen L. “Title I and Parent Involvement: Lessons from the Past,
Recommendations for the Future.” Center for American Progress: American
Enterprise Institute for Public Policy Research, March 2012.

McGuinn, Patrick and Kelly, Andrew P. “Parent Power: Grass-Roots Activism and K-
12 Education Reform.” American Enterprise Institute project, July 2012.

Michigan Department of Education. “What Research Says About Parent Involvement in

Children’s Education in Relation to Academic Achievement.”

Rein, John B. and Eddy, J. Mark. “The prevention of antisocial behavior.”Handbook of

Anti-social Behavior, pp. 343–356, 1997.
Riverside County Office of Education, Division of Educational Services, Parent
Engagement Leadership Initiative (PELI). “Administrator’s Academy: Shaping
the Future through Partnerships.”

Rogers, Maria A., Theule, Jennifer, Ryan, Bruce A., Adams, Gerald R. and Keating,
Leo. “Parental Involvement and Children’s School Achievement: Evidence for
Mediating Processes.” Canadian Journal of School Psychology, Vol. 24, No. 1,
pp. 34–57, March 2009.

Sebring, Penny Bender, Allensworth, Elaine, Bryk, Anthony S., Easton, John Q. and
Luppescu, Stuart.The Essential Supports for School Improvement.The
University of Chicago Consortium on Chicago School Research, September
2006.

Warren, Mark R, Hong, Soo, Rubin, Carolyn Leung and Uy, PhitsamaySychitkokhong.
“Beyond the Bake Sale: A Community-Based Relational Approach to Parent
Engagement in Schools.” Harvard Graduate School of Education, Teachers
College Record, Vol. 111, No. 9, pp. 2209– 2254, September 2009

Alva, A.S., & Padilla, A. M. (1995). Academic invulnerability among Mexican

American students: A conceptual framework. The Journal of Educational Issue
of Language Minority Students. 15, 288-302.

Gordon-Rouse, K.A., & Austin, J.T. (2002). The relationship of gender and academic
performance to motivation: Within-ethnic-group variations. The Urban Review.
34, 293-316.

Ibañez, G.E., Kupermine, G.P., Jurkovic, G., &Perilla, J. (2004). Cultural attributes and
adaptations linked to achievement motivation among latino adolescents. Journal
of Youth and Adolescence, 33, 559-568.

Johnson, Hans P. Ed. 2002. “A state of diversity: Demographic trends in California’s

Regions.” California Counts: Population Trends and Profile 3(5).
Mirande, A, & Enriquez, E. (1979). La chicana: The Mexican-American woman.
Chicago: The University of Chicago Press.

Plunkett, S.W., &Bamaca-Gomez, M.Y. (2003). The relationship between parenting,

acculturation, and adolescent academics in Mexican-Origin immigrant families
in Los Angeles. Hispanic Journal of Behavioral Sciences. 25, 222-239.
Appendix -A
DANBI DOLLO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

DEPARTMENTOF EDUCATION
Questionnaire to be Filled by Parents
Dear Respondents;
This survey questionnaire is designed to collect data from parents to describe your
degree of agreement, as you perceive it that will help in a research about, the current
practice of parental involvement and student academic achievement in primary Schools
of KellemWolleggaa Zone. Please answer all items on this survey questionnaire. If an
item is irrelevant, or if you are not sure or do not know the answer, leave the answer
blank. Therefore, you are chosen to be part of this research. twenty four descriptive
statements are listed on the following pages be honest in giving your responses.
Confidentiality will also be assured.

Thank you in advance for accepting to be cooperative

General Instruction: note that:

Where alternative answers are given, mark your answer by circling the letter of your
choice.

Put a “X” mark for the answers in the tables, and do not write your name.

Part I: Personal History

1. Name of the Kebele where you have been living _______________

2. Sex: A. Male □ B. Female □

3. Age in year: A. Less than 35 years □ B. 35 to 45 years □ C. 45 to 55 years □ D.

More than 55 years □
4. Qualification: A Un educated □ B. grade 8 complete □ C. 10th complete □ D .
Diploma E. Degree F MA

Consider the extent to you perceive your role in your child’s academic achievement in
the primary schools in your local Kebele and scale for the following point in which:
Strongly disagree = 1, Disagree agree =2,undecided = 3,Agree =4 and strongly Agree =5
S/r Variables Scale
A Parenting Category 1 2 3 4 5
1 I frequently explain difficult ideas to my child when he
doesn’t understand.
2 There are many children’s books in our house.
3 My child misses school several days each semester.
4 Reading books is a regular activity in our home.
Total Mean Average
B Communicating Category
1 If my child misbehaved at school, I would know about it
soon afterward.
2 Talking with my child’s principal makes me
uncomfortable.
3 I always know how well my child is doing in school
4 Talking with my child’s current teacher makes me
somewhat uncomfortable
Total Mean Average
C Volunteering Category
I feel very comfortable visiting my child’s school
2 I have visited my child’s classroom several times in the
past year
3 In the past 12 months I have attended activities at my
child’s school several times (e.g. fun nights, performances,
awards nights).
4 In the past 12 months I volunteered at my child’s school at
 least 3 times.
Total Mean Average
D Learning at home
1 I have a difficult time understanding my child’s homework
enough to make sure it is correct
2 I spend several hours trying to help my child understand
homework
3 I read to my child every day.
4 I don’t understand the assignments my child brings home.
Total Mean Average
E Decision making
1 I am confused about my legal rights as a parent of a
student.
2 I have made suggestions to my child’s teachers about how
to help my child learn
3 I know the laws governing schools well.
4 In the past 12 months I attended several school board
meetings.
Total Mean Average
F Collaborative category
1 I talk with other parents frequently about educational
issues.
2 My child attends community programs (e.g. community
theatre) regularly
3 If my child was having trouble in school I would not know
how to get extra help for him.
4 I know about many programs for youth in my community.
Total Mean Average
Appendix - B
Denbi Dollo University
Department of Education
Questionnaire to be filled by Teachers
Dear Respondents

This questionnaire is prepared to collect relevant data parental involvement and students
academic achievement. This conducts for the fulfillment of MA degree in school
Leadership at Denbi Dollo University. Since the success of this study depends on your
genuine responses, you are kindly requested to be honest towards all items provided in
this questionnaire. The information and response you share with the researcher will be
used for the researcher purpose only and hence remain highly confidential.

Thank you for your time:

General Instruction: note that:

Where alternative answers are given, mark your answer by circling the letter of your
choice.

Put a “X” mark for the answers in the tables, and do not write your name.

Part I: Personal History

1. Name of the institution where you have been working _______________

2. Sex: A. Male □ B. Female □

3. Age in year: A. 21 -25 □ B. 26-30 □ C. 31-35 □ D. 36 and above □

4. Qualification: A Diploma □ B. Degree □ C. MA □

5. Experience you have in teaching profession : A. Less than 5 years □ B. From 3-6
years □

C. From 7-10 years □ D. From 11-15 □ E. Above 21 years □

Part I: Question Related to teachers’ response towards parental involvement in

school
Consider the extent to which practice of parents are involved in their children’s academic
achievement in the primary schools in their local Kebele and scale for the following
point in which:
Strongly disagree = 1, Disagree agree =2,undecided = 3,Agree =4 and strongly Agree =5
S/N Items Scale
1 I want student parents to be involved in education 1 2 3 4 5
2 I would like to hear from a parents or school administrators
regarding my student.
3 I feel more comfortable if student parents do not ask me about
education.
4 I feel there is a need for parents and school teachers or
administrations to communicate on a regular basis.
5 I interested with the communication between parents and student’s
teachers or administrations
6 I often feel contacts students parent the school to ask about
homework, class work, or scheduling
7 I would like to meet with y students /children’s parent to discuss
progress and improvement
8 I have a difficult time understanding my student’s homework
enough to make sure it is correct.
9 I am always willing to help my students complete homework
assignments
10 It is the teacher’s full responsibility to educate students.
11 It is good for me student parents to be involved in home work
12 I spend several hours trying to help my students understand homework.

Appendix - C
Dambi Dollo University
Department of Education

Interview Questions for Principal

Part 1: Background Information

1. What is the name of this school __________________________________

2. Sex: Male ( ) Female ( )

3. Your age__________________

4. Your levels of education: ______________

5. Your service years as principal leadership?

Part 2: Interview Schedules for Principal

This interview guide describes your leadership practice to enhance parental involvement
to improve their children’s academic achievement as you perceive it. It is with this
background that you have been selected by purposive sampling to participate in the
research by faithfully answer the question asked by the researcher. You are requested to
be as honest as possible when answer these questions. Your response will be highly
respected and accorded with highest confidentiality.

1. Is there a partnership plan intended by the school to educate and benefit from
parents?
2. Does the school hold a general meeting for parents in order to clear up its
vision and mission?
 3. Does the school be responsible for providing parents with workshops to help
them in home schooling and come to be aware of their children's performance?
4. Does the school have any mechanism for listening to parents suggestions?
5. Does the school have homework mechanisms such as telephone call or contact
letter.
6. “Does the school offer opportunity to parents and local
community members for volunteer work

Dambi Dollo University

Department of Education

Summary of grade 5- 8 students‟ class internal examination achievement result

for 2014 E.C academic year.
Name of Woreda

S/N Number
Number of student

of
Number of Number of students Number of Number of
Name of students students score 90 Students Students
primary score 50-74 score % and score above score
school % 75_89% Above 50% below 50%
F % F % F % F % F %
1 Mechara 102 60 59 34.71 5 2.94 4
Hawa Gelan

170 166 97.65 2.35

2 Tekamfii 174 53.54 13 41.54 9 2.77 7
waraksaa 325 5 318 97.85 2.15
3 Chanka 153 107 69.93 37 24.18 3 1.96 147 96.08 6 3.92
Waber Chanka

4 Hawi 51 63.75 21 26.25 3 3.75 5

Dale Sadi

Gudina 80 75 93.75 6.25

5 Kake 145 104 71.72 32 22.07 6 4.14 142 97.93 3 2.07
6 Gute 103 60 58.25 36 34.95 3 2.91 99 96.12 4 3.88
7 Chamo 49 56.98 27 31.40 4 4.65 6
86 80 93.02 6.98
Gawo Dale
Kebe Sadi
8 Ifa Haro 126 91 72.22 29 23.02 2 1.59 122 96.83 4 3.17
9 Kebe p 40 45.98 35 40.23 4 4.60 8
87 79 90.80 9.20
10 Ganji 39 46.43 33 39.29 5 5.95 7
84 77 91.67 8.33
Total 135 60.12 44 32.67 4 3.24
Average 9 817 4 4 1305 96.03 54 3.97