Browsing by Author "ACHENG MOLLY"

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    PASTORAL PARENTS’ INVOLVEMENT IN EDUCATION AND PUPILS’ PRIMARY SCHOOL COMPLETION: A CASE OF KAABONG DISTRICT
    (Uganda Christian University, 2025-10-17) ACHENG MOLLY
    This study examined the influence of pastoral parents’ involvement on primary school completion in Kaabong District, Uganda, focusing on parental feeding, guidance at home, and provision of school materials. A case study design was employed, with data collected from 72 respondents, including education managers, headteachers, parents, teachers, and school committee members. Data were collected using questionnaires and interviews and analyzed using SPSS for quantitative data and thematic analysis for qualitative data. Correlation analysis revealed significant positive relationships between parental involvement variables and pupils’ completion of primary education. Specifically, pastoral parents’ feeding of children correlated strongly with school completion (r = 0.839, p < 0.01), parental guidance at home (r = 0.713, p < 0.01), and provision of school materials (r = 0.786, p < 0.01). Multiple linear regression analysis confirmed these findings: parental feeding significantly predicted completion rates (β = 0.837, t = 12.876, p < 0.001, Adjusted R² = 0.699), parental guidance at home positively influenced completion (β = 0.663, t = 8.506, p < 0.001, Adjusted R² = 0.505), and provision of school materials was a strong predictor (β = 0.649, t = 10.647, p < 0.001, Adjusted R² = 0.613). Qualitative findings corroborated these results, indicating that well-fed children, guided learners, and pupils with adequate school materials were more likely to remain in school and complete the primary cycle. The study concluded that pastoral parents’ involvement through feeding, guidance, and provision of school requirements is critical for enhancing primary education completion in Kaabong District. Recommendations included organizing parental nutrition workshops, establishing school gardens, holding regular teacher-parent meetings, and promoting income-generating activities to enable parents to support their children’s education more effectively.