The Influence of Parents’ Contribution on Children’s Academic Achievements Among Primary School in Busoba Sub-county, Uganda

Abstract

This study investigated the influence of parents' contributions on children's academic achievements among primary schools in Busoba sub-county, Uganda. A cross-sectional research design and quantitative approach were employed to collect data from teachers and parents of primary one to primary seven students. The objectives of the study were; to examine the influence of parents monitoring child’s learning on academic achievements in primary schools in Busoba sub-county; to establish the influence of parents supporting child’s learning at home on academic achievements in primary schools in Busoba sub-county, and to analyze the influence of parents’ participation in decision making on academic achievements in primary schools in Busoba sub-county. A sample of randomly selected respondents was 136 from a population 219 comprising of parents and teachers. But only 134 respondents responded. The study found significant positive influence of parents' monitoring of child's learning (Adjusted R2= .262, p= .000), parents' support for child's learning at home (Adjusted R2= .199, p= .000), and parents' participation in decision-making (Adjusted R2= .183, p= .000), on children's academic achievements. Overall, the three factors contribute 28.2% variance on academic achievements (Adjusted R2= .282). The study therefore concluded that parents’ contribution is of great importance towards a child’s academic achievements. The study recommends that parents need to always monitor their children’s learning and guide them to the right direction since this will help them achieve their academic goals with ease; the school administration need to encourage parents to support their children academically while at home as this will help the children become active and hard working at schools; and finally, the schools need to always engage parents in decision making as most of the decisions made affect parents directly with their children. Therefore, the study's findings contribute to the existing literature on parental contribution and academic achievement, and provide insights for policymakers and educators seeking to improve educational outcomes in Uganda.