The impact of parental involvement in school activities on academic achievement of primary school children in Arusha municipality in Tanzania
| dc.contributor.author | Aveline, Avith | |
| dc.date.accessioned | 2020-01-15T12:42:31Z | |
| dc.date.available | 2020-01-15T12:42:31Z | |
| dc.date.issued | 2010 | |
| dc.description | : Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1513.T34A83) | en_US |
| dc.description.abstract | This study was explored the manner and extent of parental involvement in school activities and its relations with schooling processes among primary school children. The first objective was to examine the pattern and extent of parental involvement in school activities and how that may influence children's academic achievement, and the second, to investigate the teachers' conception of the nature and desirability of parent-teacher communication that may help children's schooling. Thirdly, to investigate the teachers' conception of the nature and desirability of parental participation in school activities that may help children's schooling. Two pupils' rating scales and two teachers' rating scales were administered to 288 children and 125 teachers from six primary schools. Children's academic achievement was obtained from school records. Then, six heads of schools were interviewed to supplement the results of rating scales. The study revealed a significant and positive relationship between parental involvement in school matters and children's academic standing, (r =.766, p<.01) and the provision of key school items related to schooling outcomes (r =.733, p<.01) respectively. Moreover, parents-teacher conferences and parent-teacher face-to-face contacts were perceived to be desirable modes of communications that improves children's school outcomes. Similarly, parental participation in school activities such as deciding on rewarding children who perform well, and deciding on strategies for handling children's problems, were perceived to be desirable aspects of parental participation in school affairs. It was concluded that when parents get involved in their children's education, it could result in improved schooling outcomes. The study recommends that educational stakeholders should design effective and desirable interactive home-school partnerships programs to encourage more parents to be involved in their children's education. Studies were recommended to investigate the barriers which hinder parents from participating in their children school. | en_US |
| dc.identifier.citation | Aveline, A.(2010). The impact of parental involvement in school activities on academic achievement of primary school children in Arusha municipality in Tanzania, Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/6498 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Primary school children | en_US |
| dc.subject | Parental involvement | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | School activities | en_US |
| dc.subject | School children | en_US |
| dc.subject | Education | en_US |
| dc.subject | primary | en_US |
| dc.subject | Arusha municipality | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The impact of parental involvement in school activities on academic achievement of primary school children in Arusha municipality in Tanzania | en_US |
| dc.type | Thesis | en_US |