The contribution of parental support to primary school children's acquisition of literacy skills in Shinyanga municipality, Tanzania

This study investigated on the contribution of parental support to primary school children's acquisition of literacy skills. The study was guided by three research questions namely, what is the nature and forms of parental support towards children's acquisition of literacy skills? To what extent does the parents' socioeconomic status contribute to children's acquisition of literacy skills? How does the learning environment of the children's affect the acquisition of literacy skills? The study was conducted in Shinyanga region and covered Shinyanga Municipality. The study used concurrent mixed research approach with a multiple case study design. Data for this study were gathered from 119 participants namely, the Municipal Primary Educational Officer (n=1), Ward Educational Officers (n=4), Parents (n=49), Head teachers (n=5), standard one and two teachers (n=l0) and pupils (n=50), who were obtained through purposive and simple random sampling techniques. Data collection methods were interview, focus group discussion, documentary review and questionnaire. Qualitative data were analyzed through content analysis while the quantitative data were analyzed using SPSS version 20.0 in which frequencies and percentages were generated. Key findings with regard to nature and forms of parents support to children's acquisition of literacy skills, suggested that some of the commonest forms of support included buying primers, inspecting children's exercise books, and enrolling children into remedial classes. The findings also indicated that parent with middle income cluster and those with some form of education had a positive contribution to children's acquisition and development of literacy skills. Finally, with regard to one's learning environment on children's acquisition and development of literacy skills it was found that the majority of parents had supportive home learning environment that allowed children to acquire and develop literacy skills. Based on the study findings, the study recommends that the local government and schools should find ways to harmonise and support parents' efforts in helping children's acquisition of literacy skills. Moreover, the government in collaboration with other educational stakeholders like Non-Governmental Organizations should support children in acquiring literacy learning materials such as reading books to the schools. Furthermore, teachers and pupils should collaborate to design teaching and learning aids by using cheap locally available materials found around their environment (improvisation) that can enhance children's acquisition of literacy skills regardless of their family socio-economic background. Moreover, parents should be motivated to participate in all school activities that enhance the acquisition and development of literacy skills to children. Finally, the study recommends further studies to include more of similar sample in terms of participants and districts in order to make findings more generalisable for use across different purposes.