Paper ID: TAGJ12072508

The Relationship Between Parents' Involvement and the Academic Performance of Primary Six Pupils in Church of Uganda Founded Schools in Ankole Diocese

Muhangi Moses Turyahabwe, Rev. Dr. Arinaitwe Judith (PhD), Dr. Barigye Enock (PhD)

Faculty of Education, Arts and Media Studies (FEAMS), Bishop Stuart University, Uganda.

Abstract

This study examined the relationship between parental involvement and the academic performance of Primary Six pupils in Church of Uganda-founded schools in the Ankole Diocese. It aimed to determine the relationship between parents' involvement and the academic performance of primary six pupils in Church of Uganda founded schools. Using a descriptive correlational design, data were collected from 126 respondents across 18 purposively selected schools through pupil questionnaires and interviews with school administrators. A statistically significant positive correlation (r = 0.457, p = 0.001) was found between parental involvement and academic performance, suggesting that pupils with more involved parents performed better academically. Interviews further confirmed that home support contributed to better discipline, motivation, and academic consistency. The study highlights the need to strengthen home-based academic support, particularly in numeracy, and emphasizes the importance of strong parent-school partnerships. It recommends that schools, in collaboration with the Ankole Diocese, organize regular workshops to equip parents with effective strategies for academic involvement, such as supervising homework, setting study routines, and maintaining communication with teachers.

Key words: Parents' Involvement, Primary Six Pupils' Academic Performance, Church of Uganda Founded Schools.

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