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The relationship between parental involvement and children's academic achievement in alternative basic education centers and regular primary first cycle school of Hamer Woreda, South Omo Zone, Ethiopia

Author: 
Yohannes Bisa Biramo, Bereket Merkine G/Silase and Hailu Chare Koyra
Subject Area: 
Social Sciences and Humanities
Abstract: 

The purpose of this study was to determine the relationship established between parental involvement in children schooling and children’s academic achievement at alternative basic education and regular primary first cycle schools in Hamer Woreda. This study also investigated differences on the degree of involvement of parents and academic achievement of children in ABE and RPFC schools. To this end, parental involvement having two categories (high and low) was made based on the response of parents using the measure of parental involvement. Additionally, teacher made achievement tests were used to determine the academic achievement of children. The study followed quantitative approach to see the relationship and difference between variables. A sample of 60 children and their parents (totally 120) were selected using stratified and systematic random sampling techniques from the schools. Data were gathered using structured interview. A structured interview was made with parents/guardians. In an attempt to look for the degree of parental involvement in education of children, the study revealed that there is high (50%) and low (50%) parental involvement in children’s schooling both in ABE and RPFC schools. Accordingly, the result of analysis showed that there is a positive relationship between parental involvement and children’s academic achievement. It was also found significant difference between parental involvement and children’s academic achievement (t= 2.224, p< 0.05). Also there exists a significant differences in the parental involvement of ABE and RPFC school children (t= -5.784, p<0.05). RPFC school children enjoy more parental involvement than their counterparts in the ABE centers. Besides, there exists a significant difference in the academic achievement of ABE and RPFC schools children (t= -3.604, p<0.05). RPFC children scored better than their ABE center counterparts in academic achievement. Finally, based on the findings, it is recommended that a comprehensive and more targeted intervention programs has to be designed and implemented quickly.

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