Parents as Enablers of Academic Achievement in Secondary Schools in Uganda: A Learners' View Point

Abstract

The study examined whether parents are enabling the academic achievement of their children. The research was conducted in six Secondary Schools in Kampala City, Uganda. A total of 105 students of senior one to senior six in both public and private mixed schools were involved. Six schools were selected through simple random sampling while the three public and three private mixed schools were purposively selected. The study utilised mixed methods design using both quantitative and qualitative approaches. A self- administered survey questionnaire, Interview Schedule and a Focus Group Discussion guide were used to collect data. The study findings indicate that there is a moderate positive and significant relationship between parents as enablers of academic achievement and academic achievement (r=.498, p=.000) and that parents enable up to 22.5% of their children's academic achievement (Adjusted r²=.225, p=.225). The research confirms existing postulations that parental involvement in academic activities of the child enables the child's academic achievement. The study recommends that educational policy framers and implementers devise means that will increase parents' involvement in the academic activities of their children to realize higher dividends in academic achievement.