dc.contributor.author |
Dzivor, D.E.K |
|
dc.date.accessioned |
2023-03-08T10:17:06Z |
|
dc.date.available |
2023-03-08T10:17:06Z |
|
dc.date.issued |
2016 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1628 |
|
dc.description |
A THESIS IN THE DEPARTMENT OF SOCIAL STUDIES
EDUCATION,FACULTY OF SOCIAL SCIENCES, SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTER OF
PHILOSOPHY(SOCIAL STUDIES)DEGREE
AUGUST, 2016 |
en_US |
dc.description.abstract |
The aim of the study was to explore the empirical evidence involving the role of
parental involvement in academic achievement of high achieving students in the
Central – Tongu District of the Volta Region of Ghana. The study was qualitative
research with a case study design conducted in the Central-Tongu District of the Volta
Region involving Adidome Senior High and Mafi-Kumase Senior High Technical
Schools.Twelve (12) respondents comprising six (6) parents of high achievers and six
(6) high achieving students were selected using extreme case purposeful sampling
technique. To collect data, interview guides (one for parents and the other for
students) were developed containing semi-structured items. The analysis of data
collected was done manually using tables and detailed descriptions. The study
revealed that parents of high achieving students were deeply involved in the
educational process of their children (high achievers) in the home, in the school and in
expectation. They do the involvement through: controlling their children, motivating
them to learn, advising and encouraging them to learn and also paying their children‟s
extra classes teaching at home. In the school, they pay the bills of their children,
attend PTA meetings and communicate with school authorities and discuss the
performance of their wards‟ with their children‟s teachers. They also set goals for
their children which they support with resources to materialize.Based on the findings,
the following recommendations were made: Firstly, parents ought to create enabling
or conducive learning environment for their children to learn at home and motivate
them (children) to learn. To ensure that children stay in school without being sacked,
parents must pay the bills of their wards. They (parents) must never avoid attending
PTA meetings organized by their wards‟ schools since most critical decisions are
taken there. Secondly, the heads of the two institutions (ADISEC and MAKSETECH)
need to devise other ways of communicating either the progress of their students or
policies and programmes of the school to parents apart from report cards. Lastly,
parents need to be counseled about their roles in the education of their children.
Again, for children to excel academically, parents must set goals for them and clearly
communicate such goals (expectations) to them (children) and the school authorities. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education,Winneba. (UEW) |
en_US |
dc.subject |
Parental involvement |
en_US |
dc.subject |
Academic achievement |
en_US |
dc.title |
The role of parental involvement in academic achievement of High achieving Senir High School students in the Central-Tongu district of Ghana |
en_US |
dc.type |
Thesis |
en_US |