Parental involvement in preschoolers’ education in the Fanteakwa North District

Abstract

The purpose of the study was to investigate parental involvement in preschoolers’ education in the Fanteakwa North District. The explanatory sequential design based on mixed-methods approach was adopted for this study. The accessible population was all the public kindergarten teachers and the entire parents who have their wards in the public kindergartens. A total of one hundred and twenty (120) respondents comprising one hundred (100) parents and twenty (20) kindergarten teachers were sampled for the study. Simple random sampling technique was used in choosing the parents, while purposive sampling technique was utilised in sampling the kindergarten teachers for interview. The instruments used for the study were questionnaire and semi-structured interview guide. Frequency, percentage and mean were also used to analyse the quantitative data, while thematic analysis was used to organise the interview data. The study found that majority of the parents help to improve children’s attitude towards homework. Again, the study showed that some parents support their children to learn at school by providing them with appropriate learning materials, and attendance at school events. The finding also revealed that provision of learning facilities at home influence preschoolers’ education positively. Lastly, the study also indicated that some parents did not show interest in their children’s school. The study concluded that parental involvement in their preschooler’s education is very important to children’s academic performance. It is recommended that parents in particular should create time from their busy schedule to participate more in their children’s education activities if they expect improved academic performance