Parents' educational background on the academic activities of learners at early childhood centres in Ablekuma West Municipality

Abstract

Using a phenomenological design, this study explored the influence of parents' educational backgrounds on the academic activities of learners at early childhood centres in the Ablekuma West Municipality. The study focused on a population of 232 parents whose children were enrolled in these centres, from which a sample size of thirteen (13) parents were selected using a convenience sampling technique. This sampling method was chosen for its practicality and feasibility, particularly in the context of qualitative research. Semi-structured interviews served as the primary data collection instrument, allowing participants to provide in-depth insights into their experiences and perspectives. Thematic analysis was utilized to systematically identify, analyze, and interpret patterns or themes within the qualitative data collected. The findings revealed that parents' educational backgrounds significantly influenced their involvement in their children's academic activities. Parents with higher educational levels were more likely to engage actively in structured academic support, while parents with lower educational levels faced challenges. Based on these findings, recommendations were made to the Ablekuma West Municipal Directorate of Education and school administrators to implement support programs for parents, improve communication between schools and families, and provide accessible learning resources to enhance parental involvement in early childhood education.