Parental involvement in learning activities among kindergarten learners in the Nanumba South District

Abstract

This study investigated parental involvement in learning activities among kindergarten pupils in the Nanumba South District. A mixed-methods approach was employed, using questionnaires and interviews to extract comprehensive data from parents and teachers respectively. The research encompassed a sample size of 200 parents and 15 kindergarten teachers across various communities within the district, The quantitative data was analyzed using statistical software (SPSS) to produce frequencies and percentages in response to the research questions. Qualitative data was gathered through semi-structured interviews. The thematic analysis was used to analyze the interview data. The findings indicate a significant relationship between parent‟s willingness to take part in their children‟s learning activities and the level of their involvement. Even though most parents were willing to participate, it did not actually translate to desire levels of involvement. This was largely due to certain barriers such as time constraints, lack of volunteering opportunities in schools, lack of information about school activities and events and parent‟s abilities in assisting pupils to learn. The study concluded with recommendations for educational policies aimed at fostering collaborative relationships between teachers and parents to improve learning outcomes for kindergarten pupils in the Nanumba South District. Moreover, it emphasized the need for community awareness programs to educate parents on the importance of their involvement in their children's education and to provide them with the necessary tools, and skills to involve effectively in their ward‟s learning activities.