Impact of Parental Involvement on Pre-Tertiary Learners’ Academic Development and Performance in Ghana.

Edmond Agyeman Amoako; Samuel Nyamekye  Otchere; Delta  Hammond

doi:10.31686/ijier.vol8.iss7.2429

Authors

Edmond Agyeman Amoako Methodist College of Education, Ghana
Samuel Nyamekye Otchere University of Education, Winneba, Ghana
Delta Hammond Wesley College of Education, Ghana

DOI:

https://doi.org/10.31686/ijier.vol8.iss7.2429

Keywords:

Parental involvement, academic performance, academic development, pre-tertiary school, learners

Abstract

The purpose of this study was to investigate the impact of parental involvement on pre-tertiary learners’ academic performance and development in some selected pre-tertiary schools in the Ada East District of Greater Accra Region of Ghana. The study adopted the sequential explanatory mixed method approach. That is, quantitative data were initially gathered through a 3-point Likert Scale response set structured questionnaire followed by a qualitative interview data. The study made use of fifty (50) respondents who were randomly and judgmentally sampled. Both questionnaire and interview guide were developed to collect data on two formulated research questions after which they were descriptively and thematically analysed respectively. The study revealed that learners’ academic development and performance move along with parents’ financial commitment and other socioeconomic related characteristics, parents’ level of training, education and other sociocultural related characteristics as well as parents’ relationship and communication with teachers, school community and the community outside. It was concluded therefore that both socioeconomic and sociocultural statuses of parents affect academic development and performance of learners in pre-tertiary schools to a large extent. Conclusion was also drawn on how parents’ relationship and communication with the school community, teachers and the community outside contribute to pre-tertiary school learners’ development and performance. The study strongly recommended full parental, community and stakeholders’ commitment in all academic related activities of learners.

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Author Biographies

Edmond Agyeman Amoako, Methodist College of Education, Ghana

Department of Education
Samuel Nyamekye Otchere, University of Education, Winneba, Ghana

Department of Social Sciences
Delta Hammond, Wesley College of Education, Ghana

Department of Social Science

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