Factors Limiting Parental Engagement in Academic Monitoring: A Case Study from Ilemela District, Tanzania
Asian Research Journal of Arts & Social Sciences · pp. 398–412 · Published 21 Dec 2024
10.9734/arjass/2024/v22i12622Abstract
This study aimed to investigate the factors contributing to low parental involvement in monitoring pupils' academic progress in primary schools within Ilemela District, Mwanza region. The study aims to identify the root causes of this limited engagement and its effects on pupil academic progress. Additionally, the study seeks suggestions for enhancing parental participation in monitoring academic progress. Employing a cross-sectional survey research design, the study involved one hundred (100) respondents, including pupils, parents, ward education coordinators, district education officer, teachers and head teachers. Data collection methods include questionnaires, unstructured and semi-structured interviews. Findings reveal several reasons for low parental participation such as parental responsibilities, lack of awareness regarding education's importance, financial constraints, time limitations and cultural factors. Recommendations include educating parents on the significance of education, fostering home-based academic engagement, providing parenting support, promoting cultural understanding between schools and families and establishing effective communication channels. The findings contribute to broader educational improvement by providing insights that can inform policies and interventions aimed at strengthening parental involvement, ultimately enhancing the quality of education and student outcomes in the region.
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