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Parental Involvement and Student Academic Achievement: A Case Study of Primary Schools in Mbale District

This study aimed at exploring the relationship between parental involvement and student academic achievement in
primary schools in Mbale District, Uganda. The objectives were to assess the level of parental involvement, examine
its relationship with student academic performance, and identify the barriers to parental engagement. Using a sample
of 300 parents and 20 primary schools, the study employed a logistic regression analysis to identify key factors
influencing parental involvement and its impact on student achievement in literacy and numeracy. The regression
results revealed that socio-economic status, parental education level, and distance to school were significant predictors
of parental involvement. Parents with higher education, better socio-economic backgrounds, and those living closer
to the school were more likely to be involved in their children’s education. Moreover, a positive correlation was found
between high levels of parental involvement and improved academic performance in literacy (Odds Ratio = 2.51) and
numeracy (Odds Ratio = 2.12). The study also identified barriers to parental involvement, including socio-economic
challenges (Odds Ratio = 0.55), lack of time (Odds Ratio = 0.61), and low perceived value of education (Odds Ratio
= 0.50). Based on these findings, the study recommended strategies to enhance parental engagement, such as
improving socio-economic conditions, increasing parental education programs, providing flexible meeting schedules,
and fostering stronger school-community partnerships. Schools should also address infrastructure challenges and
utilize technology to facilitate parental involvement, particularly in areas with limited accessibility. In conclusion,
fostering greater parental involvement in primary education is essential for improving student academic achievement
in Mbale District.

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