The Effect of Parent-Teacher Interface on Parental Involvement in Student Learning Achievement among Rural Universal Secondary Education Schools in South-Western Uganda

Frank Pio Kiyingi; Badru Musisi; Kibuuka Banyenzaki Ambrose

doi:10.18535/sshj.v9i09.2030

Abstract

This study investigates the effect of the parent-teacher interface on parental involvement in student learning achievement in rural Universal Secondary Education (USE) schools in South-Western Uganda. Employing a mixed-methods approach grounded in post-positivist and social constructivist paradigms, data were collected from 1,060 respondents across 49 USE schools, including teachers, head teachers, students, parents/guardians, and district education officials.

Descriptive statistics revealed a moderate level of parental involvement (pooled Mean = 3.23, SD = 1.16), with higher engagement in provision of academic materials and behavioral guidance, but lower participation in proactive academic support such as homework assistance, tutoring, and extracurricular engagement. Pearson correlation analysis demonstrated significant positive relationships between parent-teacher interface dimensions and parental involvement in student learning. Strongest associations were found for communication with administration and teachers (r = .576, p < .001), school public relations (r = .434, p < .001), and attendance at meetings (r = .436, p < .001). These results affirm that stronger parent-teacher interfaces promote higher parental engagement in academic material provision, discipline management, and follow-up on student progress.

This study contributes empirical evidence from a low-resource educational context and underlines the critical role of parent-teacher interface in enhancing parental involvement. It recommends strengthening school communication mechanisms, promoting parent participation in academic and extracurricular programs, and encouraging community-school partnerships to improve learner achievement in rural USE settings.

Keywords

Digital TechnologiesEngagement and Academic OutcomesJunior Primary LearnersWindhoek Rural Schools

References

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Johnson, A. D., Dahal, S., & Smith, K. (2017). Assessing parental involvement in literacy development in rural Uganda: Findings and implications for instruction. International Journal of Early Years Education, 25(1), 38-51.Google Scholar ↗
Jones, L. (2019). The role of parental involvement in the academic achievement of African American middle school students. Journal of Black Studies, 50(1), 60-77.Google Scholar ↗
Lee, J. S., & Smith, J. L. (2018). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Journal of Educational Psychology, 110(7), 992-1012.Google Scholar ↗
Martinez, M. G., DeGarmo, D. S., & Eddy, J. M. (2020). Maternal and paternal direct and indirect involvement and adolescents' academic outcomes: A longitudinal examination. Journal of Youth and Adolescence, 49(1), 165-180.Google Scholar ↗
Smith, K. L. (2018). Parental Involvement in Rural Ugandan Schools: Perceptions of Administrators, Teachers, and Parents. International Journal of Educational Development, 60, 47-57.Google Scholar ↗
Smith, L. V., & Johnson, R. (2020). Parental involvement in secondary education: a systematic review of longitudinal studies. Educational Review, 72(1), 86-109.Google Scholar ↗
Thompson, J. R., Landry, S. H., Swank, P. R., Raikes, H., & McKnight, K. (2019). The long-term impact of parenting practices during early childhood on children’s academic achievement. Early Childhood Research Quarterly, 48, 278-292.Google Scholar ↗

[refR-1] Adams, K., & Davis, J. L. (2021). Promoting Parental Involvement through School-Community Partnerships: A Review of the Literature. Journal of Educational Research and Practice, 11(1), 34-48.Google Scholar ↗

[refR-2] Anderson, L. A., & Johnson, T. G. (2017). Parent–Teacher Communication and Parental Involvement: A Meta-Analysis. School Psychology Review, 46(2), 187-202.Google Scholar ↗

[refR-3] Brown, J. L., & Williams, D. J. (2016). Parental involvement and student academic achievement: A meta-analysis. School Psychology Review, 45(4), 474-496.Google Scholar ↗

[refR-4] Brown, K. M., Lee, M. E., & Smith, J. L. (2018). School-Community Relationships and Parental Involvement in Education: A Systematic Review and Meta-Analysis. School Community Journal, 28(1), 9-33.Google Scholar ↗

[refR-5] Harris, E., Robinson, R. K., Ringle, J. L., & Armstrong, M. (2022). Parental Involvement and Student Success: A Meta-Analytic Review. School Community Journal, 32(1), 139-159.Google Scholar ↗

[refR-6] Johnson, A. D., Dahal, S., & Smith, K. (2017). Assessing parental involvement in literacy development in rural Uganda: Findings and implications for instruction. International Journal of Early Years Education, 25(1), 38-51.Google Scholar ↗

[refR-7] Jones, L. (2019). The role of parental involvement in the academic achievement of African American middle school students. Journal of Black Studies, 50(1), 60-77.Google Scholar ↗

[refR-8] Lee, J. S., & Smith, J. L. (2018). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Journal of Educational Psychology, 110(7), 992-1012.Google Scholar ↗

[refR-9] Martinez, M. G., DeGarmo, D. S., & Eddy, J. M. (2020). Maternal and paternal direct and indirect involvement and adolescents' academic outcomes: A longitudinal examination. Journal of Youth and Adolescence, 49(1), 165-180.Google Scholar ↗

[refR-10] Smith, K. L. (2018). Parental Involvement in Rural Ugandan Schools: Perceptions of Administrators, Teachers, and Parents. International Journal of Educational Development, 60, 47-57.Google Scholar ↗

[refR-11] Smith, L. V., & Johnson, R. (2020). Parental involvement in secondary education: a systematic review of longitudinal studies. Educational Review, 72(1), 86-109.Google Scholar ↗

[refR-12] Thompson, J. R., Landry, S. H., Swank, P. R., Raikes, H., & McKnight, K. (2019). The long-term impact of parenting practices during early childhood on children’s academic achievement. Early Childhood Research Quarterly, 48, 278-292.Google Scholar ↗