The Impacts of Parental Involvement in the Academic Performance of Students in Selected Public Secondary Schools in Kongwa District, Tanzania

Abstract

Apart from being regarded as the foundation for personal growth, lifelong learning, critical thinking, and problem-solving skills and serving as a key factor in employment opportunities, academic performance among students in Tanzania remains a challenge. Public secondary schools in the country have continued to perform poorly in Form Two and Form Four National Examinations. This trend implies that graduates from these schools are often excluded from employment opportunities, which in turn hinders not only their individual prospects but also broader societal progress. The government and various stakeholders have made considerable efforts to address this critical situation. However, the impact of some of these interventions on academic performance in public schools remains unknown. Against this background, the present study investigated parental roles and their impact on student academic performance in selected public secondary schools in Tanzania. The study was guided by Bourdieu’s Social Capital Theory and Epstein’s Model. It employed a mixed-methods approach with a descriptive survey design, involving 46 teachers, 78 students, and 45 parents from 13 selected public schools in Kongwa District. The sample was obtained using simple random sampling, purposive sampling and snowball sampling techniques. Data collection methods included semi-structured interviews and five-point Likert-scale questionnaires. Quantitative data were analysed using SPSS through descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential analysis of Chi-square, while qualitative data were examined through thematic analysis. The findings reveal a significant link between parental involvement and student academic performance, particularly in areas such as financial support motivation and follow-up. The study underscores the importance of integrating parents into the educational process to improve academic outcomes. It recommends that educational stakeholders actively engage parents in their children’s learning journey to optimise student achievement.