Parental Involvement in Learners’ Academic Performance in Universal Primary Schools (A Case Study of Rubanda District)

There is little empirical data analysing the precise effects of parental involvement on students' performance within Uganda's Universal Primary Education (UPE) framework, despite the fact that it is generally accepted to be a significant factor influencing students' academic achievement. The majority of current research either ignores the particular policy and socioeconomic context of UPE schools or concentrates on general education settings. Therefore, to determine the degree and type of parental involvement in UPE and its effect on learners' academic outcomes, context-specific research is required. This study focuses on how parental Involvement influences pupils' academic progress in Rubanda District's Universal Primary Schools. The study addresses a number of areas of parental engagement, including monitoring homework, giving out educational resources, communicating with teachers, attending school functions, and participating in decision-making. Epstein's (2018) theory of overlapping spheres influences the significance of community, family, and school collaboration for children's overall development, serving as the foundation for this study. The researcher will use a sample of 130 participants: 80 pupils, 25 teachers, 20 parents, and 5 head teachers. And the researcher will adopt a descriptive survey design to guide his/her research. Then, the researcher will combine quantitative and qualitative approaches to analyse data. Results reveal that Extensive empirical research consistently shows that pupils with active parental involvement achieve higher academic outcomes than those with minimal or no parental involvement. The evidence spans meta-analyses, longitudinal studies, and large-scale education research. However, the report also highlights challenges like poverty, low parental literacy and lengthy work hours. These problems prevent continuous parental involvement in school activities. The study finds that enhancing parental involvement through government programs, parent-teacher collaboration, and sensitisation can considerably improve learners' academic performance. Structured capacity-building programs are put in place for parents and members of school management committees to improve their involvement in educational processes in order to institutionalise sustainable home-school collaboration. For policymakers, educators, and other stakeholders working to boost learner performance and educational quality under Uganda's UPE framework, the findings provide information.