Browsing Research articles (Dept of Primary Education) by Subject "Parental involvement"
Now showing items 1-3 of 3
-
Mannathoko, M.C.; Mangope, B. (IJSRE, http://www.ijsre.com, March NaN, 2013)[more][less]
Abstract: Research in Botswana has shown the importance of parental involvement in primary school education. Consequently, researchers have argued for strengthening the school-community relationship in order to improve the quality of primary school programmes and enable children to succeed in the academic environment. Nonetheless, little has been done to identify barriers to parental involvement in children’s academic work and possible solutions geared towards quality education. This study therefore seeks to investigate the causes of limited parental involvement in their children’s schooling and to identify strategies to help minimise these barriers and improve academic performances in primary schools. This study is a qualitative case study wherein twenty-four participants (twelve teachers and twelve parents) are interviewed. The sample was drawn from the Central North region of Botswana and covered remote, remotest, sub-urban, and urban locations. Random sampling was used to select teacher-participants while parents were identified with help of village headmen. Botswana education policies and school regulation or guideline handbooks were also examined to determine the extent to which these documents promote community involvement. The findings of this study reveal significant divergences in the responses of parents and teachers. Most of the parents, especially those in remote areas, for example indicated that they were not aware that they were supposed to offer teaching assistance services in schools. Teachers in the same areas indicated that parents were not cooperative in contributing to their children’s learning. Likewise, while teachers listed examples of workshop initiatives designed to sensitise parents to the importance of being involved in their children’s learning, parents said they were only called to collect children’s progress reports, for Parent Teacher Association (PTA) meetings, or to be threatened about failure to pay school development and sports fees. URI: http://hdl.handle.net/10311/1138 Files in this item: 1
Mannathoko_IJSRE_2013.pdf (267.9Kb) -
Pansiri, L.; Pansiri, N.O. (University of Botswana; http://www.ub.bw, NaN, 2011)[more][less]
Abstract: Poor parental involvement in schools and educational activities at basic education level is a concern the world over. Governments have promulgated deliberate educational policies to institute parental involvement through structures commonly known as Parents and Teachers Associations (PTA). Despite this structural approach, many countries including Botswana, experience poor parental involvement in a school located in a low-income township area in Gaborone – Botswana. The study confirms that there is lack of effective parental involvement in that school. One of the major challenges is that school activities and meetings are often held when the majority of the parents are at work. It therefore, recommended that PTA activities be held at a time that suits specific activities and tasks; and that teachers must be encouraged to visit their children’s homes to dialogue with parents on educational issues in order to inspire parents to participate in the education of their children. URI: http://hdl.handle.net/10311/1139 Files in this item: 1
Pansiri_PBJAS_2011.pdf (3.788Mb) -
Pansiri, N.O. (Elsevier Ltd. http://www.sciencedirect.com, July NaN, 2008)[more][less]
Abstract: This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices. URI: http://hdl.handle.net/10311/521 Files in this item: 1
Pansiri_IJED_2008.pdf (1.181Mb)
Now showing items 1-3 of 3