children perceptions of parent involvement in rural Ghana. The case of Tolon District in the northern region
Description
Research Aim This qualitative study investigates rural children’s perspectives on parental involvement in their education within socio-economically challenged contexts in Northern Ghana. Methodology The study adopted a qualitative approach, using semi-structured interviews to gather detailed narratives from eight children aged 11-14. Participants were purposively selected from four rural public primary schools in Tolon District, Northern Ghana. Ethical protocols were meticulously followed, including obtaining verbal informed consent from both children and their parents, ensuring participation was voluntary and confidential. Interviews were conducted in school settings with teacher support to overcome language barriers, enhancing clarity and comfort for the child respondents. Data Collection and Analysis Data was collected through recorded semi-structured interviews, facilitated by local translators for accurate interpretation and context. The interviews explored both academic and non-academic parental involvement, children's experiences, and perceived impact. Transcripts were systematically analyzed using content analysis, coding for themes related to academic support, parental challenges, and non-academic activities. Findings Academic Involvement Direct Parental Assistance: Literate parents directly assisted their children with homework, significantly enhancing their academic confidence and engagement. Indirect Parental Support: Children whose parents were illiterate or busy relied on assistance from older siblings or other family members. Minimal Parental Engagement: Some children reported limited parental involvement due to parental illiteracy and demanding schedules. Curriculum Barriers: Parents struggled with assisting their children due to unfamiliarity with updated curricula, often depending on children’s school notes to provide guidance. Provision of Educational Resources: Parents provided essential supplementary educational materials, indirectly yet effectively supporting their children's academic efforts. Monitoring and Discipline: Regular parental review of children's schoolwork and disciplined study schedules were common practices, contributing to children’s educational development. Non-academic Involvement Children extensively participated in household chores, agricultural tasks, cooking, and cultural activities. These tasks were viewed by children as vital for developing practical skills and preserving cultural heritage, particularly in the absence of formal educational resources such as libraries. Discussion Findings highlight the complexities and variations of parental involvement in rural education. Contrary to general assumptions, rural parents actively engage in diverse ways to support their children's educational journeys despite socio-economic and literacy challenges. These narratives from children underscore the critical role of both academic and non-academic parental involvement in shaping their educational experiences.
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Steps to reproduce
This study was carried out from June to August 2023. it was part of a large study. Children were selected purposively with the help of the headteachers. Children were selected from parents that participated in the study. 8 children aged 11 to 14 years were chosen for this study, representing primary 1 to 6.
Institutions
- Universitat Autonoma de Barcelona