A study to examine parents' participation in the learning process of their children: A case study of Eembaxu combined school in Ohangwena Region
type: CreativeWork
description: The main purpose of this study was to establish the extent to which parents in the Ohangwena Region are involved in the learning processes of their children. The target population was parents, grade ten teachers and learners in the Ohangwena Region. ECS was randomly selected. Seven grade ten teachers and ten parents whose children were doing grade ten at ECS in 2011 were selected as respondents for this study. Learners were randomly selected. This study used both qualitative and quantitative methods of collecting data. Two questionnaires were administered to 50 grade 10 learners and seven teachers who taught grade ten at ECS; and ten parents whose children did grade 10 were interviewed. The focus was on learners and teachers‟ expectations of parents: i.e. issues that prevented parents from being involved in education and methods to be used to actively involve parents in education. The findings revealed that all respondents were willing to enhance parents‟ participation, as they suggested what they expected parents to do to help children to learn. Findings also revealed that parents were not attending meetings / reminding children to study after school. Successful participation in education depends on the effective communication between home and school. Respondents also agreed parents to be motivated and provided with skills to support children to learn. Some of the issues that prevent parents‟ active involvement in education included: low self-esteem and alcohol abuse. The study recommended ECS organizes at least one parental meeting per term to build communication between home and school and provides parents with skills to help children with homework. The MoE should extend social workers to all schools to help teachers on how parents could supplement what children learn at school. It recommended also future research to be carried out to establish the extent to which parents are aware of their parental responsibilities in education.
abstract: The main purpose of this study was to establish the extent to which parents in the Ohangwena Region are involved in the learning processes of their children. The target population was parents, grade ten teachers and learners in the Ohangwena Region. ECS was randomly selected. Seven grade ten teachers and ten parents whose children were doing grade ten at ECS in 2011 were selected as respondents for this study. Learners were randomly selected. This study used both qualitative and quantitative methods of collecting data. Two questionnaires were administered to 50 grade 10 learners and seven teachers who taught grade ten at ECS; and ten parents whose children did grade 10 were interviewed. The focus was on learners and teachers‟ expectations of parents: i.e. issues that prevented parents from being involved in education and methods to be used to actively involve parents in education. The findings revealed that all respondents were willing to enhance parents‟ participation, as they suggested what they expected parents to do to help children to learn. Findings also revealed that parents were not attending meetings / reminding children to study after school. Successful participation in education depends on the effective communication between home and school. Respondents also agreed parents to be motivated and provided with skills to support children to learn. Some of the issues that prevent parents‟ active involvement in education included: low self-esteem and alcohol abuse. The study recommended ECS organizes at least one parental meeting per term to build communication between home and school and provides parents with skills to help children with homework. The MoE should extend social workers to all schools to help teachers on how parents could supplement what children learn at school. It recommended also future research to be carried out to establish the extent to which parents are aware of their parental responsibilities in education.
author: Hamutenya, Petrina N.
language: en
keywords: Learning process, Parents' participation
date published: 2013
date modified: 2026-07-27T20:22:19Z
provider: University of Namibia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Namibia

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11070/1279