Parenting and Educational Outcomes of Junior High School Pupils in the Sagnarigu Municipality of the Northern Region of Ghana

Abstract

The study was carried out to find out the contributions of parents to the educational development of Junior High School pupils in the Sagnarigu Municipality of the Northern Region of Ghana. A mixed-method approach with a cross-sectional design was adopted for this study. The study is based on a survey of 120 pupils, and interviews with two head teachers, six teachers, and 10 parents. A structured survey questionnaire and interview guides were employed in the collection of data for the study. Descriptive statistics were used to analyse the academic performance of pupils, while binary probit and ordered probit regressions were employed to examine how parenting contributes to the truant behaviours of pupils. The findings of the study showed that the BECE performance for both the better and less endowed schools had been poor which portrayed a true reflection of the Municipality’s performance in the BECE at both the regional and national levels. The findings also depicted that parental involvement in the education of Junior High School pupils was quite fair across gender in the two schools selected for the study. Female parents provided food generally for their wards in both better and less endowed schools. While male parents provided learning materials more in the better endowed school, both males and females provided them equally in the less endowed school. The study again stipulated that male parents generally visited schools to check on their wards’ academic performance more; but it was higher in the better endowed school. It was evident from the findings that a significant number of parents showed apathy in visiting their wards’ schools to check on their academic progress. The study further revealed that most parents did not assist their wards with their homework. The few who assisted their wards in homework hailed more from the better endowed school, and with mothers dominating in the assistance. The study also revealed that female pupils were more likely to be less truant than the males. Again, the likelihood of truancy reduction by pupils living with their parents was 41 by points. Finally, a mother’s education had less effect on truancy and a father’s education had a strong effect on reducing truancy. Considering the aforementioned findings, it was proposed that PTA meetings should be made active again so that teachers and parents would be able to participate in effective discussions of issues concerning the schools and find solutions to them. Also, parents need to demonstrate good parenting by providing almost everything that will enable their wards’ effective schooling. All parents (male and female) are responsible in this case. Furthermore, Parents should be encouraged to sit down with their children on a regular basis to talk to them about the value of education and attending school. They should know that parents prioritise their going to school. Finally, parents should build a strong working relationship with the school, especially with the teachers of their children. This will help parents identify problems their wards face in school and help them succeed in their academics.