How Parental Involvement Influences Achievement in Boarding Schools Part II

The Capricorn District had a summary of the Grade 12 results for all its areas, each submitted to the district office by the areas themselves, then in turn to the provincial head office.

The document was in column form, from which the researchers worked out the percentage passed with exemption per school. The percentage passed with exemption represents the academic achievement of each school. If a school had obtained a high percentage pass with exemption, it means that it had obtained high academic achievement. If it had obtained a low percentage pass with exemption it means it had obtained a low academic achievement.

A pilot study provided an opportunity to assess the appropriateness and practicality of the data collection instrument, the questionnaire and develop interest from respondents. The pilot study was carried out before the schools closed for the winter vacations. Schools that took part in the pilot study were Reholegile High from the Zebediela area, Mapelwana High from the Mankweng area, and Manyong High in the Polokwane area. The principal, one teacher, and three learners completed the questionnaires.

The outcome of the pilot study was that after each section, the questionnaire asked “others?” The participants gave answers that did not constitute the intention of the question. It showed that the participants did not understand it, and the question was then changed to “Any additional information you would like to add?”

English School
English School

The results show a significant difference in the parental involvement and other support system between boarding and non-boarding schools. Factors that contribute to parents’ participation are parental interest, parental education and parents’ socio-economic status. Other support systems include the utilization of school psychologists and psychological results. Parents’ involvement in their children’s academic activities is influenced by their interest, socio-economic status, and level of education. Most parents who send their children to boarding schools are those who have a high level of education with a good financial background to afford the fees of such schools.

The researcher recommends parental involvement in all schools (both boarding and non-boarding) as the literature review indicated that it positively correlates with the academic achievement of learners. Stakeholders, including parents, can utilize other formations and structures (such as the SGB) created by the government that aim at including parents in the governing of schools. Community schools have other committees that look after the well-being of the school. Parents can work closely with these committees in order to identify and satisfy the needs of their children. Read this article and this post for more on this topic.

In terms of boarding and non-boarding schools, this does not necessarily mean that everyone sends their children to boarding schools. A mixture and of parent involvement and sending children to boarding schools can definitely improve children’s academic progress. On the other hand, maybe government may give grants to poor families to send their children to boarding school.

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Written By SchoolDirector