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The study focused to assess the influence of parents’ involvement in on students’ academic achievements in community
secondary school in Tanzaniaa case of Mbeya city Tanzania. Specifically examined the pattern and extent to which parents’
involvement in students’ academic achievement. Literatures revealed that students’ academic achievement is associated with
parental involvement in school matters where the child is studying though there are some barriers that hinder parents’ effective
involvement in school activities. Both qualitative and quantitative research approaches were used. 475 respondents were included
in the study. These include; students, parents, heads of schools, class teachers, and school committee members. Data were through
interview schedules, questionnaire and documentary reviews. Collected data were analysed quantitatively using SPSS Version 20,
where Pearson product-moment was performed to examine the relationship between parents’ involvement in school activities and
students academic achievement. Descriptive statistics were employed to analyze the nature and desirability of parents’ participation
in school activities that improves students’ academic performance. Findings revealed that there was a strong and positive
relationship between parents involvement in school affairs and students academic achievement. This means that students whose
parents were more involved in their education had better chance of improving their academic achievement than whose parents were
less involved. The study recommend that school administrators, teachers, and parents should be sensitized on the relationship
between parental involvement in school matters and their children’s achievement so that they can develop more effective and
productive strategies including learning from other successful schools that facilitate parent engagement in their children’s
education. |
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