The issues of parental involvement and academic performance: A case of Grade 9 learners in Potgietersrus Circuit

Abstract

The study explores the issues of parental involvement and academic performance among Grade 9 learners at Potgietersrus Circuit. The location of the study is Mogalakwena District in Limpopo Province. Learners find the academic demands of Grade 9 more difficult and complex than what they experienced in primary school. Their academic performance plays a significant role in many of the choices and decisions they are asked to make regarding their field of study and extracurricular activities. Parental involvement in their children's education is still a challenge in closing a large gap. Issues of parental involvement offer the opportunity to develop new strategies to increase involvement at secondary schools serving a similar demographic population. The study followed a qualitative approach with a case study research design. The population of this study consists of parents, teachers, and principals, and purposive sampling was used to select 12 parents of Grade 9 learners at the selected secondary schools, 3 Grade 9 class teachers, and 3 principals. Data was collected through semi-structured interviews designed specifically for this study. The study adopted an interpretive qualitative approach to closely interact with the participants to gain more insight and understanding of parental involvement. The data was analysed and grouped into meaningful themes using a thematic approach. The findings indicate that the biggest challenge a parent faces is assisting their children with homework that requires the use of the internet when they have no funds to buy data. Most parents use public transportation, which makes it impossible for them to attend school meetings in the evenings. The study recommends that schools should establish positive parental involvement by improving the methods of updating parents with new learning areas, especially where research is needed by surfing the internet. From the conclusions drawn, it is recommended that parental workshops be organised for principals, educators, and parents. Schools should encourage parents to play an active and important role in their children‘s academic performance.