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dc.contributor.advisorMoreeng, B. B.
dc.contributor.advisorNtsala, S. A.
dc.contributor.authorMbatha, Zwelinjane Meshack
dc.date.accessioned2019-10-10T06:36:04Z
dc.date.available2019-10-10T06:36:04Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/11660/10329
dc.description.abstractThis study was initiated with the primary aim to provide teachers and parents with a framework of parental involvement to enhance academic performance of learners in schools. This study was prompted by the lack of potential initiation of parents in taking part in their children’s education to enhance their academic performance. In the endeavour to suggest the guidelines for developing a framework of parental involvement, to enhance academic performance of learners in schools, driven by Yosso Community Cultural Wealth Theory, this was done in order to respond to both the literature study and the empirical study findings, which suggested that approach. The study was approached from an interpretive paradigm, and this paradigm influenced the research practices in this study. The research design has to do with making critical choices on the part of the research. The sample which was chosen through purposive sampling, included three primary schools in Motheo District. One teacher and one parent were selected for detailed study at each of the three schools. The empirical study included the collection of data using interviews. Data was analysed using qualitative data analysis; this was done to ensure thorough description with qualitative study findings. Interviews were used to report the findings of the study. The major findings of the study is that there is a need to develop a framework that can be used in enhancing academic performance of learners in schools. This is based on the findings of both parents in and teachers when they want to involve parents in academic matters in schools. There seems to be a limited understanding of both teachers and parents in their involvement, as revealed by massive challenges they encounter. Findings on the current practices by schools suggested that there is very little exposure for parents in their involvement in order to enhance academic performance of learners. This is being envisaged on the findings that schools continue to use traditional methods of including parents in schools, which augur well with the development framework of parental involvement in schools, in order to enhance academic performance of learners in schools.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Education))--University of the Free State, 2018en_ZA
dc.subjectParental involvementen_ZA
dc.subjectAcademic performanceen_ZA
dc.subjectCommunity cultural wealthen_ZA
dc.titleDeveloping a framework of parental involvement to enhance academic performance of learners in schoolsen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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