ghanaopendata/ghanaian-research-english huggingface dataset:
Parental involvement in school administration and students’ academic achievements of senior high schools in Abura Asebu Kwamankese District

The study investigated parental involvement in school administration and its effect on students’ academic achievement in Senior High School (SHS) in Abura Asebu Kwamankese (AAK) District in the Central Region of Ghana. The study adopted the concurrent triangulation design of the mixed method approach. Proportionate stratified and simple random sampling techniques were used to select a sample of 338 students from 2,885 students by Krecjie and Morgan while convenience and census sampling techniques were used to select 160 parents and 4 heads of the four SHSs respectively. Questionnaire and interview guide were the instruments used to collect data. Means and standard deviation and Simple Linear Multiple Regression were used to analyse the quantitative data while the qualitative data was analysed using themes. The findings of the study indicated that SHS students have good perceptions on their parents’ academic involvement with overall mean M=2.64 compared to the standard mean M=2.5. The study also revealed that parents in the AAK District have good perception towards their involvement in school administration with overall mean M=3.01 compared to the standard mean M=2.5. Involvement in school administration include; provision of students’ academic supports, provision and maintenance of school infrastructure, enquiring about students’ welfare, serving in school board and committees, and participating in school functions such as PTAs. The conclusions drawn were that parents in AAK District involved themselves in school administration and that their involvement has significant and positive impact on students’ academic achievements (R=0.729 P=000<0.05). Based on the findings, it was recommended that parents continue to involve themselves in school administration and their children’s academic work in order to increase their students’ academic achievements, Heads of schools should continue to engage parents in the administration of the school.

Source: UEW
Parental involvement in the education of children with disabilities in early childhood centres in the Wa Municipality

This study explored parental involvement in the education of the child with disabilities (CWD) in the Wa Municipality of the Upper West Region of Ghana. Specifically, the study investigated parents’ expectations of the CWD in school, parents’ involvement in decision making process in the schools of CWD, parents’ contributions and collaborations between parents and teachers to enhance learning outcome of the CWD in schools. In conducting the research, explanatory sequential design was used. The study involved 110 respondents consisting of teachers, parents of children with disabilities and children with disabilities. A mix of sampling methods was used. Purposive and simple random sampling techniques were used in the selection of parents and teachers and the data was collected using a questionnaire and interview guide. The study adopted the explanatory sequential mixed method. The data from the quantitative phase was analysed descriptively while qualitative data were analysed thematically. The result of the study showed that parents expected their CWD to acquire basic employable skills, able to live independent lives and contribute to national development. Secondly, the study also revealed that although there was high attendance of PTA meetings by parents particularly mothers, parents are not part of decision making of issues of their ward’s schools. The study also discovered that parents poorly contribute to learning outcomes of their children because they do not assist them with homework as well as not encouraging them enough on their academic work. Lastly, the study also discovered that there is poor teacher-parents relationship. The study therefore recommended that parents of CWD should be educated to guide and assist them to ensure they have fair expectation of CWD and make them meaningful stakeholders in delivering quality education to children with disabilities

Source: UEW
Parental involvement in the education of their children who are blind in Asuogya DA Junior High School in the Jaman South District in the Brong Ahafo Region of Ghana

This descriptive study explored parental involvement in the education of their children who are blind at Asuogya D/A Junior High School in the Brong Ahafo region of Ghana. Thirty-five participants made up of fifteen parents and twenty teachers responded to the interview items and the questionnaire. The study employed convenient and purposive sampling techniques to sample the parents and teachers for the study. Data was analyzed using SPSS to obtain simple frequencies and percentages for the questionnaire data and thematic analysis for the interview data. Results of the study showed that some parents involve themselves in the education of their wards in the school but not at an appreciate level. Again, it was revealed that, the head teacher and teachers in the school were not cooperative to parents who wish to involve themselves in the education of their wards. It was recommended that the District Director of Education should periodically organize in-service training to head teachers and in teachers in the district on how to cooperate with parents and promoted welcoming environment to enhance parental participation.

Source: UEW
Parental involvement in the education of their children with hearing impairments at Mampong demonstration school for the deaf in the eastern region of Ghana

The purpose of this study was to explore parental involvement in the education of their children with hearing impairments at Mampong Demonstration School for the Deaf in the Eastern Region of Ghana. A case study design was adopted for the study. Seventy-five participants were purposively selected for the study. A five-point Likert scale questionnaire was used to gather data for the study. Data was analyzed using tables, simple percentages and frequency counts. Findings of the study revealed that parents were involved with their children’s education in the following ways: they provide their children with teaching and learning materials such as exercise books, text books, pens and pencils etc.; foot their school bills such as PTA special levies and dues; help in school fund raisings; monitor school projects; and honour school teacher invitations. However, the parents do not provide input into their children's Individualized Educational Program (IEP) neither do they request for additional educational services nor do engage in spontaneous contacts with teachers among others. The study recommended that parents should be sensitized to develop positive attitudes towards their children's education and also collaborate with teachers to develop an effective IEP for their wards.

Source: UEW
Parental involvement in the education of their children with intellectual disabilities in special schools in Ghana a case study of Dzorwulu Special School in Accra in the Greater Accra Region, Ghana

The study was a case study, which focused on finding out the extent to which parents involved themselves in the education of their children with intellectual disabilities in Dzorwulu Special School in Accra, in the Greater Accra Region of Ghana. Samples of 22 participants were selected using purposive and convenient sampling techniques. Structured questionnaire and semi-structured interview guide were the tools for data collection. The data collected were analysed descriptively and also with content analysis. The results of the study revealed that parents who have children with intellectual disabilities perform four principal roles in the education of their children. These include monitoring their children’s progress, communicating children’s conditions with school authorities, payment of school fees and provision of learning materials for their children with intellectual disabilities. The result of the study further revealed that parental involvement influences the academic performance and practical skills of children with intellectual disabilities. However, school constraints and attitudinal barriers are more likely to inhibit parents from getting involved in their children’s education. The result of the study also revealed that effective parent-teacher collaboration and parental education are most needed in parental involvement. Based on the findings, it was recommended that the school authorities should consider parents’ views, in all important management decisions concerning the school and the well-being of children with intellectual disabilities.

Source: UEW
Parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality

The study set out to investigate parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality. Case study design was adopted for the study. Purposive sampling was used in selecting the 20 participants for the study. Data obtained from interviews and focus group discussions were processed and analyzed using thematic Analysis. Data from audio recorded interviews and focus group discussions were transcribed and translated from Ga and Twi to English to ease the process of analysis. After the transcription as per category of data, the recorded information was written down systematically and chronologically citing important aspects of the dialogue. The study was based on worked with children with special needs and presented a model of partnership between parents and school management. Methods for data collection included focus group discussions and semi structured interviews. The study findings showed that parents had interest in supporting their children‟s‟ inclusive education through buying scholastic materials, fees and food contributions. Poverty was the major barrier to parental involvement in the education of children with disabilities. It was revealed that lack of knowledge in Braille and braille writing slates by parents; severity of the children‟s‟ disabilities to some extent prevented them from helping their children with homework. Conclusions drawn from the study among others include parents escorting their children with disabilities to and from school and providing for their children‟s‟ necessities. Similar recommendations include government to work with development partners to empower parents of CWDs economically.

Source: UEW
Parental involvement in their wards’ Education and it’s influence on their Academic performance in Senior High Schools in the Atwima Nwabiagya District

This study investigated the impact of parental involvement in their wards’ education and its influence on their' academic performance in the Atwima Nwabiagya District, employing a quantitative research approach rooted in a positivist philosophy. Utilizing a Causal-Comparative design, the research focuses on two public senior high schools, selecting a sample of 200 parents through stratified and purposive sampling. Data collection instruments include questionnaires assessing parental involvement, school engagement, and barriers, along with document analysis of students' test scores. Key findings, aligned with the study's objectives, reveal varying levels of parental engagement in the district. While parents demonstrate strengths in encouraging goal setting, notable gaps exist in providing educational resources and participating in school-related discussions. The overall assessment indicates a moderate level of parental involvement, emphasizing the need for targeted strategies to enhance participation. The study further explores school engagement practices, with parents perceiving engagement as "Limited Usage." Positive aspects include satisfactory participation in school events, yet challenges arise in decision-making processes and initiatives for a positive learning environment. Factors hindering parental involvement encompass work-related commitments, language barriers, and financial constraints, highlighting the need for multifaceted strategies to address these challenges. Examining the effects of parental involvement on students' outcomes reveals a significant positive impact on academic performance, with Spearman's correlation analysis revealing robust relationships between parental involvement and students’ academic performance. Key recommendations advocate for policy interventions, including awareness campaigns, regular assessments of engagement strategies, community-based support initiatives, and prioritized policies encouraging parental participation.

Source: UEW
Parental participation in reading activities of children with hearing impairment at Ashanti school for the deaf, Jamasi in Sekyere south district

The purpose of the study was to explore parental participation in reading activity among their children with hearing impairment at Ashanti School for the Deaf in Sekyere South District. The study was a mixed approach which utilized a case study design with the interview as the data collection instrument. A sample of 42 out of total population of 150 was used. Convenience sampling technique was used to select the sample Data from the study were analysed using a thematic and descriptive method involving percentages and frequencies was used to analyse the data from the questionnaire. Findings from the study revealed that home factors such as the kind of home where the child is coming from was a contributory factor as far as the reading of a child is concerned and lack of appropriate reading materials impede pupils with hearing impairments ability to read. Besides, Parents' involvements in the reading activities of their children with hearing impairment help minimize the emotional problem they face and make them feel happy. In addition, when parents participate in teaching reading to their children with hearing impairment, it helps them to improve upon their repertoire of vocabulary and enhances good reading ability, thereby enhancing their academic performance. It was recommended that irrespective of the kind of home a child may be coming from parents should endeavor to make provisions for their wards to have a study area and a reading session at home. Parents should provide supports such as textbooks, dictionary, storybooksandlearning supportto their children with hearing impairment to help minimize the emotional problem they face in order to improve their reading skills.

Source: UEW
Parental socio-economic background and its influence on Junior High School pupils’ academic performance in the Aowin District of Ghana

This study was conducted in Aowin District in the Western Region of the Republic of Ghana. It investigated the socio-economic background of parents in relation to the academic performance of pupils. A descriptive survey design using mixedmethods sequential explanatory approach was employed for this study. A combination of simple random, stratified and convenience sampling methods were used to select 126 study participants. Questionnaire (Cronbach’s alpha = 0.82) and semi-structured interview guide were the main research instruments used to collect data. The quantitative data were analysed and presented in tables as frequencies, percentages, mean and standard deviation while the qualitative data was analysed thematically. Inferential statistics was computed using Spearman’s rho correlation test via Statistical Product for Services Solution (SPSS) software at a significance level of p ≤ 0.05 using a confidence interval (C.I) of 95%. The study revealed that the majority (over 50%) of public basic school pupils in the Aowin District were average and below average academic achievers who came from poor socioeconomic background. Poor attitudes of parents towards the education of their wards significantly contributed to poor or low academic performance of the pupils (p ≤ 0.05). It was recommended, among others, that parents should adequately provide for the basic and school needs of their wards. They should also motivate and encourage pupils to always attend school.

Source: UEW
Parental socio-economic status and academic performance of junior high school students in the Ekumfi District

The study sought to provide empirical evidence on students’ academic performance from the perspective of parental socio-economic status in order to provide insight to address the complex and pervasive problem of poor academic performance of school children. The purpose of this study was to determine how parental socio-economic status influences students’ academic performance in Junior High Schools in the Ekumfi District in the Central Region. The study adopted the convergent parallel design based on the mixed-methods approach (which is qualitative biased). Through the use of purposive and stratified random sampling techniques, 140 participants made of students, teachers and parents were selected as samples for the study. The researcher used questionnaire, interview schedule and documents as instruments for data collection. The findings revealed that most parents in the Ekumfi District had larger families, low educational background and low income, which affected the educational performance of students. The study concludes that the lower the level of education and income of parents; the lower the academic performance of children in basic schools. The study also concludes that, the larger the family size, the lower the academic performance of children in basic schools. Based on these, the study recommends, among other things, that, in order to increase children’s performance in basic schools, it is critical that policymakers and stakeholders fortify adult education as a pre-requisite for high academic performance of basic school children. The study also recommends that, it is critical for every parent to be in serious contact with teachers regarding their children's academic challenges.

Source: UEW
Parenting in step-families in zongo communities in Accra

This study explored parenting in step-families in selected Zongo communities in Accra. The qualitative research methodology was employed using the phenomenology approach. An in-depth interview was used to collect data from twenty participants (ten step-parents and ten step-children) selected using the snow-ball technique from purposively selected three Zongo communities. The demographic data were analysed to generate percentages for discussion. Interviews were transcribed by a professional transcriptionist using QSRNVIVO 9. The study revealed that the stepfamily brought challenges and a range of benefits to the participants’ life experiences. The key difficulties pertained to issues regarding poor-quality relationships, ineffective communication, financial challenges, interferences from biological non-resident parents and outsiders, emotional challenges, abuse and neglect, step-siblings rivalry leading to conflicts and stress in step-parenting. Benefits include having an adult person in the life of step-children, step-parents having children, and other new family members in their lives among others. The findings also revealed separating wives and children in polygamous step-families to different houses, dialogue with a biological non-resident parent for collaborative parenting of step-children and step-parents accepting that step-children already know their biological parents and would not regard them were measures to overcome the challenges. Step-parenting comes with a whole lot of challenges which lead to poor relationships among members affecting healthy family living in the stepfamily. Thus, step-children should be submissive to their step-parents. Step-children should be shown affection by step-parents, relatives, and society so that they do not end up on the streets as junkies and criminals

Source: UEW
Parents' awareness of the principle of children's right to participate in family decision-making

This study investigates parents’ awareness of children's right to participate in family decision-making within the context of Akropong-Akuapem, Ghana. Anchored in the principles of the UNCRC and the Lundy Model of Participation, the research explores how parents' understanding of childhood shapes their awareness of and support for their children's right to participate. Employing a qualitative case study approach, the study engages 33 participants through semi-structured interviews, utilising purposive and convenience sampling techniques. The investigation reveals that parents understand childhood as a period of dependency, identity formation and empowerment, deeply tied to cultural traditions and family dynamics. This understanding of childhood has profound implications for parents' awareness of children's right to participate. Findings underscore diverse parents’ viewpoints on children's participation in family decisions. While some parents consider participation as inherent, recognising children's voices within ongoing decision-making, others exhibit a lack of awareness and encounter the concept for the first time. Sociocultural norms, historical perspectives and evolving notions of childhood shape parents’ viewpoints, emphasising the challenge of translating theoretical ideals into practical application. The study highlights the significance of bridging the gap between theoretical principles and practical implementation. It recommends culturally sensitive awareness campaigns, training programs, community dialogues and collaboration with educational institutions and policymakers. These efforts aim to foster an environment where children's participation is not only valued but also actively integrated into family decisions, aligning with the UNCRC and the Lundy Model of Participation. Ultimately, this research contributes to the promotion of informed awareness and meaningful children's participation in family decision making within the unique sociocultural context of A

Source: UEW
Parents� and guardians� acceptability of COVID-19 vaccination for children in Ghana: An online survey

Few studies have examined the intentions of parents and guardians to vaccinate their children younger than 18 years against COVID-19 in Ghana. Parents are the decision makers for children younger than 18 years; therefore, we examined parents� and guardians� intentions to accept the COVID-19 vaccines for their children. An online survey was conducted among 415 parents and guardians in Ghana. The Statistical Package for Social Sciences version 25 was used to analyse the data. We found that 73.3% of parents/guardians would allow their children to be vaccinated against COVID-19. The binary logistic regression analysis shows that parents/guardians with Senior High School education, those who believed COVID-19 could not be cured, and those who agreed and those who neither agreed nor disagreed with the statement �once the vaccine is available and approved, it would be safe� were less likely to accept COVID-19 vaccine for their children. Also, parents/guardians who neither agreed nor disagreed that �the best way to avoid the complications of COVID-19 is by being vaccinated�, those who agreed that �I am of the notion that physiological/natural community is better compared to vaccine-induced immunity� and �I believe the vaccine programming may be likened to the new world order� were less likely to accept COVID-19 vaccine for their children. There is a need for public health practitioners to intensify education on the benefits and side effects of COVID-19 vaccines, as well as provide regular and up-to-date information about vaccines� safety to parents and guardians. � 2022 Kyei-Arthur et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Source: UEW