Exploring The Impact of Parental Involvement on Academic Achievement: A Comparative Study of Home-Based and School-Based Engagement Strategies in Primary School Education in Omoro District
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Parental involvement has been recognized as a significant factor influencing learners’ academic achievements in primary schools. Although both home based and school based parental involvement policies are encouraged, there is limited evidence on which form of involvement has a greater impact on students’ academic achievement in this setting. Also challenges such as poverty, limited awareness, and time limits continue to delay effective parental participation in Omoro district. This study examined the effects of home-based involvement, examine school-based involvement, and identified barriers limiting parental participation.The study adopted amixed-approach design, combining literature review with contextual observations in the community whereby secondary data from journal articles, was obtained from relevant academic publications. Findings from peer-reviewed journals revealed that both home-based and school-based parental involvement significantly influence learners’ academic performance, although their effectiveness is constrained by contextual challenges. Home-based factors like homework supervision and encouragement, was found to have a strong positive impact on learning outcomes. However, its effectiveness in Omoro District is limited by high poverty levels, with over 60% of households relying on subsistence farming, and high parental illiteracy rates estimated at about 69%. School-based involvement such as attending school meetings and parent-teacher interactions, also positively contributes to academic achievement but is hindered by time constraints, long distances to schools, and low participation rates, with PTA attendance below 50%. The study concludes that a balanced approach combining both home-based and school-based parental involvement yields the best academic outcomes. However, socio-economic and structural barriers significantly limit effective participation in Omoro District. The study recommends strengthening parental training programs, improving school-parent communication, and developing policies that promote inclusive and flexible parental engagement strategies.
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