Parental Involvement and Students’ Academic Performance in Public Day Secondary Schools in Rwanda: A Case of Kicukiro District

Main purpose of this study was to investigate how parental involvement impacts students’ academic performance in public secondary schools in Rwanda, a case of Kicukiro district. This study was supported by the Theory of Epstein and system theory. The study was investigated in this study using the correlation research approach. 476 government day secondary schools teachers who work as respondents for this study was chosen using the purposive sampling method, and a sample size of 218 respondents was obtained using Solvin's formula. For first objective, findings, the data presented in the table 4.4 highlights various aspects of parental involvement in their children's education. A key finding is that a significant majority of parents, 68.6%, strongly agree that they assist their children with homework, and 19.8% agree with this statement. This suggests that most parents are actively engaged in supporting their children's learning at home. For second objectives, A significant proportion of respondents, 48.3%, agree that students' grades have improved, while 34.8% strongly agree, indicating a general consensus that academic performance has seen an upward trend. Based Low promotion rate of students, a majority of respondents, 54.1%, strongly agree, and 36.2% agree that there is a low promotion rate among students, which suggests that despite the perceived improvements in grades, challenges persist in promoting students to the next level. Based on the Improvement in class participation, the data reveals a strong belief in the improvement of class participation, with 62.3% agreeing and 37.5% strongly agreeing with this statement. The Pearson correlation coefficient of 0.927 indicates a very high positive correlation, suggesting that as parental participation increases, students' academic performance also tends to improve. The government should develop and implement national policies that encourage and facilitate parental involvement in education. The government should allocate funds to support programs aimed at increasing parental engagement, such as workshops, training sessions, and community events that educate parents about their role in their children's education.