The Influence of Parental Involvement on Children's Academic Performance in Zimbabwean Primary Schools

The study examined the influence of parental involvement on learners' academic performance in Zimbabwean primary schools.A qualitative research approach was used, gathering data through interviews, focus group discussions, and document analysis.Purposive sampling and case study research design were used.Participants included 15 parents, 15 teachers.The main findings indicated that parents participated in the education of their children in various ways, such as paying fees, parenting, communication, homework and research, and continuous Assessment Learning Activity (CALA).Parents spared their time attending consultation days to assess their children's progress.Despite the high support, some parents faced difficulties providing their children with adequate learning resources.Thus, it may be concluded that parents impact learners' academic performance by staying involved with their children 's education.The study recommends that the Ministry of Primary and Secondary Education make clear policies on how parents should support their children.The Ministry of Primary and Secondary Education should conduct awareness campaigns to conscientious parents and stakeholders on their roles as equal partners in their children's education worldwide, encouraging them to take an active role and improve parental support. Madzore, R.The Influence of Parental Involvement on Children's Academic Performance 153 importance of parental involvement in education, little is known about the specific impact of parental involvement on learner performance in Zimbabwean primary schools (Chindanya, 2011).Previous research has primarily focused on the effect of parental involvement on academic achievement.Still, it has not examined the impact on other important aspects of learner performance, such as attendance, motivation, and social-emotional development (Simweleba & Serpell, 2020).Furthermore, the role of specific types of parental involvement, such as involvement in homework, communication with teachers, and engagement in school activities, has not been fully explored, as indicated by (Mazambara & Sepeng,2023), who purported that Parental involvement in schools in Zimbabwe had not yet fully moved away from the colonial history of marginalization when economic unrest negatively affected the management of schools.Furthermore, the financial turmoil led to severe irregularities in school operations when teachers went on a prolonged strike, resulting in very little learning taking place for years and a general lack of school development (Chinyoka & Mugweni, 2020).These challenges increased indifference, mistrust, and hostility from parents (Nyemba & Chitiyo, 2018).This study aims to address this gap by examining the impact of parental involvement on a range of learner performance indicators in Zimbabwean primary schools.Parents provide psycho-social support, enrol their children in schools, and provide necessary school requirements, positively impacting pupils' academic performance (Magwa & Mugari, 2017).Thus, the influence of parental involvement on a student's academic success should not be underestimated.According to Singogo (2017), a child's support system at home is the primary factor determining their academic achievement, despite the roles played by brainpower, work ethic, and genetics.Nakijoba, Biirah, Akullo, and Mugimu (2024) clarified that parental involvement in a child's schoolwork determines the outcome in terms of results to some extent.