KIBOGORA POLYTECHNIC
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCES
INFLUENCE OF PARENTAL INVOLVEMENT ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN RUSIZI DISTRICT.
Case study of G S St Bruno Gihudwe A 

Undergraduate research thesis presented in partial fulfilment for the bachelor’s degree in Education honors with Mathematics and Physics.

PAPER PREPARED BY:
CYIZA Felix
REG No:2100356
&
NGENDAHAYO Simon
REG No: 1900283

SUPERVISOR: Mr, RUHUMURIZA JURU Alain 

Kibogora, September, 2022
DECLARATIONS

Declaration by the Candidate
We, CYIZA Felix and NGENDAHAYO Simon, do hereby declare that this is a product of our own original work and not a duplication of any similar academic work. It has therefore not been submitted to any other institution of higher learning. 
All materials cited in this paper which are not our own have been duly acknowledged.  

CYIZA Felix                                                                         NGENDAHAYO Simon
Signed:                                                                                   Signe:
Date:                                                                                       Date:

Declaration by the Supervisor

I, RUHUMURIZA JURU Alain declare that this work has been submitted for examination with my approval as a KP supervisor.

Supervisor’s Name: RUHUMURIZA JURU Alain

Signed: 

Date: 

ABSTRACT
 The purpose of this study was to examine the impact of parental involvement on students’ academic achievement at secondary school level in Rusizi district with the case of Gihundwe sector. A sample of 118 respondents was used in this study among whom administrative staff members and parents were sampled using purposive sampling, teachers were samples using stratified sampling and students were sampled by using simple random sampling technique. This study was intended to address three specific research objectives namely to: explore the school modalities through which parents are involved in supporting secondary school children academic development; investigate the contribution of parental involvement in children academic performance in secondary schools; and finally, examine the difference in academic performance between secondary school students who receive parental support from students who completely do not receive it. A Case study design was used to collect data from the respondents using questionnaires, interviews and documentary reviews that were administered to school committees’ chairpersons, parents and teachers and students. The sampling procedures used were: simple random sampling for students, purpose sampling for administrative staff and PTA committee members whereas teachers were sampled by using stratified random sampling. Both qualitative and quantitative approaches were used to tape respondents’ subjective views and simple percentages from the frequent responses for descriptive purposes. The Microsoft Excel was used for data analysis of simple for descriptive statistics and content analysis for qualitative data. The study indicated that there were several methods used in secondary schools to involve parents and guardians into education processes of their school children in supporting secondary school students’ academic achievement. The study recommended conducting a quantitative study in order to test hypotheses by comparing results from primary and secondary schools for comparative and generalization purposes.

DEDICATION
To our beloved families.
To our parents.
To my wife.
To our friends and colleagues.
This work is dedicated.

ACKNOWLEDGEMENTS
 In many ways, this study could not be written successfully without some direct or indirect contributions from certain people and institutions. First and foremost, we are grateful to the Almighty God for the gift of life and enabling us to accomplish the course work and write this dissertation. 
We are also indebted to our supervisor Mr. RUHUMURIZA JURU Alain for his valuable guidance and encouragement and technical assistance despite his busy schedule. This dissertation would not have reached this stage without his extended support. Furthermore, we also wish to express our special thanks to our family members including: our parents, our brothers, our sisters who supported us in our studies morally and materially. They were patient especially at the moment we were supposed to travel and spent some time away. 
Thanks should also go to institutions (especially KIBOGORA POLYTECHNIC staff be they academic or administrative) and individuals whose support was crucial to the accomplishment of this dissertation. It would be impossible to mention all of them individually, but we would like to take this opportunity to thank all dearly respondents from all bodies for their support in the accomplishment of this research paper. It achieves academic merit because of them. 
May God bless you abundantly!

TABLE OF CONTENTS

DECLARATION
ABSTRACT
DEDICATION
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVATIONS AND ACRONYMS
CHAPTER ONE: GENERAL INTRODUCTION
1.1.	BACKGROUND OF THE STUDY
1.2.	PROBLEM STATEMENT
1.3.  PURPOSE OF THE STUDY
1.3.1 General objective of the Study
1.3.2 Specific Objectives of the Study
1.4.  RESEARCH QUESTIONS
1.5. SIGNIFICANCE OF THE STUDY
1.6. LIMITATIONS OF THE STUDY
1.7. SCOPE OF THE STUDY
1.7.1. Content scope
1.7.2. Geographical scope
1.7.3. Time scope
1.8. ORGANIZATION OF THE STUDY
CHAPTER TWO: LITERATURE REVIEW
2.0.	INTRODUCTION
2.1. DEFINITIONS OF KEY CONCEPTS
2.2. THEORETICAL FRAMEWORK
2.2.1 The Theory of Community Participation
2.2.2. Relevance and Application of the Participation Theory of Participation
2.3. TYPES OF PARENTAL INVOLVEMENT IN THEIR CHILDEN’S EDUCATION
2.3.1. PARENTAL INVOLVEMENT IN THE SCHOOL
2.3.2. PARENTAL INVOLVEMENT IN THE HOME
2.4. THE IMPORTANCE OF PARENTAL INVOLVEMENT FOR STUDENTS
2.4.1. The importance of parental involvement on standardized tests and grades
2.4.3. The importance of parental involvement in student attendance and behavior.
2.4.3. The importance of parental involvement in student psychological well-being.
2.6. CONCEPTUAL FRAMEWORK
2.7. RESEARCH GAP
CHAPTER THREE: RESEARCH METHODOLOGY
3.0.	INTRODUCTION
3.1. RESEARCH APPROACH
3.2. RESEARCH DESIGN
3.3. THE TARGET POPULATION
3.4. SAMPLE SIZE AND SAMPLING TECHNIQUES
3.4.1. Sample Size
3.4.2. Sampling Procedures
3.5.  INSTRUMENT FOR DATA COLLECTION
3.5.1. Questionnaires
3.5.2.  Semi-Structured Interview
3.5.3.  Documentation review
3.6.  VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENT
3.7. DATA ANALYSIS PROCEDURES
3.8. ETHICAL CONSIDERATIONS
CHAPTER FOUR:  DATA PRESENTATION, INTERPRETATION AND ANALYSIS
4.1. INTRODUCTION
4.2.  DEMOGRAPHIC CHARACTERISTICS
4.2.1. Age and Sex of respondents
4.2.2. Education Level of the Respondents
4.3. PRESENTATION OF THE FINDINGS
4.3.1. Modalities used to involve parents in supporting their children academically
4.3.2. Impact of parental involvement on their children’s academic performance
4.3.3. Impact of parental support rendered to their children on academic achievement
4.4. DISCUSSION OF THE FINDINGS
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.0. INTRODUCTION
5.1. CONCLUSIONS
5.2. RECOMMENDATIONS
5.2.1. For school leaders
5.2.2.  For parents and guardians
5.3 RECOMMENDATIONS FOR FURTHER RESEARCH
REFERENCES
APPENDICES
APPENDIX I: INTERVIEW GUIDE FOR HEADS OF SECONDARY SCHOOLS
APPENDIX II: QUESTIONNAIRE FOR THE PARENTS/SCHOOL COMMITTEE CHAIRPERSONS
APPENDIX III: QUESTIONNAIRE FOR SECONDARY SCHOOL TEACHERS
APPENDIX IV: QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS
APPENDIX V: DOCUMENTARY REVIEW

LIST OF TABLES

Table 1. Target population by status25
Table 2: Total sample size by units26
Table 3: Age and sex of the respondents31
Table 4: Educational levels of respondents32
Table 5:  Types of parental support to students towards academic development (N=18)33
Table 6: students’ performance in national examinations39
Table 7. The impact of support given by parents(N=18)40

LIST OF FIGURES

Figure 1. Conceptual framework22
Figure 2: Gender of respondents32
Figure 3: School modalities to involve parents in education of their children34
Figure 4: Impact of parental involvement on academic students’ achievement38

LIST OF ABBREVATIONS AND ACRONYMS
B.C: 		Before Christ
G S: 		Groupe Scolaire
KP: 		Kibogora Polytechnic
NESA:	National Examination and School Inspection Authority
NPTA: 	National Parent Teacher Association
NPA: 		National Parent Association
PTA: 		Parent Teacher Association
PTO: 		Parent Teacher Organization
REB:		Rwanda Education Board

CHAPTER ONE: GENERAL INTRODUCTION
1.0.	 INTRODUCTION
This chapter provides the background to the study, statement of the problem, objectives of the study, research questions and significance of the study. It also contains limitations of the study, the scope and the organization of the study. 
1.1.	BACKGROUND OF THE STUDY
It is widely supported that student achievement increases one’s chances on school career and labor market success, De Witte et al. (2013); Rumberger, (2011). There is much less consensus in the literature, however, on how to increase student achievement in the most effective way (e.g. European Commission 2010; Organization for Economic Cooperation and Development [OECD] 1999, 2009). The literature indicates several determinants of academic achievement, including: student motivation, Baumert and Demmrich, (2001); Linnenbrink, (2005); rewards, Deci, Koestner, and Ryan (2001); school engagement, Wang and Holcombe (2010); teachers, Klassen and Tze (2014); Rockoff (2004); self-regulation strategies for cognitive, motivational and behavioral aspects, Nota, Soresi, and Zimmerman, (2004); socio-economic status, Alexander, Entwisle, and Olson (2007; Dumont et al. (2012); classroom composition, Koth, Bradshaw, and Leaf (2008); Reyes et al. (2012); peer effects, Rothstein (2006); competition between schools ,Macleod and Urquiola, (2009); unauthorized truancy, Henry (2007); crime and citizenship, Lochner and Moretti (2004a), (2004b); reasoning abilities, Ariës, Groot, and Maassen van den Brink, (2015); and health and mortality, Albouy and Lequien, (2009); Groot and Maassen van den Brink,  (2007). This article puts particular focus on one determinant of academic attainment that has increasingly attracted attention from many scientists and policy-makers across countries, namely: parental involvement in the education of their children (e.g. European Commission 2010; US Department of Education 2010). As parental involvement involves many complex dimensions, previous literature indicates large differences in effects on children’s academic achievement, Ariës and Cabus, (2015); Driessen, Smit, and Sleegers, (2005). 
Wilder, (2014) summarizes: The most prominent parental involvement components in the analyzed meta-analyses were communication between parents and children regarding school, checking and helping with homework, parental educational expectations and aspirations for their children, and attendance and participation in school activities. If one could estimate the benefits of parental involvement in terms of higher academic achievement, not only a definition problem may arise but also some empirical issues. Parental involvement is clearly related to student achievement through its determinants. For example, children with learning difficulties may benefit from increased parental involvement in their homework. As a result, student performance determines the level of homework involvement, so that one may falsely conclude that parental involvement leads to lower student performance. Reversed causality or endogeneity are serious issues of concern when interpreting the relationship between parental involvement and achievement (Angrist and Pischke 2009). In fact, several reviews of the literature argue that causal empirical evidence on the positive relationship between parental involvement and student success is ultimately scarce (e.g. Ariës and Cabus 2015; Avvisati, Besbas, and Guyon 2011; Avvisati et al. 2014; Fan and Chen 2001; Hotz and Pantano 2015; Patall, Cooper, and Robinson 2008; Price 2008, 2010). The main contribution of this article to the previous literature is then an evaluation of the effects of parental involvement on student academic achievement, rather than estimating the association between both.
Since early times, parents have been the most important educators of their children. Children received their first education in the home until 1580 B.C. when in Egypt the first formal education outside the home was started. The root of the current emphasis on parental involvement, however, can be seen in the works of Rousseau (1712-1778) and Pestalozzi (1747-1827). Rousseau emphasized education and the importance of mothers being involved in the education of their children. Pestalozzi viewed a mother as the child's first educator. His thoughts were that the mother is the first to nourish her child's body; so she should also be the first to nourish his or her mind (Pestalozzi, 1951). In the United States, the kindergarten movement began in the 1880s with its emphasis on involving parents in their children's education. As a result, in the late 1880s, national parent educational organizations were established, and by the 1920s and 1930s there were more than such organizations.
Gestwicki, (1992) reported that during the 1930s parent cooperative nursery schools began and continue today involving middle-class parents with opportunities to participate in the life of the schools. These efforts may include helping to define school philosophy and practices to aiding in the care and maintenance of facilities. Although the nation was consumed by World War II during the first half of the 1940s parent education continued, and child care services were provided to allow mothers to work in the war effort. During this decade of war, greater awareness of the emotional and social health of children became important. Berger, (1991). Bloom (1992) described the expanding role home-school communications played in the 1940s. There was communication between parents and teachers and between parents and administrators, but there was also a distinct separation between home and school. Parents were considered experts at bringing up their children, and schools were considered experts at educating children with both parties confident that the other would uphold its end of the bargain. 
However, in the 1950s school systems consolidated, and children began to travel long distances from homes to schools. School administrators played strong leadership roles, and parents' power was reduced as parents became less involved with their children's schools. Berger, (1991). Bloom (1992) also discussed that in the. 1960s parents actively sought more individual identities for themselves and their children. This resulted in a decrease in the distance between home and school. Parents interested in the relevancy of the curriculum 8 looked more critically at what was being taught in the schools. During this time, Lopez (1992) described two innovative efforts initiated to interrupt the cycle of poverty and provide inter-generational education in parenting and literacy. These two programs, Head Start and the University of Oregon Follow Through Program, empowered parents through training and communication to become involved in the education of their children. 
Parent involvement efforts during the 1970s were described individually by Bloom (1992) and Lopez (1992). Parent involvement in public schools became institutionalized as many federal and state-funded programs, such as Head Start, the Original Follow Through Program, and mandated parent involvement. During this decade, educators began to see the need for help and support from parents as reflected in the growth of the Parent-Teacher Associations (PTA) and Parent-Teacher Organizations (PTO). 
In Rwanda, the long-term Vision 2020, EDPRS known as the medium-term planning framework, the seven-year governmental program, and the 2013-2014 education sector strategic plan demonstrated that schools, families, and community groups have by working together to stimulate academic performance (REB, 2012). However, the study subject evidenced the need to parent’s involvement and have adequate participation of parents in education of students. This research investigated the relationship between parent involvement and academic performance of in-school student in Rusizi district.
1.2.	 PROBLEM STATEMENT
The Current models of parental involvement, inclusive of PTA organizations and classroom volunteer opportunities, may not correlate with what experts suggest have benefitted parents based on Social and Cultural Capital. Social Capital socioeconomic barriers include non-flexible work schedules, lack of overall resources (including transportation to school sites), stress as a result of residing in high risk communities, as well as past negative experiences with the school itself Burns, (1993, p. 12). Research further indicates the parental involvement opportunities that may be more effective for specific subgroups, for example: building partnerships between schools, families and the communities in which they reside, in essence, making the school a community center; creating opportunities for school-parent contacts outside of the school; providing transportation to and childcare for PTA/PTO meetings, in addition to scheduling meetings and workshops/classes with the working parents’ schedule in mind. Lee & Bowen, (2006); Henderson, Mapp, Johnson, & Davies, (2007).
Parents and schools should be accountable to one another in an effort to increase parental involvement in schools because there appears to be a lack of training for parents on the requirements and needs of students. Parental training should include effective decisions making skills and knowledge on assisting their child with school related activities, as well as augmenting their learning process at home. Documented cases reflect how parents’ self-perceptions of their own academic competence affect their involvement in assisting their children. Confidence in the parents’ intellectual abilities is the most salient predictors of their school involvement. Therefore, the present research seeks to assess the impact of parental involvement on students’ academic performance in Rusizi district with the case study of G S St Bruno Gihundwe A.
1.3.  OBJECTIVES OF THE STUDY 
1.3.1 General objective of the Study
The main objective of this study was to investigate the impact of parental involvement on their children academic performance in secondary school in Rusizi district. 
1.3.2 Specific Objectives of the Study
This study was guided by the following objectives:
i)To examine the types of parental involvement or participation which lead to students’ achievement in secondary schools.
ii) To investigate the contribution of parents’ involvement to their children academic development in secondary schools. 
iii) To examine the difference in academic performance among secondary school students who receive parental support from students who completely do not receive it. 
1.4.  RESEARCH QUESTIONS
 i) What are the types of parental involvement or support which lead to students’ academic performance in secondary schools?
 ii) What is the contribution of parental involvement in school children academic performance in secondary schools?
 iii) Is there any difference in academic performance among secondary school students who receive parental support from students who completely do not receive it? 
1.5. SIGNIFICANCE OF THE STUDY
This study will be particularly useful to the four major stakeholders in education: the parents, students, teachers and administrators. 
1.5.1	For parents
The findings of this study were highlighted ways in which parents can better support their child and the school, considering all the barriers, and build a healthy and productive relationship with the school and their child’s teacher.
1.5.2.	For teachers 
After reading this study, teachers will gain best practices that encourage partnership and includes healthy two-way communication practices with parents, in addition to effective support strategies. teachers would be able to clearly identify specific strategies that will impact parental involvement and increase student achievement creating an enriched and welcoming environment for parents.
1.5.3.	For school administrators
Administrators at the school and district levels would identify persistent barriers of parental involvement at their school/district site, and create a new model of parental involvement opportunities to overcome those barriers. In addition, the findings of this study will provide schools/districts with objective data that will allow them to identify effective strategies to clearly identify the parent roles, and specific strategies to involve them in the schools.
1.6. LIMITATIONS OF THE STUDY

According to Best & Kahn, (1998), limitations are conditions beyond the control of the researcher that may place restrictions on the conclusions of the study and their application to other situations. It was difficult for the researchers to be able to detect false information from the actual. There are teachers who may be absent on the day of distributing the questionnaire, some of them may not return the questionnaires and the unavailability of the administrative staff members because of the work load. 
Overall, in spite of the challenges and barriers identified above, our research remained viable and worth pursuing. The responsibility of addressing the identified barriers rested on our shoulders as the researchers, and the results of these efforts would be critical for the sake of assessing how the characteristics of teachers influence the students’ academic performance in Rwandan secondary schools.
1.7. SCOPE OF THE STUDY
1.7.1. Content scope
As far as the content is concerned, this study was limited at investigating the influence of parents’ involvement in educational processes on their children’ academic performance in secondary schools in Rusizi district. 
1.7.2. Geographical scope
The present study was conducted at G S St Bruno Gihundwe A, a secondary school located in Gihundwe sector, Rusizi district, Rwanda. This school was selected by the researchers because it had all levels of secondary education namely: ordinary level and advanced level as well as different combinations. In addition, it is not far from the researchers which eased them with the research owing to funds shortage. 
1.7.3. Time scope
The Research focused on the data in the period from 2019 up to 2021. This period was appropriate for this study because it rendered full and reliable information and data related to the topic under study.
1.8. ORGANIZATION OF THE STUDY 
This research study is divided into five chapters. Chapter One includes the introduction, background of the study, problem statement, research questions, significance of the study scope of the study and limitations. Chapter. Two provides definitions of key terms, a review of the literature, empirical review and conceptual framework. Chapter Three discusses research design, population sample, instrumentation, data collection procedures, validity and reliability as well as ethical considerations. Chapter Four contains all data collected and results, based on the statistical analysis and their discussions. Finally, Chapter Five contains the summary of the data, conclusions and recommendations for future studies.

CHAPTER TWO: LITERATURE REVIEW
2.0.	 INTRODUCTION
This chapter presents literature review related to the problem of the study. The chapter discusses the theory of community participation, the global studies on parental involvement in educational matters of their children and its effect on students’ academic achievement, theoretical perspective and conceptualization on parental involvement. The chapter also provides empirical studies at global level, studies in Rwanda and conceptual framework.
2.1. DEFINITIONS OF KEY CONCEPTS
Parent: Natural parent, legal guardian, or other person/caregiver including grandparent, step-parent, or person legally responsible for the child’s welfare.
Academic performance: It is the diligence that someone invests in school to do well, and test scores can be used to help determine the level of a student academic performance. Martinez, (2015). 
Parental involvement: It is the investment of the parents in the education of their child. McNeal, (2014).
Secondary Schools: They are Schools that provide secondary education for six years (1-6), which include ordinary level (1-3) and advanced level (4-6) to prepare students to meet societal needs and expectations or to prepare them for higher or tertiary education as well as further trainings.
2.2. THEORETICAL FRAMEWORK
2.2.1 The Theory of Community Participation 
The theory of community participation was established by Arnstein in 1969. The theory was intended to describe the significance of citizen participation or involvement in enhancing social development. An effort to increase involvement of citizens in their communities is a global phenomenon in response to decentralization policy. Stukas & Dunlap, (2002). Community participation may include some form of involvement of people or parents, in decisions making that affects their lives and welfare. This is particularly important when parental participation in programs and activities which directly affect students’ academic achievement. Arnstein, (1969) argues that it is only rational to give control of affairs and decisions to people most affected by them. It is believed that community participation brings many lasting benefits to people instead of only a means of getting things done. Arnstein, (1969) associates citizen participation with citizen power and control as the redistribution of power that enables the have-not citizens, presently excluded from the political and economic processes, to be deliberately included in the future. This suggests that parents’ participation helps to promote sense of ownership and control of school among them. For the same reason, the schooling of our children should be owned and supported by both the teachers and the parents. Wilson and Wilde, (2003) identified some dimensions of community participation namely influence, inclusivity, communication and capacity. The idea of influence from Wilson and Wilde suggests the importance of partnerships in which parents take their active role in all decision making and direct support to children academic achievement. This implies that close teacher-parent communication can strengthen the partnerships through effective ways of sharing information with the parents. The capacity as an important element in partnerships provides the significance of resources required from the parents in terms of both material and moral support to their children in school activities. 
2.2.2. Relevance and Application of the Participation Theory of Participation
The theory of participation as developed by Arnstein (1969) attempts to represent, organize and explain the concept of citizen participation in a simple and understandable way. The concept of participation through a ladder metaphor has successfully managed to provide the academic world with a quicker view and grasp of the complicated relationships involved in the participation process especially participation of parents in school academic matters. Masue, (2010). Specifically, the current study utilizes the theory of community participation to describe how parents may become active supporters when it comes to management of school academic activities and how they could participate in promoting academic performance of their children. The theory of community participation does not adequately explain how the involvement of parents especially in academic matters can be influenced by their commanding level in terms of professional skills and knowledge they possess. However, the theory is still useful because it considers parental contribution in terms of other attributes such as financial and material support which can be used to supplement their limited professional skills and knowledge by providing an opportunity for accessing private tuition classes which can academically support the children. This capitalizes on the importance of involving the parents as part of the community towards improving children school learning and achievement.
2.3. TYPES OF PARENTAL INVOLVEMENT IN THEIR CHILDEN’S EDUCATION
There are various types of parental involvement in their children's education. Gestwicki, (1992). Gestwicki asserted that parental involvement varies by school and program, simply because the term "parental involvement" means different things to different people. The models of parental involvement range from a low to a high level of participation. Schools with low levels of parental involvement allow parents to take part in activities that do not challenge the expertise of teachers or the decision-making power of school administrators. These activities may include newsletters, parent meetings, and individual parent conferences. These activities keep parents at a distance while learning secondhand about their children's lives at school. In contrast, schools with high levels of parental involvement provide opportunities for parents to directly participate in their child's education through school visits, classroom observations, or volunteer activities such as serving on school decision-making communities. Epstein, (1 987a) categorized two major types of parental involvement in their children's education. Both of these major types are examined below.
2.3.1. PARENTAL INVOLVEMENT IN THE SCHOOL 
Parental involvement in school refers to parents who come to school as part of an audience or as visitors to encourage and to support school events, or as volunteers who can be classified as tutors or mentors to students, and as helpers who assist teachers in classroom and school activities. A newer and growing form of parental involvement in school also refers to parents' participation in governance and advocacy to assist school administrators. Epstein, (1988). Parents as part of an audience or visitors contribute a great deal to the school by responding to invitations to watch children's performances in musical events, dramatic productions, sport activities, science projects, curriculum fairs and so on. Such activities provide parents with an opportunity to see their children's academic as well as co-curricular projects on display. Parental presence as an audience at graduation and award ceremonies not only affirms the children's self-worth and helps children to become more intrinsically motivated and thus encourages children to do better. This presence also provides recognition for the educators who work in preparing children for these great moments. Parents as volunteers (helpers, tutors, mentors) assist in classrooms as well as in other areas of school activities. In classrooms, parents provide help to teachers, check homework, and other assignments. As tutors, parents listen to children reading aloud individually as well as in small groups or other such activities. As tutors, parents provide remedial tutoring to the children in need, help children to select appropriate literature in the library, or assist in computer-based instruction, and so forth. Parents as mentors collaborate with teachers as problem solvers. Parents as volunteers take part in field trips, sports programs, fund-raising, and so forth. Thus, parents as helpers, tutors, and mentors in school can be very effective in supporting children's learning at school. Gestwicki, (1992). Parental involvement in school governance (administration) refers to parents' participation in policy and decision making. It also refers to parents who serve as monitors of changes instituted for school improvement. Epstein, (1988). Parents in governance participate as voting members of school councils, steering committees, advisory councils and other committees or groups at the local level. When parents are involved in governance of the school of their children, they provide input to policies that affect their children's education. Through parents' participation in governance, school faculty and administration become aware of parent perspectives of school policy development. When parents serve as members of a governing body of the school, they not only feel supportive of their children's learning environment, but also that their children's rights are protected. Fuller & Olsen, (1998). Parental involvement in advocacy involves parents, individually or as a group, In participatory roles in such groups as (PTA) or (PTO), and other committees or groups at school, district, state, and national levels. Parents' involvement in advocacy includes connections with educational agencies, such as the National Parent Teacher Association (NPT A), the National Parenting Association (NP A), businesses, and other groups as well that share responsibility for their children's education and future successes. For instance, parents may become linked to political groups and elected representatives who design and approve educational programs, funding appropriations, and budgets. Parents in advocacy not only advocate within the school but they can also be very powerful advocates for the initiation of new policies and programs within and outside of the school to improve education. Thus, parental involvement in the school is one of the most important. factors for the educational improvement of their children.  
2.3.2. PARENTAL INVOLVEMENT IN THE HOME 
Most parent groups and educational authorities agree that children's learning is supported when parents fulfill their basic obligations as parents. The parents' obligations include providing for their children's health and safety as well as developing parenting skills and child-rearing practices that prepare children for school, maintain healthy child development across the grades, and build positive home conditions that support school learning and behavior throughout the school years. For instance, parents make sure their children get sufficient rest, are fed an ample and nutritious diet, get to school regularly and on time, are dressed appropriately for the weather, have clean clothes to wear, and have a quiet and a well-lit place to study at home. Walberg, (1984) noted that the home environment has such a strong effect on learning because "87% of a student asking time is normally controlled by the parents" (p. 397). This "at-home" time can strongly influence school productivity and, if academically stimulating conditions are maintained, will dramatically increase the student's total learning time. Walberg's (1984) research shows that increasing parental supervision of homework and reducing children's viewing of television strongly affected academic achievement. Walberg further argued that children whose parents had rules concerning television viewing achieved at higher levels in math and reading. Walberg insisted that homework develops self-discipline, enriches the experiences of the school day, provides opportunities for independent study, helps draw the home and school closer together, and maintains students' interest in learning. A survey by Epstein, (1982) found that fifth-grade students who had greater parental involvement in homework reported more positive attitudes towards school. These students also reported more regular homework habits, more similarity between the school and their family values, more familiarity between the teacher and their parents, and more homework assigned as well as completed on weekends. Learning activities that involved parents in their children's education at home includes listening to their children read, encouraging homework and participating in homework or other learning activities, especially with elementary school children.
2.4. THE IMPORTANCE OF PARENTAL INVOLVEMENT FOR STUDENTS 
Parental involvement is extremely important in education. Chen, (2018). Parental involvement is crucial for a child’s academic success, and schools, staff members, states authorities, and lawmakers play some important roles in the success of a child. Berkowitz et al., (2017). When all the stakeholders come together to assist student, there is tremendous longevity in the students schooling and the love that the students have for their education. Flemings, (2013). Parental involvement is crucial at all educational levels, from pre-primary education to secondary education Oates, (2017). Parental involvement has big impact in the bond between the students and their parents and in their creativeness, their emotional well-being, and their interest to learn in school Kohn, (2013). Parental involvement, consequently, has extensive positive effects on the academic performance of students as many tremendous researchers have found. Murray et al., (2014).
2.4.1. The importance of parental involvement on standardized tests and grades
Paz (2011) concluded that parental involvement helps students to perform better in standardized test. Paz (2011) indicated that many students show better grades or scores than those who their parents do not participate in their education. Jurado, (2014) analyzed how parental involvement affected the students in their achievement in school in terms of test scores and GPA. The study took place in 27 Northern Colorado. Jurado, (2014). It was found that higher parental participation leads to better achievement in terms of GPA and test scores; Jurado, (2014). Researches demonstrated that there is increase in student reading and math scores because of parental involvement. Newchurch, (2017). 
2.4.3. The importance of parental involvement in student attendance and behavior.
Garcia and Thornton, (2014) indicated that parental involvement stimulates good behavior of the students. Student attendance and discipline behavior are two crucial predictors of parental involvement and achievement because when the parents are involved, that is, there is good compliance between the schools and the parents, improvement in the students’ academic life is resulted, or the attendance and discipline of the students get better. Rhymes, (2014). Parental engagement positively boosts students’ attitude and causes students to have more propensity or predilection to learn and to behave better in school in terms of classroom comportment, punctuality, and attendance; Chen, (2018). Parental involvement can help students to stay in school and to not smoke and can positively affect the behavioral health of the students. Flemings, (2013). 
2.4.3. The importance of parental involvement in student psychological well-being.
 Flemings, (2013) found that students are less likely to have emotional problems when the parents are involved. These students often better believe in themselves than the students whom their parents do not involve; Newchurch, (2017). They also have lower chance of committing suicide; Flemings, (2013). Garcia and Thornton (2014) showed that these students are more socially skilled. Parental involvement can positively have substantial outcomes on the mental health of the students. Kohn, (2013). Psychologically, parental involvement can positively stimulate the students’ self-esteem or pride (Chen, 2018). Girth, (2017) found that parental involvement has a positive relationship with student self-esteem, and parents are more likely to support or involve in their child’s education when their child have better level of self-esteem Parents are very important in helping their child to gain learning skills and social and emotional intelligence. Hamidah & Hajar, (2017); Roy & Giraldo-García, (2018). Social and emotional intelligences encompass the skills that someone has that can help him or her to process information, to solve problems, or to socially and emotionally deal with people who are around him or her. (Roy & Giraldo-García, (2018); William, (2016). 
For students to attain the highest societal or academic level, their parents must offer emotional and social support to them. Roy & Giraldo-García, (2018). The way that the parents help their child to select educational classes or to discuss academic activities or lessons that were taught in class are good support to help their child gain emotional and social skills. Roy & Giraldo, García, (2018). The presence of a parent can be a strong social and emotional growth of the child, which can occur through continuous productive communication. Roy & Giraldo-García, (2018); Victoria State Government, (2017). 
2.6. CONCEPTUAL FRAMEWORK
A conceptual framework is defined as an abstract indication of basic concepts and constructs that are expected to interact on actual settings and experiences that form a foundation of a good research study. Le Compte, (1984). The conceptual framework which is used in this study is intended to explain the effects of parental involvement towards students’ academic performance in secondary   schools in Rwanda as shown in figure 2.1.
Fig: 1 Conceptual framework
Independent variables                                                                         Dependent variables

Students’ academic performance
-Effect on examination pass rate and test scores
-Increase in generic competences
- Good marks in national examinations

Parental involvement in school activities
-Financial support
-Academic support
-Managerial support

-Increase in learning facilities
-Government policy
-School location and infrastructures                          

                                                        Mediating variables

Source: researchers’ model, 2022
The conceptual framework provides clear links of three major components that are assumed to have been influencing one another; firstly, the forms of parental involvement which include the parental financial and academic support. The parents are expected to support their children financially to facilitate the availability of educational resources and facilities such as uniforms, text books and transport costs to and from school. The academic support by the parents is supposed to include supporting their home works, creating conducive environment for their children when they are at home. The parents are also involved in school managerial activities specifically when it comes to decision making and school programming. These activities are expected to add value to the students’ academic achievement. Therefore, the academic qualifications of the parents and the patterns of their business they are engaged in daily basis are assumed to have influence on whether or not they can provide supporting their children academically and materially. Thus, the more educated are the parents; the better is their chance to provide academic support for their children at home. 
Finally, parental involvement enables improve students’ academic achievement in both school terminal tests and final examinations and the increase in competences.
2.7. RESEARCH GAP 
The available literature confirms that the involvement of parents in educational development of their children is critically important. Studies conducted in developed countries particularly from the United States of America and Australia suggested that there were several forms of parental participation in school matters concerning their children. The studies suggest that parents who were involved in assisting their children made it possible through verbal encouragement, arranging for appropriate study time and space, modelling desired behavior (such as reading for pleasure), monitoring homework, and actively tutoring their children at home. Allen & Daly, (2002): Harris and Chrispeels, (2006). 
Thus, it would appear that involving parents in schooling leads to parents’ engagement in teaching and learning processes. Such studies however, did not prove the significant effect of parental involvement on children’s levels of educational achievement. Feinstein et al., (2006); Sacker et al., (2002). In addition, a controversial argument from Epstein, (1992) suggested that parental involvement could not always have such positive effects as there were many factors which impinged upon the quality and nature of parental involvement themselves. Moreover, given different cultures of the parents and nature of their businesses in Rwanda, it has been difficult to predict the influence of the parental contribution in promoting children academic achievement in Rwandan secondary schools. It has been observed that the level of parental involvement in Rwanda in terms of supporting the academic achievement of their children is still low. Haki elimu, (2012). The parents and guardians have continued to provide limited assistance to their children’ academic matters due to the nature and types of their economic activities. As a result, little is known whether and how such tendency could affect children academic achievement in terms of skills and competences in their examinations. Haki elimu, (2012). This study may demand an empirical investigation on parental involvement and how useful they were in improving students’ academic achievement in Rwanda in order to address the problem. 

CHAPTER THREE: RESEARCH METHODOLOGY
3.0.	 INTRODUCTION
This chapter presents research methodology which was employed in the study, research approach, research design study area, target population, sample size and sampling techniques, instrument for data collection, validity and reliability of the instrument for data collection. Ethical considerations will also be described.
3.1. RESEARCH APPROACH 
The study used both quantitative and qualitative approaches. Quantitative approach is expected to generate data in quantitative form which are subjected to descriptive analysis (Kothari 2009); showed the number of students enrolled in six secondary schools (frequencies) and the number of students who perform better in the national examinations in two consecutive academic years (2019-2021). The study also determined the difference in students’ academic performance between those who receive academic support from their parents and those without parental support. This demanded quantitative approach and methods. The need for exploring the views and opinions from the subjects, the study demanded the researchers to utilize qualitative approach and methods. 
3.2. RESEARCH DESIGN 
The cross sectional research design was used in this study. The design is suitable for this study because the study demands opinions from various segments of 4 populations such as the students, the parents, secondary school teachers and school committee members on matters concerning the contribution of parents’ involvement in school activities. Since Rusiz district is a large area with many secondary schools scattered, this design and methods could facilitate the collection of data concerning the role played by parents towards improvement of students’ academic performance. This design allowed the researchers to collect data for a short period of time from many respondents.
3.3. THE TARGET POPULATION
Population is a group of interest; the group to whom a researcher would like to generalize the result of the study. Hrankel, (2000). The study population included secondary school teachers, administrative staff members, parents, school committees’ chairpersons and students in all levels at G S St Bruno Gihundwe A. This school accommodates student from various socio-economic backgrounds and locations. This is also supported by the idea that in this urban area, parents enroll their children in both public and private schools. Therefore, the researchers obtained additional and relevant information for the study. Below is the table which shows the target population by status:
Table 1. Target population by status
Status	Number	Percentage	
Administrative staff members	5	0.37	
Parents’ committee members	5	0.37	
Teaching staff members	30	2.25	
Students	1300	97.01	
Total 	1340	100%	
 Source: G S St Bruno Gihundwe A, 2022
3.4. SAMPLE SIZE AND SAMPLING TECHNIQUES 
3.4.1. Sample Size
According to Cohen, et al, (2000), a sample is a subset of a total population under study and it represents the characteristics of the population. For the purpose of suiting the purpose of mixed research approach, the study utilized a sample size for each unit. i.e. students, parents, dean of teachers, head teachers, and PTA committee members. The sample size for students was calculated using Taro Yamane’s formula with the confidence level of 90% and the margin of error of 10% as demonstrated below:

Where:
n= sample size
N= Target population
e= Margin of error

Therefore, the total sample size for this research was: 100 students, 8 class teachers, 5 administrative staff members and 5 PTA committee members, all making the total of 118 persons as indicated in the table below:
Table 2: Total sample size by units
Units	Number 	Percentage	
Students	100	85.5%	
Class teachers	8	4.84%	
Administrative staff members	5	4.83%	
PTA Committees members	5	4.83%	
Total 	118	100%	
Source: Researchers model, 2022
3.4.2. Sampling Procedures 
Sampling technique is defined as the process of selecting samples to represent the population. Kothari (2009). In this study, researchers used three types of sampling techniques namely: simple random sampling, purposive sampling and convenience sampling techniques as described below. 
3.4.2.1. Simple Random Sampling 
According to Cohen, et al (2000), simple random sampling appears when each unit of the sample has been selected entirely by chance where each subject or unit in the population has an equal chance of being selected. This technique was used to select students from the six selected secondary schools in Gihundwe sector. Simple random sampling procedure was preferred because of its power to minimize biasness in sample selection and therefore maximize sample representativeness. So, in selecting student respondents, Taro Yamane formula was applied 
3.4.2.2. Purposive Sampling 
Purposive sampling technique was used for administrative staff members at G S St Bruno Gihundwe A because they were expected to provide information on how parents’ participation influence school academic development. The technique was also used to sample and PTA committee members who were responsible for the management of the school. The choice of purposive sampling is due to characteristic or quality of the respondents for the purpose of this research. For example, staff members were selected based on their administrative and leadership roles they play.
3.4.2.3. Stratified random sampling
Stratified random sampling is a useful method for data collection if the population is heterogeneous. In this method, the entire heterogeneous population is divided into a number of homogeneous groups, usually known as Strata, each of these groups is homogeneous within itself, and then units are sampled at random from each of these stratums. Therefore, using the sampling technique explained above 8 amidst 30 teachers were selected; i.e. each department was represented by 2 teachers. 
3.5.  INSTRUMENT FOR DATA COLLECTION 
In order to obtain wide range of information for the purpose of the study, three methods of data collection were used namely interview, questionnaires and documentary review. 
3.5.1. Questionnaires 
A questionnaire involves the use of written questions to which the individual respond in writing. The questionnaires involved both close-ended and open-ended questions to suit the requirement of both qualitative and quantitative approaches. The questionnaires were administered to secondary school teachers and students to investigate the effect of parental involvement to students’ academic achievement. The instrument enabled the researchers to collect adequate data within the shortest time possible. 
3.5.2.  Semi-Structured Interview 
This is a face to face interaction between a researcher and the respondents on one to one basis. Enon, (1998). This instrument was administered to the school committees’ chairpersons, head teachers and the parents. The respondent views on the modalities through which parents are involved in supporting children academic achievement. The method was preferred because of its ability to obtain in-depth information especially through probing technique. 
3.5.3.  Documentation review
 Documents are written or recorded materials which are prepared after the request in the inquiry for the purpose of the evaluation. Guba & Lincloln, (1985). The method involved reviewing official documents on student’s examination results available in head teachers’ offices especially for the purpose of the objective three which require determining students’ academic performance. 
3.6.  VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENT 
Validity refers to quality of data gathering instrument or procedures that enables it to measure what it sought to measure. Best and Kahn, (2004). Reliability of the instrument is the measure of consistence over time and over similar sample. Cohen et al., (2007). The following methods were used for validation of the questionnaires; the researcher conducted a preliminary survey at G S GIHUNDWE, a boarding school located in Kamembe sector. The questionnaires and interviews were pilot tested to 5 teachers and 8 students before the larger actual survey was conducted in at G S St Bruno Gihundwe A. It was possible to discover the ambiguities and some grammatical errors in the question items before they were corrected. This helped to cross check the validity and reliability of the instruments (interviews and questionnaires). In addition, the researchers sought expert advice from the supervisor who helped to improve the clarity on the items from the questionnaires and interviews. 
Finally, the use of more than one instruments for data collection (triangulation) aimed at ensuring reliability and validity of data collected (questionnaires, interviews and documentary analysis).
3.7. DATA ANALYSIS PROCEDURES 
Data analysis is a systematic process involving working with organizing data and breaking them into manageable unity. Bagdon & Biklen, (1992). It is also concerned with systematizing data searching for patterns, discovering what is important, what is to be learnt and deciding what to tell others. Cohen et al, (2007). All information that were collected from interviews and documentary review will be subjected to content analysis which involved identifying coherent and important examples, themes and patterns in data collected from the field work. Qualitative approach therefore will be analyzed through thematic analysis where data were categorized according to their relevant themes and patterns developed accordingly. Quantitative data from the questionnaires were analyzed through simple descriptive statistics after tabulation and conversion into frequencies and percentages for descriptive purposes. In the first place data were cleaned for errors and then coded. After coding data were analyzed through content analysis to examine its influence on students’ academic performance. 
3.8. ETHICAL CONSIDERATIONS 
The researchers obtained prior permission from all relevant local government (Gihundwe sector office) and school head teachers before conducting the study. In the first place, researcher sought research letter from KIBOGORA POLYTECHNIC (KP). Moreover, the researchers explained clearly to the respondents the objectives of the study before they could take part. Respondents were informed that their participation is voluntary and that the information they give would be treated confidentially and used for the intended purpose only. The researcher made sure that the information collected was kept in a safe manner so it could not be accessed by unauthorized persons. Furthermore, the researcher also ensured that the respondents` names are not mentioned anywhere in the study. Names of schools were substituted by alphabetical letters A and B for the sake of hiding the real names of the school.

CHAPTER FOUR:  DATA PRESENTATION, INTERPRETATION AND ANALYSIS
 4.1. INTRODUCTION
In this chapter the results of the study were presented and discussed. The data is divided into subsections where demographic characteristics including age and sex of respondents, education level and occupations were presented, analyzed and discussed. The purpose of the study was to examine the impact of parents’ involvement in educational processes and their effect on secondary school students’ academic performance in Rusizi district. The data were analyzed around key objectives of the study; exploring the school modalities through which parents are involved in supporting secondary school children academic development; investigating the contribution of parents’ involvement in children academic performance in secondary schools; and examining the difference in academic performance between students who receive parental support from students who completely did not receive it.
4.2.  DEMOGRAPHIC CHARACTERISTICS 
4.2.1. Age and Sex of respondents
In surveyed schools, the analysis of sex and age of the respondents found that majority of respondents were males 68(56.7%) and 52(43.3%) were females. Such respondents included the primary school pupils, parents and head teachers and chairpersons from the school committees. This implies that males made up the majority of respondents for the study. Males were presented in the school committees, a decision making board, and much more represented in managerial posts such as school leadership. An analysis by age revealed that more than a half (59.67%) of the population sample was in age group below 20 years. The population in the middle age from 21 to 50 accounted for 34.66%). There was a small group of aged sample group whose age was above 51 years accounted for only 5.63% of the respondents as summarized in Table 4. This implies that the school age children constituted the majority of population in the sample study. The age and sex characteristics of the population were important factor for this study because female parents or guardians were considered to spend more time at home with children than male parents. Thus, it was expected to determine their roles in supporting their children academically while at home.

Table 3: Age and sex of the respondents
Age groups	Female	Male	Total	
	Frequency	%	Frequency	%	Frequency 	%	
Below 20	38	30.64%	36	29.03%	74	59.67	
21-30	10	6.45%	16	8.87%	26                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            	15.32	
31-40	3	4.83%	5	7.25%	8	12.09	
41-50	2	3.22%	3	4.03%	5	7.25	
51-60	1	1.61%	2	1.61%	3	3.22	
Above 60	0	0%	2	2.41%	2	2.41	
Total	54	46.77%	64	53.23%	118	100	
Source: primary data, 2022
Data summarized in figure 2 imply that the male respondents (53.23%) outnumbered female respondents (46.77), thus research involved more males than females. The cultures and traditions of African families could have contributed to this effect. Family issues are largely male responsibility.
4.2.2. Education Level of the Respondents
The study categorized the respondents’ level of education into the following subgroups, illiterate, primary education, Secondary education, Vocational Education, Tertiary and University education. In education status 67.5% of respondents attained primary education, 20.8% attained secondary education, 7.5% of the respondents possessed tertiary and university education, 4.2% did not attain formal education. There was respondent who attained vocational education and training. Educational level of the respondents was important in determining their capability to provide academic support to their children. It was assumed that educated parents stood a better chance in supporting their children academically than less educated parents (see table 4).

Table 4: Educational levels of respondents
Category	
	Students	Class teachers	Staff members	PTA members	Total 	%	
	N=100	N=8	N=5	N=5	118	100	
Illiterate	0	0	0	0	0	0	
Primary education	100	0	0	0	100	84.75	
Secondary education	0	0	1	2	3	2.54	
Vocational education	0	0	0	1	1	0.85	
University level	0	8	4	2	14	11.86	
Source: Field survey, 2022
Data summarized in Table 4 shows that the majority of respondents had primary education. The cause is that the majority of respondents are students and had not completed their secondary education yet which is equivalent to 84.75%, A2 certificate holders were 2.54%, those who did vocational education were 0.85% while respondents with A0 were 11.86%.
4.3. PRESENTATION OF THE FINDINGS
4.3.1. Modalities used to involve parents in supporting their children academically
Research objective one examined the schools’ modalities through which parents are involved in supporting secondary school children academic performance. Two questions were posed to solicit the information for the research objective namely; were the parents involved in supporting their secondary school children in academic development? Secondly what are the school’s methods through which parents’ are involved in supporting students’ academic achievement.
Figure 3: School modalities to involve parents in education of their children

The responses were collected from the dean of teachers, chairpersons of the school committee and head teachers. The statistics were also collected from official records available at head teachers’ office and were recorded as shown in Figure 3. Figure 3 indicates that the majority of the respondents (77.78%) said that parents and guardians were involved in various programs meant to support secondary school children in their academic development. Few respondents (16.67%) were not sure whether parents were involved in supporting children academic development. A small number of the respondents (5.55%) said that parents were not directly involved in programs concerning their children academic welfare. When the researchers demanded clarifications on each category of responses, the following responses were collected and summarized in Table 5 

Table 5:  Types of parental support to students towards academic development (N=24)
Modalities of Parental Involvement	Responses	
Parental participation in school committees	16(88.89)	
Providing direct support to students in the forms of finance and materials	12(66.67)	
Provision of food supply while at school	10(55.56%)	
Supporting students homework assignments	8(44.44%)	
Parental visits to school to discuss with teachers on children academic matters	5(27.78%)	
Source: Primary data, 2022
Data in table 5 indicates that there were several school modalities used to promote parental involvement in supporting secondary school students in their academic development at G S St Bruno Gihundwe Ar. The majority of respondents (88.89%) mentioned the parental participation in school committees as decision making bodies. The school committees were bodies for decision making on matters related to school development. Showing their greater concern on the matter, one of the head teachers asserted;
“In our school, parents participate actively in school committees where they are involved in the planning and management of school projects, school activities and financial matters; rehabilitation of school physical facilities such as classrooms. In such planning, school committees set priorities on academic matters including planning for extracurricular activities and remedial classes (Head teacher).”
Information provided on the quotations indicates that in school committee and parents were discussing with teachers on children school matters including school attendance and school dropout [frequently parents follow-ups of their children school performance and attendance]. In this way, the parents make close follow ups on children school exercise books every day after school hours. Some respondents (66.67%) said that another modality through which parents are involved in supporting their secondary school children in their academic development through providing direct support to them in the forms of finance and learning materials. The respondents maintained that there was direct support in terms of finance and learning materials or resources such as text books, attending private tuition classes, providing school uniforms and transportation costs. It was learned that successful learning demanded resources which partly was the responsibility of both the government and the parents. They said that before the government abolished the school fees and other financial contributions from the parents for primary education, it was the responsibility of the parents to pay them. However, some costs such as transport expenditure, costs for school uniforms were still the expenditure to be borne by the parents or households as one of the respondents said;
Responsible parents provide learning resources in academic support of their children. Effective learning demands that some necessary learning resources such as writing materials, textbooks and school uniforms are available. In cases where some resources such as textbooks are not adequately available, it was my responsibility as a parent to avail such resources to the child to facilitate meaningful learning (Parents committee Chairperson).
It is true from the quotation above that for effective learning in schools; pupils need support for the learning resources. The findings revealed that the willingness and capability of the parents to support their children depended on many factors including their levels of professionalism, economic gains and their educational levels. The study noted that well educated parents with at least a minimum of secondary education were much more supportive to their children than those without it. The entrepreneurial parents or business people were also well supportive to the educational resources for their children because they had high level of awareness on the importance of education for their children. Moreover, it was noted that some parents and chairpersons had considerable adequate levels of formal education, secondary school education (See Table 4.2).
In addition, the study findings revealed that provision of food supply while at school was another modality through which parents were involved to support their children. More than a half of the respondents 10(55.56%) mentioned that parents were involved in the provision of food supply while at school. The provision was directly or indirectly helpful in motivating the children to stay at school and maintain record on school attendance and keep the students academically active and alive. In explaining the importance of food supply through contribution of various food items such as maize flour, sugar and finance, one of the parents had this to say;
“Our school leadership and management used to mobilize various food items to support our children from the parents and other stakeholders. Some students leave their homes early in the morning for school with empty stomach. The provision of food at school helps to satisfy them and keep them academically active because they can concentrate on studies. However, the introduction of free education and the abolition of school financial contributions will depend on the government ability and willingness to implement the policy in order to offset the gap left ( Deputy Parents committee Chairperson).”
The quotation above shows that formerly before the government could establish free secondary education policy; it was common practice that parents contributed certain amount of finance and food items to support their children academically. According to the respondents, the provision of food supported their children because they concentrated on studies and maintained school attendances. However, some respondents worried whether the government could implement the policy effectively and offset the gap left by abolition of financial contributions from the parents. A small number of the respondents (44.44%) asserted that some parents supported their school children when doing their homework assignments. It was therefore found that some teachers had tendency of providing their students with homework at the end of the week.
4.3.2. Impact of parental involvement on their children’s academic performance 
The objective two examined the contribution of parental involvement in children academic performance in secondary schools. The data was collected to assess whether parental involvement contributed anything in the academic performance of the secondary school students. Two questions were asked to get information for these questions namely; did the students’ academic achievement differed between those receiving parental supports from those with less support? Secondly, how does parental involvement contribute to promoting secondary school students’ academic performance? The questions were administered to secondary school teachers, head teachers and the parents. The responses were collected and summarized as shown in Figure 4.4 and Table 4.6 below.
Figure 4: Impact of parental involvement on academic students’ achievement	

Source: Primary data, 2022
	Is there any difference in performance between students who receive parental care than those who don’t receive it ?	
Responses 	Frequency 	Percentage 	
Yes 	17	94.44	
I am not sure	1	5.56	
Total 	18	100	

When the respondents were asked to say whether there was any difference in academic achievement between students who received parental supports from those who did not receive it. The responses revealed that the majority of the respondents (94.44%) said that the difference was obvious compared to those (5.56%) who were not sure whether parental support could make any difference in students’ academic performance while none of the of respondents said that the difference was not obvious.  The differences in arguments and conceptions among the respondents were caused by many factors or reasons. To support their views, researchers collected data from official documents (school records) to examine the extent to which the students performed in final (Terminal) examinations from the surveyed school. Actually, the research was done in two levels of secondary education because they were the ones who sat for national examinations.
Table 7: students’ performance in national examinations
Year 	Levels and
combinations	                                        Performance records	

2019		Sat for exam	       Passed exam	%  of passed	
		Boys 	Girls 	Total 	Boys 	Girls 	Total 		
	Senor three	94	112	206	87	104	191	92.71	
	Senior 6 LFK	40	36	76	35	30	65	85.52	
	Senior 6 MEG	29	50	79	28	47	75	94.93	
2020-2021	Senior three	104	120	224	97	114	199	85.71	
	Senior 6 LFK	40	25	65	38	20	58	89.23	
	Senior 6 MEG	32	46	78	30	40	70	89.74	
Source: Field survey, 2022
Based on Ordinary Level National Examination and Advanced Level National Examination prepared by Rwanda Examination Board (REB) later on replaced by National Examination and School Inspection Authority (NESA) pass rate criteria, the passing rates were set at a total score of more than 41 scores while failure was rated at any total score less than 40 scores which are usually graded E. Based on the results displayed on the Table 4.7, it was observed that the secondary school students’ academic performance were high. In average the trends in students’ academic performance ranged from 85.50% to 94% in 2019 academic year. For the academic year 2020-2021, the performance ranged from 85.5% to 90.10%. Although the statistics in Table 4.6 do not indicate the difference in students’ performance based on parental academic performance, they suggest that students’ performance was high. Therefore, it was obvious to assert that parental support contributed a lot on their students’ academic performance in their final national examinations. These findings indicated the following observations; school academic performances were much better for the 2019 academic year compared to those in the 2020-2021 academic year. The students’ academic performance was higher in senior three and MEG than in LFK. 
4.3.3. Impact of parental support rendered to their children on academic achievement
The researcher investigated how parental involvement in school influenced students’ academic performance and hence their difference, although their academic performance was not statistically measured. One of the explanations was that some parents provided direct and indirect academic assistance to their children both at home and at schools, the results are displayed in the table below. 
Table: 8. The impact of support given by parents(N=18)
Research items	Frequency 	Percentage 	
Direct academic support on students increase in academic achievement (pass rates) especially in their (Terminal and Final) examinations	15	83.33	
 Parents’ involvement in promotion of students’ school attendance and finally increases achievement of skills and knowledge	17	94.44	
 Parental follow-ups of their children school achievement and discussion with teachers on issues related students school matters, particularly students disciplinary issues and learning resources availability etc.	16	88.89	
Parents provide infrastructural support in the form of financial contributions for the construction of classrooms, school fence, laboratories and dormitories, etc.
	15	83.33	
Source: Primary data, 2022
The data displayed on Table 4.8 indicated that the majority of the respondents had a view that parental involvement in academic matters of their children contributed and promoted to the academic achievement in different ways. 83.33% referred to the students’ academic achievement they contributed to the forms of students’ pass rates in terminal and final examinations results. 94.44% suggested that they rendered parental follow up for positive results on students’ academic achievement. The researcher asked the participants to indicate the types of direct academic support that the parents provided to their children and how they benefited from the support. The majority of students who received direct support in the form of academic assistance on their homework assignment, showed better academic achievement than those who received other assistance the form of provision of other learning resources such as textbooks and uniforms as one of the students remarked;
“The academic assistance that I always received from my parents and my elder siblings has had positive consequences on my academic achievement. My parents usually assisted me in attempting my homework assignments particularly Mathematics and English subject assignments every weekends. My scores on both assignments and terminal examinations have been on increase. I thank my parents for their support in my academic achievements” (student from senior three).
The quotation above connotes that the students who received academic assistance benefited much more than not. In addition, not all assistance was valuable in the same manner. It is therefore important to choose the useful support to our children if we want them to achieve academically higher in schools.
4.4. DISCUSSION OF THE FINDINGS 
These research findings concur with what Desforges and Abouchaar, (2003) suggested. They indicated that there were varied forms of parental involvement such as good parenting in the home, including the provision of a secure and stable environment, intellectual stimulation, parent-child discussion, good models of constructive social and educational values and high aspirations relating to personal fulfilment and good citizenship; contact with schools to share information; participation in school events; participation in the work of the school; and participation in school governance. However, the effectiveness of each forms of parental involvement differed significantly.
Various studies indicated support our study findings by suggesting that parental involvement directly affects their children’s math achievement, Sanders & Sheldon, (2009); Yan & Lin, (2005). Students whose parents are involved in their education are more likely to perform better in Maths and achieve more than other students. Thus, parental involvement contributes significantly to achievement of secondary school students in Maths. In addition, these students are more likely to continue further in mathematics, Sheldon, (2009); Sirvani, (2007). According to Yan and Lin, (2005) the higher the expectations of parents on their children’s mathematics achievement the more the children achieve. In addition, there appears to be a large body of evidence that suggests the home environment not only affects students’ achievement, but also their abilities and attitudes towards Math, thus partnership and cooperation between homes and schools are important.
Some studies provide contradictory results to my study findings. A study by Sanders and Sheldon, (2009) provided evidence that parental involvement does affect children’s science achievement, and particularly those children that are at risk in the subject. It was found that students whose parents make time to talk with them about science, who have confidence in their children’s ability in science, and who have higher expectations, are inclined to be more interested in the subject. Thus, by engaging in science activities at home and by taking their children to visit museums and libraries they help their children to develop a positive attitude towards the subject.
In accordance with statistics by the Department of Education (2004) homework was an important factor in their children’s education. According to statistics by the Department of Education (2004) in the United States, 90% of parents make sure their children have a place to do their homework. In addition, 85% of them inspect whether their children have finished their homework or not. The findings also concur with Van Voorhis, (2003), that parents generally agree on the importance of homework. It was important therefore to monitor children’s homework, for students’ improvement in their academic achievement.

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.0. INTRODUCTION
This chapter presents the summary of the study, conclusions and recommendations based on the study findings. The purpose of the study was to find out the influence of parental involvement on students’ academic performance in secondary schools. 
5.1. CONCLUSIONS 
Firstly, although schools used several modalities through which parents’ were involved in supporting primary school children academic development, the parental involvement in school committees’ pre-dominantly yielded positive influence. The parental participation in school committees as decision making bodies was mentioned by the most people on matters related to school academic achievement. 
However, the parental involvement in academic matters of their children contributed and promoted to their academic achievement. In addition, the frequent parental visits to school have contributed to the teachers on academic matters concerning their children academic well fare than other mechanisms used. Secondly, the pupils’ academic achievement differed between those who received parental supports from those who did not receive academic assistance. Parents did not have a tendency to buy textbooks for their children to facilitate their personal private study. The parents in supplying educational resources for their children open up the cage of restricting children from private study while at home because some schools do not allow students to borrow such resources for their private usage. 
Thirdly, the difference in academic performance between primary school pupils who received parental support from pupils who completely did not receive it was clear. The pupils’ academic performances were higher in those schools whose pupils receive academic assistance from the parents than schools without such support.
5.2. RECOMMENDATIONS
In the light of the study findings, conclusion and the limitations of the study, the following recommendations were made for administrative action and for further research. 
5.2.1. For school leaders 
It was recommended that useful modalities, through which parents’ can be involved in supporting secondary school children academic development, should be adopted.
5.2.2.  For parents and guardians
The parents should make frequent visits to school in order to discuss with teachers on matters concerning children academic achievement. 
The parents should participate in school committees’ bodies which are closely concerned with children academic well fare than other school development projects. 
The parents should take up their responsibility to buy resources such as textbooks for their children to facilitate their personal private study. The provision of educational resources for their children open up the cage of restricting children from private study while at home because some schools do not allow pupils to borrow such resources for their private usage.
5.3 RECOMMENDATIONS FOR FURTHER RESEARCH 
Taking into account the limitations of this study, further research studies are recommended in the following areas.
  The current study investigated the modality of parental involvement in educational processes and its effect on primary school pupils’ academic performance in Rusizi district. It is recommended to conduct a study that would cover both primary and secondary school level in order to provide a broader understanding of the problem. It is advisable to include wider geographical area in which two or more districts could be mapped. 

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APPENDICES

APPENDIX I: INTERVIEW GUIDE FOR HEADS OF SECONDARY SCHOOLS
We, CYIZA Felix and NGENDAHAYO Simon, undergraduate students at Kibogora Polytechnic are conducting Research project titled the influence of parental involvement on students’ academic achievements in secondary schools in Rusizi district a case study of Gihundwe sector as a partial fulfilment    of the award of bachelor’s degree in Education honors with Mathematics and Physics. We would like to assure you that your responses will be handled confidentially and for academic purposes only. Do not write your name Put a tick where you find convenience to support your opinion on the matter or question.
I.	What are the school activities that the parents are involved in to ensure their full support of their children academic achievement?
II.	How does the parental involvement contribute to improve their children academic achievement?
III.	Is there any difference in academic performance between pupils from families whose parents actively involved and families completely not involved?
IV.	Is there any effect for parent not involving actively in their children’s school academic activities?
V.	What is your comment on secondary school students’ academic performance in relation to parental involvement?

APPENDIX II: QUESTIONNAIRE FOR THE PARENTS/SCHOOL COMMITTEE CHAIRPERSONS
We, CYIZA Felix and NGENDAHAYO Simon, undergraduate students at Kibogora Polytechnic are conducting Research project titled the influence of parental involvement on students’ academic achievements in secondary schools in Rusizi district a case study of Gihundwe sector as a partial fulfilment    of the award of bachelor’s degree in Education honors with Mathematics and Physics. We would like to assure you that your responses will be handled confidentially and for academic purposes only. Do not write your name Put a tick where you find convenience to support your opinion on the matter or question.
i.	What are the school management activities that the parents are usually involved in?
ii.	How does the parental involvement in school management activities influence their children academic achievement?
iii.	What are the school curricular activities that the parents are involved in both at school and at homes?
iv.	How does the parental involvement in the school curricular activities influence their children academic achievements?
v.	In your opinions, is there any difference in academic performance between students from families whose parents actively involved and families completely not involved? 
vi.	In your opinion why some parents are not actively involved in their children’s academic performance? 
vii.	What can be done to improve parental involvement in their children’s academic achievements

APPENDIX III: QUESTIONNAIRE FOR SECONDARY SCHOOL TEACHERS
We, CYIZA Felix and NGENDAHAYO Simon, undergraduate students at Kibogora Polytechnic are conducting Research project titled the influence of parental involvement on students’ academic achievements in secondary schools in Rusizi district a case study of Gihundwe sector as a partial fulfilment    of the award of bachelor’s degree in Education honors with Mathematics and Physics. We would like to assure you that your responses will be handled confidentially and for academic purposes only. Do not write your name Put a tick where you find convenience to support your opinion on the matter or question.
1.
Research items	agree	disagree	Not sure	
Teachers and parents establish close relations in support of children academic welfare				
Parents provide their children with academic support while at home and at school				
The parents involve themselves actively in availing educational materials to their children				
Children from families where they receive family academic support perform better than those from families that do not				
the parents make regular inspections of their children academic exercise books shortly after school hours				
The parents make regular follow ups on account of their children school attendance				
The parents make regular visits to school to meet and discuss with teachers on account of their children academic welfare				

2. Are there any school management activities that the parents are involved in to ensure their full support of their children academic welfare? Yes                 No                   Not sure
If your response is YES, mention the management activities
 -------------------- ---------------------------------------------------------------------------------------------
3. How does parental involvement in school curricular activities help to ensure support of their children academic welfare?
 ---------------------------------------- --------------------------------------------------------------------------------------------- 
4. Are there any academic activities that the parents are involved in to ensure their full support of their children academic welfare? Yes                      No                           Not sure
 If your response is YES mention the academic activities that the parents are involved in
………………………………………………………………………………………………………………………………………………………………………………………………………………
6. Explain how does parental involvement in the academic activities of their children help to improve their children academic welfare? 
……………………………………………………………………………………………………………………………………………………………………………………………………………… 
7. What can be done to improve parental involvement in their children’s academic welfare?
 ---------------------------------------------------------------------- ----------------------------------------….………………………………………………………………………………………………………………………………………………………………………………………………………………
8. In your opinion why some parents are not actively involved in their children’s academic performance? 
..………………………………………………………………………………………………………………………………………………………………………………………………………….

APPENDIX IV: QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS
We, CYIZA Felix and NGENDAHAYO Simon, undergraduate students at Kibogora Polytechnic are conducting Research project titled the influence of parental involvement on students’ academic achievements in secondary schools in Rusizi district a case study of Gihundwe sector as a partial fulfilment    of the award of bachelor’s degree in Education honors with Mathematics and Physics. We would like to assure you that your responses will be handled confidentially and for academic purposes only. Do not write your name Put a tick where you find convenience to support your opinion on the matter or question.
Research items	Agree	Disagree	Not sure	
Teachers and parents work closely in support of children academic achievements.				
Parents provide their children with academic support both at home and in school.				
The parents involve themselves actively in availing educational materials to their children.				
Your parents make regular inspections of your academic exercise books shortly after school hours.				
Your parents make regular follow ups on account of your school attendance.				
Your parents make regular visits to school to meet and discuss with teachers on account of your academic achievement.				

2. Do your parents or guardians provide support to your academic work while at home? 
Yes                         No                        Not sure 
 3. How many times a week your parents come to visit school or teachers on account of your academic achievement?           
Once a week                 twice a week                    more than twice            Not at all 
4. How many times a week, does your parents make inspection of your academic books? 
Once a week                    every day                 twice a week                       Not all 
5. How many times does your parent pay visits to school in order to meet and discuss with teachers on account of your academic achievement?
Once a week                    twice a week                   every day                     Not all

APPENDIX V: DOCUMENTARY REVIEW     
Name of the school:………………………………………….
Students’ pass rate in National examinations(2019, 2020-2021	Category of responses	
	Number of those who sat for exams	Those who passed exams	percentage	
Grade 1				
Grade 2				
Grade 3				
Grade 4				
Grade 5				
Complete failure