Parental Involvement and Learning Outcomes of Early Grade Students under Competence Based Curriculum in Tanzania
DOI:
https://doi.org/10.30971/jecce.v10i1.3240Keywords:
Parental involvement, Early primary education, Learning outcomes, and Competence-Based Curriculum.Abstract
The role of parental involvement in facilitating early learning under Competence-Based Curriculum (CBC) is important especially in the situations where schools are challenged by the scarcity of resources and capacity. This research paper has looked at how parents facilitate learning among early primary learners (Grades 1-3) in the public primary in the Tanga Municipality, Tanzania. Convergent mixed-methods design was used, which comprised quantitative data of 100 pupils and qualitative data of 10 parents. Child friendly questionnaires were used to gather quantitative data, whereas qualitative data was gathered by semi structured interviews with parents. Data analysis was performed by descriptive statistics and the thematic analysis and the integration happened during the interpretation phase. The results have indicated that there are five key types of parental involvement including provision of learning resources, monitoring of learning progress, promotion of self study, offering transport support, and providing sufficient rest. Although the research does not draw up causal links with academic performance, it proves that parents have a multifaceted supportive role in increasing the learning engagement of pupils under the CBC. The paper ends with a conclusion that focuses on the need to reinforce the school-parent partnership as a way of facilitating successful CBC implementation in early primary school.
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