- Title
- Parental involvement in homework of rural combined schools in the King William's Town Education District
- Creator
- Mbembeni, Malixole Ivan
- Subject
- Education -- Parent participation -- South Africa
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- Education
- Identifier
- http://hdl.handle.net/10353/9940
- Identifier
- vital:35152
- Description
- While parental involvement in homework is significant, few parents are able to assist in rural communities. The purpose of this study was to investigate the way parents and/or caregivers in rural communities are involved in the homework of their children. The main question was to find how parents in rural communities get involved in homework. The study adopted an interpretive paradigm, a qualitative approach, and a case study design to guide data collection and interpretation. Data was collected in two public combined schools in the King William’s Town District of the Eastern Cape Department of Education (ECDoE). One-on-one semi-structured interviews were used to collect data from parents, educators and principals whilst focus group interviews were used with learners. Documents were collected for background context of the schools. Documents collected include the school journals, learner portfolios, staff establishment, and school timetable. Schools were chosen purposefully because of their rural context and convenience to the researcher. Purposive sampling was also used in the selection of participants. To enhance the trustworthiness of the study, data sources were triangulated, participants were allowed to use their own language, data was mechanically recorded and transcribed and verbatim quotes were used in analysing data. The study found that all participants in both schools supported the need for parents to be involved in homework. Educators, largely, had a pessimistic view about parents; they felt that the parents do not meet their expectations in terms of assisting learners with homework. The study found that although parents see the need for their involvement in homework, in reality they are not always involved. Those parents who are able to assist with homework use a variety of strategies like assisting with the actual homework, referring their children to those who can assist, monitoring and supervising, assisting financially, and organising infrastructure. The study also found that there are several challenges facing parents in rural communities that hinder them from assisting optimally. These include negative attitude towards homework, lack of subject knowledge, irresponsibility, lack of finances and material resources, community commitments, not having enough time, family responsibilities, lack of commitment by learners, and homework overload. These challenges suggest that many parents in rural communities may not be able to provide the necessary leadership for modelling purposes to learners. This can be attributed to several exogenous and exogenous factors that have an impact on homework completion by learners. This study, in addition, found that participants have a good sense of what can be done to improve parental involvement in homework. These include the revival of Adult Basic Education (ABET), the need for integrated efforts by Non-Governmental Organizations (NGOS), government departments, schools, and community organizations to improve infrastructure in rural communities, have awareness campaigns on the significance of parental involvement, provision of access to Information Communication Technology (ICT), establishment of homework support groups and quiz clubs, provision of incentives for parental assistance, and reduction of child labour.
- Format
- 149 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Dissertation 12 April 2018.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |