Investigation into the barriers of parental engagement in low-income communities into the academic affairs of the pupils in eastern division, Busia municipality
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Date
2026
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Busitema University
Abstract
Parental engagement is essential for improving pupils’ academic performance, yet in low-income communities, various barriers significantly limit parents’ involvement in their children’s
education. This study investigated the barriers to parental engagement in the academic affairs of primary school pupils in low-income communities in the Eastern Division of Busia Municipality, Uganda. The study was guided by three objectives: (1) to identify and categorize the main barriers to parental engagement; (2) to assess the extent to which these barriers influence pupils’ academic affairs (attendance, homework completion, and classroom performance); and (3) to explore strategies and interventions to overcome these barriers and enhance engagement. A descriptive cross-sectional research design was employed, utilizing structured questionnaires to collect data from 70 respondents: 25 parents/guardians, 15 teachers, and 30 pupils (P4–P7) from selected government-aided primary schools. The overall response rate was 100%. Data were analyzed using descriptive statistics (frequencies and percentages) on a 4-point Likert scale, with qualitative open-ended responses thematically summarized. The findings revealed that the primary barriers were financial difficulties (76.7%–93.3% agreement), time poverty due to work commitments (76.6%–86.7%), and low parental literacy/education level (64.0%–86.7%). These barriers strongly and negatively affected pupils’ academic affairs, with high agreement on increased absenteeism (73.3%–93.3%), incomplete homework (76.7%–93.3%), and reduced concentration/classroom performance (76.6%–93.3%). Respondents strongly supported interventions including parent training programs (80.0%–93.3%), flexible school meeting schedules (83.3%–93.4%), community sensitization on parental roles (84.0%–93.3%), and provision of free scholastic materials and meals (84.0%–86.7%). The study concludes that socioeconomic and structural barriers in Busia’s low-income border communities severely hinder parental engagement, resulting in poor academic outcomes for pupils. Targeted, context-specific interventions—particularly flexible scheduling, parent capacity-building, and resource support—are urgently needed to strengthen family-school partnerships and improve educational equity under Uganda’s Universal Primary Education (UPE) framework. Recommendations include policy-level subsidies, school-based flexible programs, community awareness campaigns, and adult literacy initiatives. Further research should explore longitudinal impacts of these interventions and gender- disaggregated effects in similar border settings.
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Mukisa, Z. (2026). Investigation into the barriers of parental engagement in low-income communities into the academic affairs of the pupils in Eastern Division, Busia Municipality [Research Report, Undergraduate]. Busitema University.