School Support, Parental Involvement, and Academic Achievement of Children with special Educational Needs in Primary Schools in Tororo District-Uganda.
| dc.contributor.author | Justine, Nabwire | |
| dc.date.accessioned | 2026-05-26T17:40:24Z | |
| dc.date.available | 2026-05-26T17:40:24Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | This study investigated the influence of school support and parental involvement on academic achievement of learners with special educational needs in primary schools in Tororo District in Uganda. The study objectives included (a) to examine the influence of school support on the academic achievement, (b) to assess how parental involvement influences the academic achievement, (c) to explore the challenges associated with parental involvement, and (d) to determine the strategies for effectively mitigating the challenges. Triangulation approach was employed to blend quantitative and qualitative methods using sequential explanatory mixed methods research design. Quantitative data were collected from a stratified random sample of 146 out of 392 parents of learners with special educational needs while qualitative data were collected from a purposive sample of five parents and four teachers in key informant interviews, and 26 teachers in focus group discussions. Research instruments included standardized closed-ended questionnaires, interview guides, and focus group discussion guides. Quantitative data were analyzed at univariate levels using descriptive statistics and at bi-variate level using correlation and regression analyses. Qualitative data were transcribed, coded, and analyzed using thematic content analysis. The results showed a statistically significant regression of academic achievement on school support (ß = 0.475, t = 4.085, p = .000), and statistically significant regression of academic achievement on parental involvement (ß = 0.585, t = 6.322, p = .000). The study concluded that high school support and high parental involvement lead to high academic achievement. The study recommended that schools and educators should prioritize parental involvement and school support to enhance academic achievement, while policymakers should develop and implement policies that promote inclusive education, parental involvement, and school support for SEN children. | |
| dc.identifier.citation | Justine, N. (2024). School support, parental involvement, and academic achievement of children with special educational needs in primary schools in Tororo District-Uganda. [Masters, Thesis]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/4005 | |
| dc.language.iso | en_US | |
| dc.publisher | Busitema University | |
| dc.title | School Support, Parental Involvement, and Academic Achievement of Children with special Educational Needs in Primary Schools in Tororo District-Uganda. | |
| dc.type | Thesis |