Children’s learning difficulties and parental involvement: A case of two schools in the Kavango West region
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Date
2025
Authors
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Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The study focused on learners with learning difficulties at two selected schools in
Namibia’s Ncuncuni circuit of the Kavango West region of Namibia. Epstein’s model
of parental involvement provided a general framework for understanding the factors
that inhibit parental involvement and the interrelationship between schools and home.
The study involved 20 senior primary teachers, 20 senior primary learners in the age
range of 10 to 17 years old and these learners are found to be in grade 4-7, and 20
parents from the two participating schools, which were chosen using a purposive
selection technique. The research employed a qualitative design and data was collected
through open ended questionnaires and one-on-one interviews.
The results show that children of less involved parents have reading difficulties, exhibit
poor discipline, lack desire, and handle their homework carelessly. Social-economic
status, low levels of literacy, inadequate school communication, child-headed
households, and teachers' attitudes towards parents of children with learning difficulties
were among the problems mentioned by the parents as limiting their involvement. The
study also discovered that learners, with learning difficulties had trouble reading, lacked
tailored instruction from teachers, and had low self-esteem and confidence. The study
recommends partnerships between teachers-learners, and parents/guardian to improve
communication and raise academic achievement for learners, who struggle with
learning.
The full engagement of parents of learners with learning difficulties in schools around
the world, but particularly in developing nations, has unfortunately been severely
hampered by a lack of parental education, and among other factors as previously
mentioned. For the sake of all learners, but especially those with learning difficulties,
this necessitates immediate corrective action
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Parental involvement, Epstein’s model, Learning difficulties, Communication, Teacher-learner-parent partnership, Namibia, University of Namibia