Children’s learning difficulties and parental involvement: A case of two schools in the Kavango West region
| dc.contributor.advisor | Hengari, J. U. | |
| dc.contributor.author | Shangano, Laina | |
| dc.date.accessioned | 2026-06-23T16:13:45Z | |
| dc.date.available | 2026-06-23T16:13:45Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education) | |
| dc.description.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/4262 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Parental involvement | |
| dc.subject | Epstein’s model | |
| dc.subject | Learning difficulties | |
| dc.subject | Communication | |
| dc.subject | Teacher-learner-parent partnership | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Children’s learning difficulties and parental involvement: A case of two schools in the Kavango West region | |
| dc.type | Thesis |