The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Longbridge Publishing Company Limited
Abstract
This study explored the role of parental involvements in children’s acquisition of Kiswahili pre-reading
skills in Tanzania. Specifically, it compared rural public high performing schools and low performing
schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data
were collected through questionnaire-based-interview, semi-structured interview, focus group discussion,
and tests administration methods. An independent sample t-test and thematic analyses were employed.
Results indicated that there was no statistically significant difference in involvements between parents
from high performing schools (M= 33.39, SD = 9.79), and those from low performing schools (M= 31.74,
SD = 9.93); t (152) = 1.040, p >.05 in learning activities. This implies that parental involvements in
learning activities were less associated with children’s acquisition of Kiswahili pre-reading skills. Findings
from interviews and FGDs revealed that parental involvements were hindered by lack of parents’
knowledge about pre-primary education, limited parental support, and effects of home learning
environment. To maximize children’s pre-reading skills, the study recommends that parents should be
informed about their involvement in learning activities
Description
Full text article. Also available at https://ger.mercy.edu/index.php/ger/article/view/606
Keywords
Parental involvement, Reading skills, Reading acquisition, Kiswahili, Early childhood education, Kiswahili pre reading skills, Early language learning
Citation
Edward, G., Ndijuye, L. G., & Shukia, R. (2022). The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania. Global Education Review, 9 (3), 19-37.