The Relationship between Parental Involvement and Pupils’ Academic Performance in Public Primary Schools in Mbogwe District Council, Tanzania

This study investigated the relationship between parental involvement and pupils’ academic performance in public primary schools in Mbogwe District Council, Tanzania. The study was guided by the positivist paradigm, and a quantitative research approach was employed to enable objective measurement and statistical analysis of the relationship between variables. A descriptive research design was adopted to describe the existing relationship between parental involvement and pupils’ academic performance without manipulating variables. The study involved 91 pupils selected through probability sampling techniques using Yamane’s formula. Data were collected using structured questionnaires. Quantitative data were analysed using inferential statistics, particularly Pearson Correlation Analysis, with the aid of SPSS version 27. Findings revealed that parental involvement practices such as helping pupils with homework, provision of learning materials, and follow-up on academic progress, emotional support, and a supportive home environment were positively and significantly related to pupils’ academic performance. Among these factors, supportive home environment and emotional support showed the strongest influence on pupils’ academic achievement. The ANOVA results further confirmed that parental involvement significantly predicts pupils’ academic performance. The study concludes that active parental involvement enhances pupils’ motivation, discipline, learning commitment, and overall academic outcomes in primary schools.