Influence of parents’ socio-economic challenges on the education of pupils in Nsuaem community, Ghana

Rita Holm Adzovie; Kyeremeh Tawiah Dabone; Dora Adebassah; Daniel Edem Adzovie

doi:10.51867/AQSSR.2.2.26

Auteurs-es

Rita Holm Adzovie University of Cape Coast, Ghana Auteur-e https://orcid.org/0000-0001-7827-777X
Kyeremeh Tawiah Dabone University of Cape Coast, Ghana Auteur-e https://orcid.org/0000-0002-0295-1905
Dora Adebassah Rainbow Montessori International School, TD 1155 Nsuaem Tarkwa, Ghana Auteur-e
Daniel Edem Adzovie University of Cape Coast, Ghana Auteur-e https://orcid.org/0000-0001-5553-5705

DOI :

https://doi.org/10.51867/AQSSR.2.2.26

Mots-clés :

Education, Ghana, Parental Involvement, Socio-Economic Status

Résumé

This study examined the impact of socio-economic obstacles encountered by parents on the education of basic school students in the Nsuaem Community of Ghana's Western Region. The research utilised a concurrent triangulation mixed methods design, including a sample of 173 students, 15 teachers, and 20 parents, yielding a total sample size of 208. This was derived from a population of 315 via a stratified sampling method. This research was guided by Bronfenbrenner’s Ecological Systems theory, which asserts that human development is shaped by multiple interrelated environmental systems that interact dynamically. Data were gathered with a questionnaire and an interview guide. Ethical approval was secured from the Review Board of the College of Education Studies at the University of Cape Coast. Quantitative data were examined using statistical methods, and qualitative data were assessed by thematic analysis. The results indicated that the occupation, social standing, and educational attainment of parents substantially influence their children’s schooling and enhanced their academic performance. In addition, parental occupation was identified as a factor that increases students’ engagement. The socioeconomic position of parents significantly influenced outcomes, as individuals from higher social classes typically prioritised education and allocated greater resources to their children's learning. Based on the findings, it was recommended that educational authorities organize regular seminars and parent-teacher conferences to promote parental engagement in their children's education. It was again suggested that local educational authorities and non-governmental organizations explore implementing financial assistance programmes for economically disadvantaged households.

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