Parents' capabilities in supporting academic performance of learners with learning difficulties: Case study of Nyagatare G.S. Rwisirabo

Abstract

Parents' capabilities play a crucial role in shaping the academic performance of learners, especially those with learning difficulties. This study aimed to assess the impact of Parents’ Capabilities in Supporting academic performance of learners with learning difficulties at G.S. Rwisirabo in Nyagatare District, Rwanda. The objectives of the study were to examine the effects of parents' educational background, socioeconomic status, involvement in their children's education, and access to support services on the academic performance of learners with learning difficulties. The study employed a descriptive research design and involved a sample of 92 respondents, including 40 learners with learning difficulties, 40 parents, 10 teachers, and 2 administrators from G.S. Rwisirabo . Data were collected using questionnaires for learners and interviews for parents, teachers, and administrators. Descriptive statistics, such as frequencies, percentages, means, and standard deviations, were used to analyze the data. The findings revealed that parents' educational background had a significant impact on the academic performance of learners with learning difficulties. Learners whose parents had higher levels of education tended to perform better academically compared to those whose parents had lower levels of education. Socioeconomic status also played a crucial role, with learners from higher socioeconomic backgrounds generally outperforming their peers from lower socioeconomic backgrounds. Furthermore, the study found that parental involvement in their children's education was positively associated with academic performance. Learners whose parents actively participated in school activities, communicated with teachers, and provided support at home demonstrated better academic outcomes. However, the study also identified challenges related to limited access to support services for learners with learning difficulties and their families. Based on the findings, the study recommends implementing targeted interventions to enhance parents' capabilities, such as providing educational support programs and resources for parents with lower levels of education. Strengthening the collaboration between schools and parents is also crucial to foster parental vii involvement and create a supportive learning environment for learners with learning difficulties. Additionally, improving access to support services, including specialized educational resources and counseling, can further enhance the academic performance of these learners. This study contributes to the understanding of the role of parents' capabilities in shaping the academic performance of learners with learning difficulties in the context of Rwanda. The findings provide valuable insights for educators, policymakers, and stakeholders to develop effective strategies and interventions to support these learners and their families, ultimately promoting inclusive education and equal opportunities for all