The relationship between literacy levels and parental involvement in secondary schools in Libode District, Eastern Cape

Abstract

In this research, I endeavoured to ascertain how the literacy levels of parents relate to parental involvement in the education of their children in Libode district in the Eastern Cape province of South Africa. The methodology was qualitative and it included focus group and individual interviews. Specifically, there were four focus groups where each comprised of four parents. A total of thirteen individual interviews were conducted with eight learners and four Heads of Departments (HoD). The results indicated that the literacy level of parents can have a negative or positive impact in their children’s education. Recommendations were made and directions were given regarding the implementation of the programmes that would improve parents’ literacy and result in effective parental involvement, ensuring an improved learner performance. According literature, parental participation plays a role in the performance of children at school. Research shows that effective parental involvement programmes use personal contact, cultural sensitivity, accommodation and communication to reach parents and learners. The study revealed that parents with a higher level of literacy tend to participate in the school activities and support their children more than those parents with a low literacy level. The programmes that were put in place by the schools and other stakeholders improved the literacy levels of most parents that took part and enabled them to assist their children with homework. Parents’ level of literacy, according to the study,has an impact in the manner in which they get involved in their children’s education. Parents with low literacy levels seem to be willing to be involved in the education of their children but find it very difficult to do so. Parents with low literacy levels find it difficult to assist their children at home as they rely on siblings and neighbours for assistance. According to the study, parents only visit the school when they are invited. However, parents and schools seem to have a good relationship showing positive attitude towards their children’s education.Parents of low literacy levels attach a value to the education of their children even though they cannot assist them with homework. Recommendations were made and guidelines were given regarding the implementation of programmes that would improve the literacy in parents and result in effective parental involvement. Effective parental involvement would ensure an improved learner performance. Volunteer teachers should be used to assist schools in helping parents improve their literacy levels. Reluctant parents should be identified and provided with guidance and direction as to how they can be involved to assist their children. Teachers, through the schools, must make special efforts to keep regular contact with parents. Schools should be familiar with the learners’ backgrounds in order to respond effectively to any particular needs in assisting the learners and parents where necessary. Working parents should be accommodated in the school by holding school meetings during the weekends so that they can be in a better position to attend these meetings. Schools should ensure the maximization of parents’ participation in school activities.