Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

Abstract

The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.