The Effect of Parental Involvement in the Education of Children with Dyslexia in the Wum Municipality Cameroon
DOI:
https://doi.org/10.58425/ijpce.v1i1.99Keywords:
Parental involvement, education, children, dyslexiaAbstract
Aim: The goals of this study were to determine the effects of home facilities on children's education with dyslexia, as well as to investigate the extent to which the scope and contents of geography influence students' attitudes toward volunteerism in children with dyslexia.
Methods: The study used a descriptive survey research design and four research questions to guide the literature review. A 40-item close ended questionnaire was used to collect data from a sample of 20 children and parents from three primary schools in the Wum municipality using the simple random sampling technique.
Results: According to the findings, 74.5% of parents strongly agreed and agreed that home facilities have a positive effect on children with dyslexia and 25.5% of disagreed. About 70.5% of parents strongly agreed and agreed that parents’ volunteerism influence the education of children with dyslexia and 29.5% of parents disagreed parental volunteerism has no influence on the education of children with dyslexia. About 54.5% of parents strongly agreed that their decision making have an impact on the education of children with dyslexia and 45.5% strongly disagreed and disagree saying that decision making have no impact on the education of children. A total of 60.5% of children strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 39.5% of disagreed to the established items under this research question. About 74% of children strongly agreed and agreed that parents’ volunteerism influence the education of children with dyslexia as can be seen above and 26% of children disagreed parental volunteerism has no influence on the education of children with dyslexia. A total of 61% of pupils strongly agreed that decision making have effects on the education of children with dyslexia and also 31% of pupils strongly disagreed that decision making does not have effects on the education of children with dyslexia.
Conclusion: Thus, from the average percentage score on this research question it clear that respondents overwhelmingly accepted the fact that teachers’ skills has a positive influence on their academic performance.
Recommendations: The study recommended that schools develop and maintain allies between schools and communities for better children's performances with dyslexia. Schools should devise models of supervising and ensuring parental involvement in school activities and schooling for their children. The study also recommends schools to develop monitoring and evaluation measures to access performance, progress, outcome, and impact of engagement strategies.
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