Parental Involvement on Pupils’ Retention in Universal Primary Education Schools in Mucwini Sub-county, Kitgum District
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Date
2026
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Gulu University
Abstract
This study examined the influence of parental involvement on pupils’ retention in Universal Primary Education (UPE) schools in Mucwini Sub-county, Kitgum District. The study was guided by three objectives: to establish the forms of parental involvement, to determine the level of pupils’ retention, and to examine the relationship between parental involvement and pupils’ retention. The study was anchored on Tinto’s Student Retention Model and complemented by Epstein’s Model of Parental Involvement. A convergent parallel mixed methods design was adopted, in which quantitative and qualitative data were collected concurrently, analysed separately and merged during interpretation. A sample of 400 respondents was determined using Yamane’s formula. Five UPE schools were selected purposively; parents/guardians, teachers and pupils were selected through stratified and simple random sampling, head teachers through census, while SMC members and education officers were selected purposively. Data were collected using a structured questionnaire and a semi-structured interview guide, whose content validity (CVI = 0.93) and reliability (Cronbach’s α = 0.874) were confirmed before use. Quantitative data were analysed using descriptive statistics, Pearson correlation and multiple regression, while qualitative data were analysed thematically. Regarding objective one, provision of scholastic materials (Mean = 3.84) and school-based involvement (Mean = 3.74) were the most practised forms of parental involvement, while home-based involvement was the least practised (Mean = 3.38). Regarding objective two, completion was high (Mean = 4.06), but regular attendance was moderate and absenteeism remained a challenge in some schools. Regarding objective three, parental involvement had a moderate, positive and significant relationship with pupils’ retention (r = 0.471, p < 0.01), and the null hypothesis was rejected. The four forms of parental involvement explained 20.6% of the variation in pupils’ retention (Adjusted R² = 0.206), which rose to 57.1% (Adjusted R² = 0.571) when socio-economic status, government policy and school environment were added, with school environment being the strongest predictor (β = 0.501, p < 0.001). The study concluded that parental involvement significantly improves pupils’ retention, especially where the school environment and household conditions are supportive. It recommended strengthening home school partnerships, improving implementation of UPE policy, improving school environments and supporting vulnerable households so that learners remain in school until completion.