THE ROLE OF PARENTAL INVOLVEMENT ON EARLY CHILDHOOD ACADEMIC ACHIEVEMENT: THE CASE OF KINDERGARTEN IN MEKELLE, TIGRAY ETHIOPI

Abstract

This study investigates the role of parental involvement in children's academic performance in early childhood education. Conducted in Mekelle city, Ethiopia, with its diverse socio-economic context, the research focuses on Romanat Kindergarten. Utilizing a quantitative research approach and a descriptive design, data were collected from 141 kindergarten students and analyzed using a linear regression model. The model included fifteen independent variables and one continuous dependent variable representing academic performance. Findings reveal that higher parental education, especially of fathers, a supportive parent-child relationship, and effective parent-school communication significantly enhance children's academic performance. These results underscore the importance of strong partnerships between home and school environments. The study acknowledges limitations such as the small sample size and reliance on quantitative data, suggesting future research should incorporate larger samples and qualitative methods. Recommendations include educational programs for parents, initiatives to strengthen parent-child relationships, enhanced parent-school communication, and policies to support parental involvement in early childhood education.