Challenges Preventing Parents from Effectively Involving Themselves in the Implementation of CBC in Rwanda’s Lower Primary (Grades 1-3)

Abstract

The purpose of this study is to investigate the challenges that prevent parents from effective involvement in CBC implementation in lower primary grades. This study was founded on  J. E. a. Epstein Theory of parental involvement which tackles parental involvement in six facets.   This study adopted descriptive research design where qualitative and quantitative data were collected and analysed. We collected data from 3 schools of Karongi District where 45 parents having children in the three schools; 45 lower primary grade learners; 9 lower primary grade teachers; 3 head teachers and 1 district education official were selected as a sample. This sample was calculated from the total population of 1053 Parents, 1065 children, 31 teachers and 3 head teachers using the Systematic Random Sampling technique. To collect the Primary data, the questionnaires were administered to parents and learners while teachers, head teachers and a district education official were interviewed. The secondary data were collected from existing literature in relation to the current study. The collected data was analyzed qualitatively and quantitatively using descriptive statistics and thematic analysis. The results were organized in an Excel spreadsheet to be analyzed by SPSS package version 28.0. In this context, descriptive statistics have been applied where means, percentages, and frequencies were calculated.  Findings revealed that the main factor that prevents parents from effective involvement in CBC implementation is a lack of knowledge of CBC and awareness about where and how to give their hands in supporting their children. This calls for the Ministry of Education not only to train teachers in CBC but also parents as they are key partners in implementing CBC.