Title: The Role Of Parental Involvement In A Digital Age Education In Private Schools Of Rwanda. A Case Study Of Green Hills Academy, Kigali City
Authors: John Ndamage
Volume: 9
Issue: 2
Pages: 109-112
Publication Date: 2025/02/28
Abstract:
This study examines the role of parental involvement and digital literacy on students' academic performance in private schools in Rwanda, with a focus on a digital learning environment. Using a descriptive analytical approach, data were collected from 116 respondents, including parents and teachers, through questionnaires and interviews and analyzed using SPSS Version 27. The findings reveal that 53% of respondents strongly agree that parental involvement positively impacts students' motivation and engagement, while 46% agree with this sentiment. However, only 21% of parents regularly monitor academic progress through digital platforms, and just 24% actively assist with assignments and projects. Furthermore, parental digital literacy remains a challenge, with only 17% strongly agreeing that parents are proficient in using school-provided digital tools, while 50% strongly disagree. Additionally, 42% of respondents strongly agree that parents with higher digital literacy are more likely to monitor their children's academic progress. The study highlights significant gaps in digital literacy and access to tools, emphasizing the need for targeted training and resources to enable parents to better support their children. These findings contribute to the discourse on integrating parental engagement in digital education strategies to enhance academic success in Rwanda's private schools.