The Impact of Parental Involvement on the Academic Performance of Early Childhood (ECD) Learners in Zimbabwe’s Rural Schools

The research study examined the level of parental participation and its impact on the academic achievement of ECD learners. The qualitative research approach and the case study research design were utilized to gather data from one research site, the school head, teacher in charge (TIC) and two parents whose children were ECD learners. Purposive sampling was done to come up with the four participants. Semi-structured interviews and document analysis were the research instruments that were used to collect data. The results from the study provide schools with knowledge on how to serve parents and in addition to close the gap in communication links between home and school. The results indicated that there was a relationship between parents’ participation in their children’s education and their academic performance. ECD learners who got parental support exhibited high academic performance whereas those who lacked parental support had low performance. Schools must encourage parental involvement in the education of their children through varied activities such as communicating between the home and school, learning at home, volunteering and participation in decision making.