Abstract

The study examined parents’ involvement (PI) and students’ academic performance (SAP) in Ryakasinga Centre for Higher Education (RCHE) - Sheema district - Uganda. The objectives were to examine the effect of parenting, learning at home, and volunteering on students’ academic performance in RCHE. The study was underpinned by Systems theory. The sample size was 117 with 43 teachers and 74 Form 4 students selected using simple random sampling giving a sample size of 117. The response rate was thus 93.6%. Data were collected using a questionnaire and analyzed using SPSS. The findings revealed positive significant relationships between parenting (r=0.576**), learning at home (r=0.378**), and volunteering (r=0.519**). Regression analysis indicated significant prediction effects of parenting (t = 5.363, p< .05), learning at home (t = 3.11, p = 0.003), and volunteering (r=0.519**) on academic performance. The study concluded that communication was a major reason for success in SAP and that a good learning environment positively influences SAP. Recommendations for policy and practice are provided. 

Key words: Parents’ involvement, students’ academic performance, systems theory.