Community Participation and Academic Performance in Selected Primary Schools in Nwoya District
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study in Nwoya District, Uganda, examined the relationship between community participation and academic performance in primary schools, guided by three objectives: assessing academic performance trends, examining the status of community participation in school activities, and determining the relationship between community participation and academic performance. A mixed-methods design was used, with data collected from 168 respondents through questionnaires and interviews. Quantitative trend analysis employed a linear regression model over time, where the coefficient of determination (R² = 0.54) for Division I–II indicates that 54% of variation in performance trends is explained by the time-based model fit, while R² = 0.90 for Division U–X reflects a stronger model fit for the downward performance trend; these values represent goodness-of-fit rather than the strength of increase or decrease. Spearman’s rank correlation showed a statistically significant positive relationship between community participation and academic performance from teachers’ perspectives (ρ = 0.462, p < 0.01) and parents’ contributions (ρ = 0.537, p < 0.01), with no confidence intervals computed. Qualitative findings reinforced these results by emphasising the importance of parental involvement, school-community collaboration, and shared responsibility in enhancing learner outcomes. The study concludes that community participation is positively associated with academic performance, though no causal inference is made, and recommends strengthening parent–teacher engagement, improving community awareness on education, enhancing school accountability systems, and promoting collaborative partnerships among stakeholders to support learning outcomes in primary schools.
Authors: Jenifer Aparo, Tom Henry Ogwang, Stephen Odama
Institutions: Muni University, Gulu University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7167253233