Effect of Parental Discussion on Child Performance: A Structural Equation Approach

Abstract

The present research sought to determine relevant parent’s activities that constitute parental discussion at home on child education and also to investigate the impact of parental discussion at home on child performances at school. A mixed design strategy was adapted for the study. Primary data was collected using semi-structured interview and a questionnaire from parents of 880 selected basic school pupils across five regions in Ghana. Sampling of respondents in this study employed the use of multi-stage sampling techniques involving, a purposeful sampling of Five (5) Regions, followed by simple random selection of 10 pupils per each grade starting from Grade 1 to 6 in each of three randomly selected schools in each Region. Performance was measured using average scores in Mathematics and English grammar. Data obtained during survey was coded and entered into a SPSS statistical software. Parental discussion construct was measured using six items adopted from the KIPI instrument. The Cronchbach’s measure of reliability estimated for the Parental discussion construct was 0.856. A Confirmatory factor analysis technique followed by a path analysis was conducted to determine the effect of the parental discussion construct on the performance of children at school. Results from SEM analysis reveal the model of the study was confirmed as the data showed equivalence to model modifications Χ²/ DF < 3.00, GFI >.90, AGFI >.90, NFI > .90, TLI > .90, CFI > .90, RMSEA < 0.07. It was found that parental discussion had a positive and significant effect on the performance of children at school. The study also established five major aspects of parent discussions which parents need to actively engage in for the realization of improved performance.

Keywords: Parental Discussion, Basic School, Structural Equation Model