This study integrates Epstein’s framework to analyse the impact of different forms of parental involvement on the educational attainment of primary school children in Mogadishu, Somalia. The research focused on three components: Parental Involvement and Communication (PIC), Parental Learning at Home (PLH), and Parental Decision-Making and Community Engagement (PDM). A descriptive survey design was employed, involving 180 respondents comprising parents, teachers, and school principals selected from public and private primary schools in Mogadishu. Data were analysed using SmartPLS 4.0 and SPSS 26.0, applying Structural Equation Modelling (SEM) to examine predictive relationships among the study variables. The results showed that PIC and PLH significantly enhanced student achievement, whereas PDM did not. The findings highlight the importance of fostering home-based learning support and strengthening communication between parents and schools. It is recommended that the Ministry of Education, school leaders, and community organisations collaborate to design practical frameworks that deepen active parental involvement in primary education.
Warsame et al. (Thu,) studied this question.
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