An evaluation of early childhood education parental workshops in enhancing home-based learning in Dawakin Tofa Local Government Area, Kano State
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Background of the Study
Parental involvement is increasingly recognized as a critical factor in supporting children’s early learning and development. In Dawakin Tofa Local Government Area, Kano State, parental workshops have emerged as a promising initiative designed to equip parents with the skills and knowledge necessary to reinforce home-based learning. These workshops aim to bridge the gap between formal education and the home environment, fostering a collaborative approach to children’s development. Recent studies (Lawal, 2023; Musa, 2024) suggest that when parents are actively engaged in their child’s education, there is a marked improvement in academic performance and cognitive development. Such workshops cover various topics including effective teaching techniques, learning activities that can be done at home, and strategies to create a supportive learning atmosphere outside the classroom.
The educational landscape in Dawakin Tofa is characterized by challenges such as limited access to educational resources and varying levels of parental literacy. In response, the introduction of parental workshops represents a strategic effort to empower parents, thereby enhancing the overall educational outcomes of their children. These workshops serve as platforms for sharing best practices, disseminating research-based strategies, and providing hands-on training to improve home-based instructional practices. Furthermore, the initiative is aligned with global trends that emphasize the role of family involvement in early childhood education (Olatunde, 2025). The workshops are designed not only to improve academic outcomes but also to strengthen the emotional and social support systems that are vital for a child’s holistic development.
In addition, the program facilitates the exchange of ideas between educators and parents, creating a feedback loop that helps refine teaching methods and adapt them to the specific needs of children. However, despite the potential benefits, there remains a dearth of empirical evidence regarding the direct impact of these workshops on home-based learning outcomes in Dawakin Tofa. This study, therefore, aims to evaluate the effectiveness of parental workshops in enhancing home-based learning by investigating their influence on parental practices and the consequent academic performance of children (Umeh, 2023; Yakubu, 2024). Through a comprehensive analysis of workshop content, participant engagement, and subsequent learning outcomes, the research seeks to provide evidence-based recommendations for improving the design and implementation of parental engagement programs.
Statement of the Problem
While parental workshops are intended to empower caregivers to support home-based learning, their effectiveness in Dawakin Tofa remains uncertain. Many parents in this region face challenges such as low literacy levels, economic hardships, and limited exposure to modern educational practices. Consequently, even though workshops are organized, the translation of workshop content into practical home-based learning strategies appears inconsistent. Feedback from early childhood educators indicates that despite attendance at these sessions, there is minimal observable improvement in the home learning environments, leading to suboptimal educational outcomes for children (Bello, 2023). Furthermore, the lack of follow-up support and monitoring of parental application of workshop strategies compounds the problem, resulting in missed opportunities for reinforcing learning at home.
The problem is further exacerbated by the variability in workshop delivery—differences in content quality, facilitator expertise, and the extent of participant engagement contribute to an uneven impact. Many sessions suffer from inadequate funding and logistical challenges, which limit the ability to provide practical, hands-on training that parents can easily apply. As a result, the anticipated improvements in children’s academic performance and cognitive development are not consistently realized, raising concerns about the overall efficacy of the initiative. In addition, there is little systematic evaluation of these workshops to determine their long-term effects on home-based learning practices. Without a robust framework for assessing the outcomes, stakeholders are left with insufficient evidence to justify scaling up the program or implementing necessary improvements. This study aims to address these gaps by providing a detailed evaluation of the current parental workshops, identifying key barriers to effective implementation, and suggesting strategies for enhancing their impact on home-based learning (Chukwu, 2024; Danjuma, 2023).
Objectives of the Study
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To assess the effectiveness of parental workshops in enhancing home-based learning practices.
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To identify challenges that hinder the successful application of workshop strategies by parents.
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To recommend improvements to workshop design and implementation for better educational outcomes.
Research Questions
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What is the impact of parental workshops on home-based learning in Dawakin Tofa?
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How do parental attitudes and practices change following participation in these workshops?
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What factors influence the effective translation of workshop content into home learning activities?
Research Hypotheses
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Parental workshops significantly improve caregivers’ ability to support home-based learning.
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Increased parental engagement following workshops is positively correlated with children’s academic performance.
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Systematic follow-up after workshops enhances the long-term application of learned strategies.
Significance of the Study
This study is significant as it evaluates the role of parental workshops in promoting effective home-based learning in Dawakin Tofa, offering valuable insights for educators, policymakers, and community leaders. By identifying the strengths and shortcomings of current practices, the research provides evidence-based recommendations to enhance parental involvement. Improved home-based learning can lead to better academic outcomes and foster a supportive educational environment, ultimately contributing to the overall development of children. The findings will support efforts to refine and scale up parental engagement programs (Ibrahim, 2024).
Scope and Limitations of the Study
The study focuses exclusively on evaluating parental workshops in early childhood education centers within Dawakin Tofa Local Government Area. It does not cover other parental engagement initiatives or educational programs outside this locality. Limitations include reliance on self-reported data and potential variability in workshop delivery.
Definitions of Terms
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Parental Workshops: Structured training sessions designed to educate parents on supporting children’s learning at home.
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Home-Based Learning: Educational activities and support provided by parents or guardians in the home environment.
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Caregiver Engagement: The active involvement of parents or guardians in their child’s educational development.
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