Authors :
Umuhoza Vanessa Gashumba; Dr. Musoni Wilson
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/4s69jehf
Scribd :
https://tinyurl.com/2ufbur49
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY626
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This paper explores the dynamics and effects
of the school and parent tracking system at École
Secondaire Islamique de Gisenyi. The study addresses the
problem of monitoring students' academic performance
and attendance by examining the extent to which parents
and the school utilize tracking mechanisms. Motivations,
benefits, and challenges associated with parental and
school tracking practices are explored, considering
factors like privacy concerns, parental involvement, and
student autonomy.
The research objectives focus on understanding how
the implementation of a tracking system can enhance
student success and the overall educational experience
through collaborative efforts between parents and the
school. By investigating the impact of parental tracking,
the study aims to strengthen the bond between parents
and the school, fostering a more supportive and engaged
learning environment. The methodology involves
qualitative data collection methods, including interviews
and observations, to provide a comprehensive
understanding of the dynamics and effects of the tracking
system. The expected results are based on the assumption
that the implementation of a tracking system at École
Secondaire Islamique de Gisenyi will positively impact
student progress, parental involvement, and overall
school dynamics. The study's findings aim to contribute
to the broader discourse on educational monitoring
practices, inform policy recommendations, and empower
stakeholders to make informed decisions regarding
student tracking in Rwandan secondary schools. In
conclusion, this research sheds light on the dynamics and
effects of the school and parent tracking system at École
Secondaire Islamique de Gisenyi. The anticipated positive
outcomes of implementing a robust and user-friendly
tracking system include enhancing student success and
fostering collaboration between parents and school staff.
Keywords: parental tracking, school tracking, data
collection, tracking practices.
References :
- Aleksieienko-Lemovska, L.V. (2019). The activity approach as a basis for preschool teachers’ methodological activities. Humanitarian Balkan Research, 3, 4(6), 10-14
- Brown, K. A., & Jackson, M. R. (2021). Ethical considerations in parental and school tracking: A comparative analysis. Educational Ethics and Policy, 15(2), 156-173.
- Chen, W., & Liu, M. (2016). School tracking practices and their impact on student motivation: A mixed-methods study. Educational Research Quarterly, 40(2), 123-140.
- Garcia, C. D., & Perez, J. R. (2018). The role of culture in parental tracking practices: A case study of École Secondaire Islamique de Gisenyi. International Journal of Educational Anthropology, 12(3), 256-274.
- Johnson, L. C., & Smith, A. B. (2018). Parental involvement and student tracking: A longitudinal study. Journal of Educational Psychology, 112(3), 345-362.
- Kim, S., & Park, H. (2022). Exploring alternative approaches to tracking in secondary education: A case study of mixed-ability classrooms. Teaching and Teacher Education, 52(2), 195-210
- Lee, H., & Kim, Y. (2019). Examining the effects of tracking on students' academic performance and well-being: A systematic review and meta-analysis. Educational Psychology Review, 37(1), 78-96.
- Martinez, S. M., & Rodriguez, J. M. (2017). Parent-school collaboration in tracking practices: Perspectives from low-income families. Journal of Family Studies, 25(4), 412-428.
- Martinez, A. B., & Gonzalez, M. R. (2019). Parental involvement in student tracking practices: A cross-cultural analysis. Journal of Cross-Cultural Psychology, 45(5), 512-530.
- Peterson, S. E., & Thompson, L. G. (2018). Collecting and Analyzing Data on Parental Involvement in School Tracking Systems: A Mixed-Methods Approach. Journal of Educational Research, 45(3), 267-282.
- Pliushch, V.M. (2018). Independent work of students as a factor of improving education quality. Balkan Scientific Review, 1, 69-71.
- Smith, J. K., & Williams, R. T. (2016). The impact of tracking on students' mental health and well-being: A longitudinal study. School Psychology Quarterly, 41(3), 256-272.
- Thompson, L. G., & Rodriguez, C. A. (2020). Differentiated instruction as an alternative to tracking: A case study of student outcomes in mixed-ability classrooms. Journal of Educational Diversity, 25(1), 89-105
- Wang, Q., & Li, X. (2015). Long-term effects of tracking on students' educational trajectories: A 7-year follow-up study. Journal of Educational Research, 102(4), 389-404.
- Wang, H., & Kim, J. (2021). Longitudinal effects of tracking on student achievement and educational outcomes: A 5-year follow-up study. Journal of Educational Effectiveness, 37(4), 345-362.
This paper explores the dynamics and effects
of the school and parent tracking system at École
Secondaire Islamique de Gisenyi. The study addresses the
problem of monitoring students' academic performance
and attendance by examining the extent to which parents
and the school utilize tracking mechanisms. Motivations,
benefits, and challenges associated with parental and
school tracking practices are explored, considering
factors like privacy concerns, parental involvement, and
student autonomy.
The research objectives focus on understanding how
the implementation of a tracking system can enhance
student success and the overall educational experience
through collaborative efforts between parents and the
school. By investigating the impact of parental tracking,
the study aims to strengthen the bond between parents
and the school, fostering a more supportive and engaged
learning environment. The methodology involves
qualitative data collection methods, including interviews
and observations, to provide a comprehensive
understanding of the dynamics and effects of the tracking
system. The expected results are based on the assumption
that the implementation of a tracking system at École
Secondaire Islamique de Gisenyi will positively impact
student progress, parental involvement, and overall
school dynamics. The study's findings aim to contribute
to the broader discourse on educational monitoring
practices, inform policy recommendations, and empower
stakeholders to make informed decisions regarding
student tracking in Rwandan secondary schools. In
conclusion, this research sheds light on the dynamics and
effects of the school and parent tracking system at École
Secondaire Islamique de Gisenyi. The anticipated positive
outcomes of implementing a robust and user-friendly
tracking system include enhancing student success and
fostering collaboration between parents and school staff.
Keywords: parental tracking, school tracking, data
collection, tracking practices.