PARENTAL INVOLVEMENT AND THEIR INFLUENCE ON ACADEMIC ACHIEVEMENT IN KENYA CERTIFICATE OF PRIMARY EDUCATION: A CASE OF PUBLIC PRIMARY SCHOOLS IN SOY-TURBO SUB-COUNTIES, UASIN GISHU COUNTY

Abstract

Parental involvement in the education of their children is not a new concept to public schools. In fact, research has shown that parents play a key role in the academic achievement of their children. The changing occupational orientation of parents coupled with teachers misplaced roles has made parent involvement in the education of their children a complex issue. The purpose of this study was to determine the extent of parental involvement in shaping the academic work of their children. The objectives of the study were to; determine the extent of parental involvement in supervising their children’s work, determine the effect of Parents Association (PA) cooperation on pupils academic achievement, establish the factors that parents consider when selecting school for their children and establish the challenges that parents face when involving themselves in their children’s academic life. The study was guided by two theoretical frameworks, namely Joyce Epstein’s (1995) theory of overlapping sphere of influence and Social and Cultural Capital as postulated by Bourdieu (1977). The study employed survey research design. The research was carried out in Eldoret West Sub-County, Uasin Gishu County. The study targeted class eight learners, class teachers and PA representatives in 153 public primary schools. Schools were stratified into urban, peri-urban and rural and 30% from each strata random sampled to obtain the actual schools that formed part of the study. The sample of the study comprised 46 schools, 46 members of PA, 46 class teachers and 249 class eight learners. Piloting was conducted to enable ascertain validity and reliability of the instrument. The Content and face validity of the instruments were considered by engaging the expertise of the lecturers at the department. Reliability of the instruments was established by capturing data on SPSS data sheet and conducting reliability analysis. A Cronbach’s coefficient for the teachers’ and learners questionnaire attained were 0.68 and 0.71 respectively. The study used questionnaire and interview schedule to collect primary data, while secondary data was collected from pupils’ KCPE performance records. There was a limitation on the tool because some learners had given wrong information about there parents because of perceived repercussions. Data analysis was done using descriptive such as means, frequencies and percentages, and inferential statistics such as simple linear regresssion. Data was presented in form of frequency tables and charts. The study findings indicated that a relatively high proportion (40%) of parents are not involved in the education of their children. The cooperation of parents significantly affected the overall performance of the school, and 14.1% of the cooperation contributed to performance. In addition, influence from other parents (77.9%) was also a much reckoned factor by parents when selecting school for their children. The study recommended that MOE formulates a policy to ensure full participation of parents in decision making in schools and strengthening of PA as an important organ charged with many roles in the schools. The study results will open new insights that will help stakeholders.