Examining the Role of Parental Involvement in Enhancing Academic Outcomes in Junior Schools in Kibra Sub-County, Kenya

Abstract

Parental involvement is widely acknowledged as a critical determinant of learners’ academic achievement, yet its effectiveness in resource-constrained urban contexts remains underexplored. This study examined the influence of parental engagement on academic performance, attendance, and social-emotional development in junior secondary schools in Kibra sub-county, Nairobi. Guided by Epstein’s parental involvement framework, the study employed a convergent mixed-methods design. A stratified sample of 480 respondents, including learners, parents, teachers, and head teachers, participated through questionnaires and semi-structured interviews. Quantitative data were analysed using SPSS Version 28, and qualitative responses were thematically examined. The findings revealed that home-based support, regular communication with teachers, and active participation in school activities significantly improved learner outcomes. However, barriers such as financial hardship, limited parental education, and work-related time constraints reduced the consistency of parental involvement. The study recommends the adoption of flexible engagement programmes, use of digital communication tools, and parental capacity-building initiatives to strengthen home–school partnerships. These findings provide evidence-based insights for policymakers and educators seeking to enhance academic outcomes in disadvantaged communities.