Browsing by Author "OPIYO BENARD DIDACUS"

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    PARENTAL ENGAGEMENT IN THE DEVELOPMENT OF CRITICAL THINKING SKILLS IN GRADE SIX LEARNERS OF PUBLIC SCHOOLS IN BONDO SUB- COUNTY, SIAYA COUNTY, KENYA
    (THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) OPIYO BENARD DIDACUS
    The purpose of this study was to investigate the influence of parental engagement (PE) on the development of Critical thinking skills (CTs) among grade six learners in Public Primary schools in Bondo Sub-county, Siaya County, Kenya. The study was guided by five research questions; how does parenting style influence the development of critical thinking skills in grade six learners? What is the influence of parent-teacher collaboration on the development of CTs in grade six learners? How does parents’ support of learning at home influence the development of CTs in grade six learners? What challenges are facing parents in developing CTs in grade six learners? What can be done to mitigate the challenges facing parents in developing CTs in grade six learners? The study used convergent parallel mixed design where quantitative data was collected using correlational design and qualitative phenomenological design. The study was anchored on Joyce Epstein theory of overlapping spheres of influence. A total of 130 public schools, 130 Head teachers, 130 class teachers, 5978 learners and 5978 parents were the target population. Both probability and non-probability sampling techniques that is, simple random, clustered and purposive sampling, were used to get a sample size of 26 public schools, 26 class teachers, 6 Head teachers, 104 learners and 42 parents. Questionnaires were used to collect quantitative data from class teachers and class prefects, interview guide for Head Teachers and Focus group discussion for parents. Validity of questionnaires was determined by the use of content validity and Cronbach’s alpha calculated from pre-test data provided a value of 0.74 and it was accepted as indicating strong validity. Reliability of qualitative instruments was determined by member checking, triangulation and peer review. Data from the questionnaires were coded and analyzed using descriptive and inferential statistical analysis aided by statistical package for social sciences version 29. Multiple regressions were used to test the hypothesis. Qualitative data were thematically analyzed. The results showed that the development of critical thinking is positively impacted by authoritative parenting, good parent-teacher collaboration, and regular support of learning at home. PE is though limited by poor understanding of the concept of CTs, time limits, work pressure, low literacy and low income. Suggested solutions included; Parents induction in the concept of CTs, good parenting style and best practices of supporting learning at home. Parent-school communication to be improved and partnership with community organizations for access to sponsorship and learning facilities be encouraged. Further research be done on relationship between Problem-based learning and CTs as well as contextualized definition and pedagogies of CTs and its development among learners in Kenya.