INFLUENCE OF PARENTAL ENGAGEMENT ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAKURU EAST SUB COUNTY, NAKURU COUNTY- KENYA
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Date
2024-09
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study investigated the influence of parental engagement on learner performance in public primary schools in Nakuru East sub-county, Nakuru County, Kenya, specifically within the competency-based curriculum (CBC). The study sought to answer the following research questions: How do parents in the Nakuru East sub-county monitor their children's progress in public primary schools in Nakuru East sub-county, Nakuru county? Which learning resources
do parents provide their children in public primary schools in Nakuru East sub-county, Nakuru county? How do parents assist their children with school assignments in public primary schools in Nakuru East sub-county, Nakuru county? What communication methods do parents use to interact with public schools in the Nakuru East sub-county, Nakuru County? The study employed Joyce Epstein’s Overlapping Spheres of Influence theory. The study used a
convergent mixed-methods approach, combining quantitative and qualitative research methodologies. The quantitative aspect employed a cross-sectional survey design, while the qualitative adopted a phenomenological approach. The target population included all 41 public primary schools, 41 head teachers, 350 teachers of grade six, and 1,900 parents of grade six totalling 2,191 individuals in the study area. Stratified sampling was used to sample 9 public
primary schools from the existing three zones, three schools being sampled from each zone. Purposive sampling was employed to sample 9 headteachers, stratified and random sampling was used to sample 72 teachers and stratified and random sampling was used to sample 190 parents. The sample size totalled to 269 participants. Data collection was done through the use of questionnaires for teachers, questionnaires for parents, and interview guides for head
teachers. The reliability of the questionnaires was assessed using Cronbach's alpha, which demonstrated a high reliability with a Cronbach Alpha coefficient of 0.839. The reliability of the interview guides was ensured through member checking and triangulation. Quantitative data was analysed using descriptive statistics and presented in frequencies, percentages, and tables using SPSS (version 26) software. Qualitative data was organized into narrative reports,
and responses from interview guides were recorded and compiled. The data was organized into themes and patterns using content analysis, it was then interpreted according to the research questions. The study's findings revealed that while parental engagement is generally perceived as moderate by teachers, parents, and headteachers, there were significant disparities, particularly among parents from lower economic backgrounds. These disparities included
direct support practices such as communication with other parents being less common, less provision of digital tools and supplementary materials, signing assignment books, or hiring tutors was not practiced. The study concluded that parental engagement is a critical factor in enhancing learner performance, with direct engagement in progress monitoring, resource provision, assistance with assignments, and effective communication playing significant roles.
However, the effectiveness of this engagement is influenced by contextual factors such as socioeconomic status and educational background. The study recommended for interventions by the National and County governments and the Ministry of Education to provide educational workshops for parents, financial assistance programs, and initiatives to improve digital literacy and resource provision. Throughout the research process, strict adherence to ethical standards
and considerations was maintained.
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Thesis
Keywords
Parent–teacher collaboration, Socioeconomic factors, Learner motivation, Academic achievement, Education policy, Family background, School-community relationship