Most public schools in Kenya post poor results amid claims that parents are not supportive of their children’s educational activities at school. While research has shown that parental involvement in primary schools is a significant contributor to the mental capacity, social and cognitive behaviour of students, public primary schools in Ainabkoi sub-county are yet to achieve. This paper draws our attention to a study that was conducted in the sub-county to investigate the relationship between parental involvement in pupils’ educational activities at school and their academic performance in public primary schools. This study was guided by Type 3 Epstein’s model of the six types of parent involvement as developed by Joyce Epstein. The study adopted ex-post facto research design and considered a target population of 2404 Class 8 pupils and 61 class teachers from which 331 Class eight pupils and 61 teachers were drawn using stratified random sampling and census approach, respectively. Questionnaire and interview schedule were used for data collection which was later analyzed using descriptive and inferential statistics. Descriptive statistics were analyzed in the form of percentages and means. Chi-square was used to test the hypotheses of the study. The found out that there was a positive and significant relationship between parental participation in educational activities at school(X<sup>2</sup>=22.619; p=0.001) and pupils’ academic performance in Ainakboi Sub County. Qualitative data were analyzed using a thematic framework. The study concluded that parental involvement in educational activities in school was positively related to academic performance. The study recommended that the government should sensitize parents on involvement in their children’s school activities through policy development to improve their academic performance.
This paper is an outcome of a study that was conducted to find out the extent to which communication between parents and teachers influence pupils' academic performance in public primary schools in Ainabkoi Sub County, Kenya. Communication as portrayed in this paper can take the form of conferences/ meeting, telephoning writing notes, and face to face dialogue between parents and teachers. Founded on the theory of six types of parental involvement by Joyce Epstein's, the study adopted ex-post facto research design. A target population of 2404 Class 8 pupils and 61 class teachers was considered from which 331 class eight pupils were selected using stratified simple random sampling technique. Census approach was employed for the class teachers. Questionnaire and interview schedule were used to collect data. Quantitative data was then analyzed using descriptive and inferential statistics in form of percentages, means and chi-square while qualitative data was analyzed using thematic framework. There was a positive and significant relationship between parent-teacher communication (X 2 =10.087; p=0.039) and academic performance. Parent-teacher communication is therefore a positive predictor of pupils' academic performance in primary schools. Such communication should be enhanced to make better the academic performance of pupils in the final examinations.
<p>Poor performance in Kenya Certificate of Primary Education Examinations has often been attributed to a lack of parental participation in children’s academics. The claim that parents are not supportive of their children, especially at home, therefore holds water as researchers have established that parent involvement with their children's homework could have an influence on their academic performance. This paper draws our attention to a study conducted to investigate the influence of parental involvement in school work on pupils’ academic performance in public primary schools in Ainabkoi Sub County, Kenya. Joyce Epstein’s framework of six types of parent involvement guided the study adopting the ex-post facto research design. Targeting 2404 Class 8 pupils and 61 class teachers in Ainabkoi Sub County, the authors drew a sample of 331 class eight pupils through stratified simple random sampling while census approach was employed to involve all the class teachers in the selected schools. The modes of data collection used were questionnaire and interview schedule whose validity was ensured through pilot study and reliability by test-retest technique. Quantitative data was then analyzed using descriptive and inferential statistics in the form of percentages, means and chi-square, to test the study hypothesis. It was found out that parental participation in educational activities at home (X<sup>2</sup>=8.196; p=0.017) had a positive and significant influence on academic performance in public primary schools. Qualitative data was presented thematically. The study recommends that parents should provide their children with the required learning materials, such as supplementary reading complements to improve their academic performance.</p>
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