Parental Involvement and Students’ Academic Performance in Public Day Secondary Schools in Bumula Sub-County, Kenya

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International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186

Parental Involvement and Students’ Academic Performance in Public Day Secondary Schools in Bumula Sub-County, Kenya

Sarah Likoko, Jane Barasa, Ismael Mabunde
Department of Educational Planning and Management, Kibabii University, Kenya

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Abstract— This study investigated the influence of parental involvement on student’s academic performance. Simple random sampling was used to select 352 form four students from a sample of 13 public day secondary schools in Bumula sub-County. The data was analyzed using percentages, weighted averages, means and one way ANOVA. The study established that parental involvement play a significant role in influencing the academic performance of the students in public day secondary schools.

Keywords— Academic, Parental, Involvement, Performance, Students

INTRODUCTION

Children whose parents are better qualified than children who have less interest in parents ‘ education have higher rates of academic success. The effect of parent engagement on the progress of universities was not only among academics but also among politicians who integrate attempts to improve parent interest in larger educational policy initiatives. However, research has not clearly indicated at what level and stage of a learner where parental involvement is crucial. This study addresses the gap by focusing on parental involvement on student academics at public day secondary schools.
Nadenge (2015) investigated the impacts of family socioeconomic background on student educational performance in certain high schools in Nairobi using descriptive design. A sample of 125 respondents was selected for the study and questionnaires and interviews were done. It emerged that there exists significant positive correlation between parental involvements in their student’s academic performance. However, generalizability of the Nadenge (2015) findings could be done with a lot of caution since the social environment in Nairobi County is different from rural set ups. The current study sought to fill these glaring gap.
Lv (2016), in a similar study, conducted research on the connection between academic accomplishment in China and the positive and negative emotional health of children from primary schools and the moderating impact of parent/school interaction There were 419 students from elementary schools with their parents. The positive and negative effect of elementary students, their academic achievements in medium and final exams of the current semester and the level of contact between parents and schools were evaluated. This dynamic was greatly moderated by parent-school contact. Such results indicate that parental involvement with schools has an effect on Chinese learners’ academic achievements and subjective welfare. Since, Lv (2016) focused on schools in China where education system is more advanced compared to developing countries including Kenya, generalization of findings was to be done with a lot of caution. This gap will be addressed by this study.
The impact on the academic performance of mixed-day high schoolers in Kuresoi in Kenya was also investigated by Koskei (2014). The research used former style. Random sampling technique was applied