PARENTAL INVOLVEMENT ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN WAJIR EAST SUB-COUNTY WAJIR COUNTY- KENYA

Abstract

This study investigated parental involvement on learners’ academic performance in public primary schools in Wajir East Sub-County Wajir Kenya. The objectives were to examine the influence of parental involvement in communication with teachers, participation in school decision-making, support with the completion of assignments at home, and volunteering in school activities on learners’ academic performance. The research was anchored on Epstein Theory of comprehensive school performance model. Concurrent mixed methods research design was used. The target population comprised 13 primary schools, 13 head teachers, 312 teachers, 256 learners, 13 parents, and one Sub-County Director of Education. The study employed simple random sampling to select 4 primary schools and purposive sampling to include the 4 head teachers of the selected schools. Census sampling was used to include all 65 teachers of the selected schools. Proportionate simple random sampling was applied to select 156 learners. Purposive sampling was applied to include 4 parent representatives and the Sub-County Director of Education. Questionnaires were used to collect data from teachers, in-depth interview guide for head teachers, parents and the sub county director. Focus group discussion guide was used for leaners. Quantitative data were analyzed using descriptive statistics which were processed using Statistical Package for Social Science Version 29 and presented using bar graphs, tables, and pie charts. Qualitative data were analyzed through thematic analysis and presented in the form of themes, narratives, and direct quotations. The findings of the study revealed that parental involvement significantly influences learners’ academic performance. Effective communication between parents and teachers through meetings, calls, and messaging enhances progress monitoring, motivation, and assessment scores. Parental participation in school decision-making was found to be minimal, limiting its potential to improve resource allocation, discipline, and learner outcomes. It was recommended that the Ministry of Education should enhance parental involvement in rural schools by promoting community awareness, mobile communication tools, flexible meetings, inclusive governance, and training programs to support homework and volunteering, fostering stronger school home partnerships and improving learner performance.