Thesis Title : Parental Engagement and Students’ Academic Performance,

Bungoma County

Student’s Name : Wanyonyi Wanjala

Supervisors :      1. Dr. Demtilla Wanjala

2. Dr. Tecla Kirwa

ABSTRACT

The study sought to determine the influence of Parental engagement on Students’ Academic Performance in Public Day Secondary schools. Specifically, the study intended to examine the extent to which home based parental engagement influences students’ academic performance in public day secondary schools in Bungoma County; to determine the extent to which school based parental engagement influences Students’ academic performance ; and to determine the influence of school-community partnerships on students’ academic Performance. The study was guided by the Theory of Parental Involvement, as espoused by Hoover Dempsey and Joyce Epstein. A cross sectional survey and a phenomenological study were carried out in Bungoma South sub-county, Bungoma county, Kenya. Both primary and secondary data were collected. Primary data was collected using questionnaires, interview schedules and Focus Group Discussions while secondary data was collected using document analysis guide. The target population comprised of 4557 students, 120 form four class teachers, 120 form four parent representatives and 15 principals; from which a sample of 368 students, 15 form four class teachers, 15 form four parent representatives and 5 principals was drawn. Purposive, proportionate and simple random sampling techniques were used to obtain the sample size. Research tools were checked for validity through consultation with course supervisors. The reliability coefficient for variables measuring home-based parental engagement, school-based parental engagement, school-community partnership and academic performance was 0.950, 0.953, 0.872 and 0.910 respectively. Piloting was done in three schools in the neighboring Bungoma Central Sub-County because it had similar educational characteristics as Bungoma South Sub-county. SPSS version 23 was used to analyze quantitative data. Both descriptive statistics (means, frequencies, percentages,) and inferential statistics (correlation and multiple regression) were used to analyze data. Qualitative data was analyzed thematically and reported directly. The study results revealed that parental engagement is positively associated with academic performance in public day secondary schools. However, despite existence of strong relationship between independent and dependent study variables, the study found that parental engagement in students learning activities was weak particularly in activities such as monitoring homework, supporting motivation programs and prompt payment of school levies. As such, students’ academic performance was low. The study concluded that if parents, teachers and community partners worked in support of education, students would succeed in their academic endeavours. The study further concluded that, compared to other types of parental engagement, parental support of children’s learning process within the home environment had the greatest influence on students’ academic performance in a combined relationship. The study recommended promotion of awareness among parents and community members on the need to support students learning activities both at home and school. Similarly, school administration is required to formulate policies to strengthen and entrench parental engagement and community-school collaboration in education.