AN ASSESSMENT OF THE INFLUENCE OF SCHOOL BASED PARENTAL ENGAGEMENT ON STUDENTS’ ACADEMIC PERFORMANCE

Abstract

The paper examined the influence of parental engagement on the academic performance of students in public day Secondary schools. Specifically, the study intended to determine the extent to which school based parental engagement influences Students’ academic achievements in Bungoma County, Kenya. The study was guided by the Epstein Theory of Parental Involvement. The paper utilized cross sectional survey and a phenomenological design. Both primary and secondary data were collected. Primary data was collected using questionnaires, interview schedules and Discussion groups. Secondary data was collected using document analysis. The study targeted a student population of 4557 and 255 key respondents who included 120 form 4 class teachers, parent representatives and 15 principals. The study sample frame included 368 students, 15 class teachers, 15 r parent representatives and 5 principals. The paper utilized a multivariate sampling technique which included purposive, proportionate and simple random sampling. Validity was checked through consultation with experts. The reliability coefficient for variables measuring school-based parental engagement and student’s academic performance were 0.953 and 0.910 respectively. Pilot study was done in three schools in the Bungoma Central Sub-County which have similar characteristics. SPSS version 23 was used to analyze quantitative data. The study results revealed that parental involvement correlates highly with academic performance. The study concluded that if parents worked in support of their children education, their children academic endeavours would improve significantly. The paper recommends a need for parents to support students learning activities at school. Similarly school administration is required to formulate policies to strengthen and entrench parental engagement and community-school collaboration in education.