Browsing by Author "Amagove, Brenda"

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    Parental Involvement in the Implementation of Competency-Based Curriculum
    (rsis international, 2024-09) Amagove, Brenda; Limboro, Charity; Itolondo, Wilfrida
    Numerous studies have been conducted on competency-based curriculum (CBC), but fewer have focused on parental involvement in its implementation. This study aimed to assess the roles of parents in CBC implementation, identifying barriers to effective involvement and proposing strategies for improvement. The research was guided by the following objectives: to examine parental provision of learning resources to children; to determine parental involvement in monitoring and guiding children to complete homework; and to ascertain whether parents provided a conducive atmosphere for learning to occur among children in primary schools in Kakamega county. A descriptive research design was employed in this study. The target population included 50 primary schools, 245 class teachers, 3190 grade six learners, and 245 parents in Kakamega County, Kenya. The sample size was 447, consisting of 8 primary schools, 49 class teachers, 341 grade six learners, and 49 parents. Respondents were sampled through simple random and stratified sampling procedures. The researcher created Likert scale questionnaires and interview schedules which were used for data collection. A pilot study was conducted in two schools. Content validity was used to determine the instruments' validity, while reliability was determined using Pearson product-moment correlation. Data were analyzed both qualitatively and quantitatively according to the research objectives. Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, were examined thematically as per the study's objectives. The study's findings revealed that parental involvement in the CBC implementation in Kakamega County was significantly influenced by various factors. It was found that while some parents provided adequate learning resources and created conducive learning environments, others faced barriers such as limited financial resources and lack of awareness regarding their roles. Additionally, the study showed that parental guidance and monitoring of homework completion was consistent, with parents actively engaging in children’s studies. The conclusion drawn from the study indicated that for effective CBC implementation, there needed to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommended the development of targeted sensitization programs to educate parents about their critical roles, the establishment of community support systems to address financial barriers, and regular workshops to equip parents with skills necessary for supporting their children's education. These strategies were deemed essential to enhance parental engagement and ensure the successful implementation of the CBC in primary schools.
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    Parental Involvement in the Implementation of the Competency-Based Curriculum in Upper Primary Schools in Kakamega County, Kenya
    (Kenyatta University, 2025-12) Amagove, Brenda
    Successful implementation of the Competency-Based Curriculum (CBC) in Kenyan upper primary schools has encountered several challenges, primarily due to insufficient parental involvement. This is particularly evident in Kakamega County, where many parents lack a clear understanding of the CBC framework, limiting their capacity to support their children’s academic and social development. This lack of involvement hinders the full realization of the CBC’s objectives. The study explored the extent and nature of parental involvement in CBC implementation in upper primary schools, specifically focusing on: (1) assessing the extent to which parents provide learning resources to children, (2) determining parental involvement in monitoring and guiding children to complete homework, and (3) evaluating whether parents provide a conducive learning environment at home. Guided by Epstein’s parental involvement model, a descriptive research design was employed. The target population included 50 primary schools, 245 class teachers, 3,190 grade six learners, and 245 parents each representing a stream. A sample of 447 respondents was selected through simple random and stratified sampling, consisting of 8 schools, 49 teachers, 341 pupils, and 49 parents. Data was collected using structured questionnaires and interview schedules. A pilot study was conducted in two schools. Content validity was ensured through expert reviews by educational management and curriculum specialists from the university. The reliability of the instruments was established through a test-retest method yielding Pearson correlation coefficients of 0.85 and 0.88 for pupil and parent questionnaires, demonstrating strong reliability. Both qualitative and quantitative data was collected according to the research objectives, Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, was examined thematically as per the study's objectives. Findings revealed that many parents provided essential learning materials such as books and stationery, though involvement in home tutoring was less common. Parental monitoring and guidance of homework were generally consistent, with variation due to factors such as limited time and lack of curriculum knowledge. Most parents made efforts to create conducive learning environments at home, including dedicated study areas, although challenges such as financial constraints and limited space were common. These findings suggest that socioeconomic and awareness-related barriers influence parental involvement in CBC implementation. The conclusion drawn from the study indicated that for effective CBC implementation, there need to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommends that the Ministry of Education and Kakamega County education officials implement targeted sensitization programs to increase parental awareness and understanding of their roles in CBC. Schools should provide workshops to equip parents with skills for effective homework supervision and fostering conducive learning environments. Additionally, community and government support is needed to assist families facing economic challenges in providing adequate learning resources. This study offers practical insights for educators, policymakers, and parents to strengthen parental engagement, thereby supporting effective CBC implementation and improving educational outcomes in upper primary schools in Kenya.