Parental Involvement in Pre-Primary Children’s Education: An Implication on Their Performance in Kabare Education Zone, Kirinyaga County, Kenya

Abstract

Parental involvement refers to parents and family members’ use and investment of resources in their children’s schooling and hence no one is more influential than parents in sending signals to their children on the importance of good performance in various school activities through role modeling, assistance and involvement. This study sought to assess parental involvement in their children’s education in selected public and private primary schools in Kabare Zone, Kirinyaga County, Kenya. The study adopted Epstein’s six types of parent involvement that entails parent education, communication, and volunteering, home visit, decision making and collaborating with the community. The methodology of the study was descriptive survey design. The target population was preprimary teachers, children and their parents. A total of 410 respondents (300 children, 80 parents and 30 teachers) were selected. Qualitative data such as demographic information and parents’ involvement were coded, assigned tables to variables’ categories and fed into computer. The summarized data were analyzed using descriptive statistics with the help of Statistical Packages for Social Sciences (SPSS). Frequency tables, bar-graphs and pie charts were used to present the information. Qualitative data obtained from interview guides and existing records were organized into relevant themes and discussed based on research objectives. Inferences were then made from each theme, conclusions drawn, and recommendations made from the findings. Findings revealed that despite that more than half of parents always prepared time and space for their children at home, less than 40% would always assist their children in homework. Majority of the pupils reported that they parents did not always check their homework. The study concludes that there is a significant relationship between parental involvements on academic performance among children enrolled in ECDE centres. The study recommends parents should create time from their busy schedule to participate more in their children’s education activities if they expect improved academic performance. The study also recommended that therefore there is need for school managers and administrators to find ways of introducing programmes to ensure that fathers closely monitor and participate in; assisting their children with school work, buying children a present when they perform well, attending school meetings and discussing with teachers about their children‘s progress. There is need for the ministry of education to start programmes where workshops and seminars are held in schools to sensitize fathers on the important role they play in boosting their children‘s performance in school when they get involved in their children‘s education.