Parental Involvement in Pre-Primary Children’s Education: An Implication on Their Performance in Kabare Education Zone, Kirinyaga County, Kenya
Loading...
Date
2017
Authors
Mututa, Fredrick Gicobi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
A Research Project Submitted In Partial Fulfillment for the Award of the Degree of Master of Education, (Early Childhood Studies) in the School of Education, Kenyatta University. December, 2017