Influence of Parents’ Demographic Characteristics on their Involvement in Lower Primary School Children’s Learning of Mathematics in Kwale County, Kenya

Abstract

Research has linked level of parents’ involvement in their children’s learning activities particularly homework to improvement in children’s learning outcomes. This relationship is more pronounced for children in early childhood education phase. However, empirical data that demonstrates parents’ involvement in their children’s learning Mathematics in particular, a subject which though important continues to register poor achievement is scarce. Yet even with records demonstrating that parental level of involvement in their children schooling is low, the contributing factors to this fact have not been clearly established. This study therefore attempted to make its contribution in the ongoing debate especially for emerging economies such as Kenya by assessing the influence of parents’ demographic factors on their involvement in lower primary children’s learning mathematics. Specifically, the study focused on public primary schools in Kwale County, Kenya an area that has consistently reported poor achievement by learners in Mathematics. The aim of the study was to determine the degree of parental involvement in supporting their children's learning mathematics in lower primary school, to determine the impact of parents' demographic factors on their involvement in their children's learning mathematics in lower primary school, and to discover the challenges that parents face in their involvement in their children's learning mathematics in lower primary school. The research used a descriptive survey design. A stratified random sampling approach resulted to 381 respondents constituting of 356 parents of class three students, 17 mathematics teachers, and 8 primary school principals in Kwale County. A pilot study with 68 respondents was conducted prior to the start of the actual study to pre-test the research instrument. Questionnaires for sampled parents and mathematics teachers, as well as interview guides for head teachers, were used to collect data. Data obtained was analysed both qualitatively and quantitatively. Qualitative data was analysed thematically while for quantitative data, descriptive statistics was used with the aid of Statistical Package for Social Sciences (SPSS) version 23 computer software. Chi square analysis and Contingency Coefficient measure of association was used to assess the influence of parents’ demographic factors on their involvement in their lower primary school children learning mathematics. Findings confirmed low level of parents’ involvement in their children’s learning. Parents’ level of education, their marital status and family monthly income were found to have a significant influence on their involvement in their children’s learning. Lack of time, failure to understand the role that parents should play, The key factors leading to parents' low level of involvement in their children's mathematics learning were found to be a lack of expertise, a lack of invitation to participate, and feelings of incompetence. As a result, it is suggested that concerted attempts be made to increase parental participation.