Parental Support, Communication and Supervision of Home Work as Predictors of Academic Achievement among Standard Seven Pupils in Nairobi City County, Kenya
Muyakui, Wachiya Indimul
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This study aimed at establishing whether parental factors namely support, communication and supervision of homework relates to children’s academic achievement. The study has five objectives: to establish the reltioship between parental support and children’s academic achievement; to find out how parental communication relates to academic achievement; to determine the relationship between parental supervision of homework and their children’s academic achievement; to establish a predictive equation of parental support, parental communication, supervision of homework and academic achievement and to test for existence of gender differences in parental support, communication and supervision of homework relative to the academic achievement of their children. Bronfenbrenner’s theory of ecological systems formed the basis of this study. The targeted population was 1645 standard seven pupils studying in the public primary schools located within Kasarani Sub-County in Nairobi City County. The study’s sample was 313 students. The study area, schools and participants to be involved were arrived at using purposive, proportionate and random sampling methods respectively. Pupils’ academic achievement was derived from the examination results. Validity and reliability of the research tools was confirmed through piloting process whose findings showed consistency to this study’s findings. Statistical Package for Social Sciences (SPSS, Version 21) was employed in analyzing data.Summary of data was done using descriptive statistics and results presented in tables. Three statistical tests namely, Pearson product moment correlation, multiple regression and t-test for independent samples were used to test the hypotheses. This study found that parental support correlated positively and significantly to academic achievement (r (283) = .40, p < .01), Parental communication was also found to relate positively and significantly to academic achievement( r (283) =.55, p<.01). It was found that parental supervision of homework and academic achievement had positive and significant correlation (r (283) =.36, p < .01). This study found that there are no significant gender differences in parental support (t (283) =.-0.49, p = .62), parental communication ( t (283) = 1.94, p = .054), and parental supervision of homework (t (283) = -0.39, p = .69). Finally, the results established that parental support, communication and supervision of homework significantly predicted academic achievement. The key conclusion was that parental support, communication and supervision of homework are positive and significant correlates as well as significant predictors of academic achievement. The recommendations of this study were that policies should be formulated to enhance parental involvement and educational measures should be taken to enhance academic achievement of the girls. Further research should be conducted in other counties on parental attributes not covered in this study using mixed methods research design.