Parental Involvement in the Implementation of the Competency-Based Curriculum in Upper Primary Schools in Kakamega County, Kenya
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Date
2025-12
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Kenyatta University
Abstract
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.
Description
A Research Thesis Submitted in Fulfilment of the Requirements for the Award of the Degree of Master of Education in Curriculum Development in the School of Education and Lifelong Learning of Kenyatta University, December 2025.
Supervisor
1. Charity Limboro-Department of Educational Management, Policy and Curriculum Studies Kenyatta University
2. Wilfrida Itolondo-Department of Educational Management, Policy and Curriculum Studies Kenyatta University