Parents’ participation in the boy-childs’ education: A case of class three children in Nyeri County, Kenya
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Date
2016-09
Authors
Maina, Anne Wanjiru
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Reviewed literature indicates that parents, as the first teachers of their children,
influence performance in children’s education especially when fathers are positively
involved. Parents are the significant others from whom children learn through
observation, imitation and role modeling. Studies done in Kenya focused on parental
responses in relation to education without considering that fathers’ and mothers’
roles are different and that their influence on children’s development differs. This
study, therefore, sought to establish the role of individual parents in the boy-child’s
education and the influence of such role in the boy-child’s academic performance in
class three. Objectives of the study included: finding out the extent to which parents
participate in the boy-child’s education and the effects of their participation on their
academic performance, to investigate whether parents are aware of their roles and
influence in the boy-child academic performance, to determine the factors that affect
parent’s participation in the boy-child’s education activities and lastly to find out
whether there was any significant relationship between the level of parental gender
participation and academic performance of the boy-child. The study was quided by
two theories: Grolnick’s (2002, 2009) theory of parental involvement and Epstein’s
model for parental involvement in education (2002). The study might be of
importance to educationists and policy makers. They can use the results to formulate
strategies of involving both parents in participating in boy’s education activities that
influence academic performance. The study locale was Nyeri County. The study
population included: the boy-child in class three their two parents and class three
teachers. Stratified, purposive and simple random sampling techniques were used to
select 220 boys, 440 parents and 16 class three teachers from 13 public primary
schools. Validity of the research instruments was ensured through expert evaluation
and judgment on content for validation, tools covered all the study variables and
answering respondents’ questions to ensure internal validity. Coefficient of validity
index was used to compute the ratings from experts in the department. Reliability
was ensured using Cohan Kappa inter rater reliability testing. Questionnaires,
interview schedules and document analysis were utilized to collect data. Qualitative
data collected through interviews were categorized according to themes and
discussed qualitatively. Statistical Package for Social Sciences (SPSS) was utilized
to summarize and organize quantitative data for analysis. Quantitative data was
analyzed using the Chi-square test and presented using frequency tables and charts
which formed the basis for discussions. Chi-square test and odds ratio were used to
establish the predictors in the boy-child academic performance. Descriptive research
design was used for the study. Findings from the study revealed that parental
participation but at a very low level to influence above average academic
performance. Other findings revealed that fathers participated more in financial
activities while mothers were active in all educational activities including financial
activities. Though mothers were more active, Fathers’ influence was a major
predictor in the boys’ academic performance. Three factors were cited as hindrances
to effective parental participation in the boy-child’s performance in the area of
study: income, occupation and lack of parents’ awareness of their roles in academic
performance other than paying school fees. The study recommended that parents
should be sensitized on their roles in education of the boy-child and be encouraged
to assist their children in achieving high academic standards. The schools should
also have policies that systematically involve parents in academic activities
Description
A research thesis submitted in fulfilment of the requirement for the award of Degree of Doctor of Philosophy (Early Childhood Studies) in the School of Education, Kenyatta University. September 2016