MEM Theses and Dissertations (2022)
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Browsing MEM Theses and Dissertations (2022) by Subject "Parental involvement"
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- ItemInfluence of parental involvement on student’s academic achievement in public mixed day secondary schools in Yatta Sub-County, Machakos County(Strathmore University, 2022) David, Dominic MuthamiResearch shows that parental involvement in schools is closely linked to better student behavior, higher academic achievement and enhanced social skills. The influence of parental involvement on student’s academic achievement can be investigated through various forms. However, the forms of involvement that have the strongest effect on the student's academic achievement are not clear. Based on varying forms of parental involvement, different scholars have drawn different findings and conclusions with some concluding that there exists no relationship between parental involvement and academic achievement. This study sought to advance the investigation of the influence of parental involvement in academic achievement in mixed-day secondary schools in Yatta sub-county, Machakos County. Specifically, it focused on the influence of parental involvement on supervision of the learner's homework, communicating expectations and target setting, and participation in school activities. The study adopted Bronfenbrenner’s ecological systems theory focusing on the Micro-system, Meso-system, Exo-system and Macro-system. Data was collected using questionnaires and interviews. The study sampled 15 schools from 29 public mixed-day secondary schools in the sub-county. The study also targeted school principals, Class teachers, Form Three parents and Form Three students of the sampled schools. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 28, while the qualitative data were analyzed using thematic analysis. There was a significant positive correlation between homework supervision and academic achievement, the communication of expectations together with target setting and that academic achievement, and finally, the participation in school activities and academic achievement. The study established that parental involvement is positively influencing academic achievement. The study recommends the formulation of a policy framework that provides guidance and direction in reference to parental involvement. The strategy will guide and enhance homework taking, create links with parents to provide the necessary information, and motivate students to take homework. Further research can be done to establish the reason why many schools did not have a school policy on parental involvement and other socioeconomic factors influencing parental involvement.
- ItemParental involvement in the formation of school and family partnerships in the implementation of Competency Based Curriculum: a study of public primary schools in Lang’ata Sub County(Strathmore University, 2022) Wairimu, Nancy LucyOne of the aims of the change by the Kenyan government from 8-4-4 system of Education to Competency Based Curriculum (CBC) was to ensure that education is practical and responsive to the needs of the people. This was also in response to the need for whole-rounded education that would develop learners’ technical skills and individual talents. This journey, however, has not been smooth: it has been plagued by many challenges including the lack of parental involvement in the reform process and in its implementation. Parental involvement is crucial in creating partnerships among parents, schools and communities, hence should be given attention in curriculum implementation. Such partnerships help in improving learning outcomes and aiding in the success of the curriculum being implemented. This study, therefore, sought to investigate parental involvement in formation of school and family partnerships in implementation of CBC with a focus on public primary schools in Lang’ata Sub County. The study used Epstein’s theory of influence and explored the following objectives: communication, level of awareness of parents where learning at home is concerned; constituents necessary in structuring school and family partnerships through decision making; governance and advocacy activities where the implementation of the CBC is concerned; and finally, the challenges facing parental involvement in formation of these partnerships. The study adopted a mixed method approach whereby quantitative data was analysed using SPSS 20 while qualitative data was analysed using thematic analysis. The study found that there was a positive correlation between variables in parental involvement and implementation of CBC curriculum. However, public primary schools in Lang’ata Sub County had a challenge where communication was concerned. For example, the diary as a major communication tool was limiting because it was mainly used for assignments. In terms of parental awareness, parents engaged in assisting children with homework but were not involved in other curricular activities or decision making where school issues were concerned. On structural constituents of school and family partnerships, the public primary schools under study had Parent Associations’ that allowed some form of participation from the parents. The study however found out that independent advocacy groups did not exist. There were also no sufficient networks to link families with parents’ representatives. Finally, the study found out that some factors such as parent and family issues, and parent and teacher affected parental involvement. The study makes several recommendations to counter the above challenges, key among them being the need for the Kenyan Government to create policies that encourage advocacy groups to participate in public primary schools as a way of creating an independent voice in decision making. The study also proposes that schools should run parenting and family support programs to equip parents and sensitize them on the importance of their involvement beyond assisting in homework.