Influence of Parental Level of Involvement in School Activities on Learners' Performance in Kenyа Primary School Education Assessmentin Kajiado North Sub-County
Abstract
This study examined the influence of parental level of involvement in school activities on learners’
performance in the Kenya Primary School Education Assessment (KEPSEA) in public primary
schools in Kajiado North Sub-County. Guided by Epstein's Theory of Parental Participation, the
study sought to establish how parental involvement in school activities relates to learners’
academic outcomes. A mixed-methods research approach using a convergent parallel design was
employed, integrating cross-sectional and phenomenological designs for quantitative and
qualitative strands respectively. The target population comprised 2,994 Grade Six learners, 15
head teachers, 350 teachers, 800 parents, and one Sub-County Director of Education (SCDE). A
sample of 299 learners, 70 teachers, 6 head teachers, 40 parents, and 1 SCDE was selected using
stratified random, simple random, systematic random, and purposive sampling techniques. Data
collection instruments included questionnaires, interview guides, focus group discussions,
observation checklists, and document analysis guides. Reliability was ensured through
Cronbach’s alpha for quantitative tools, while validity for qualitative tools was enhanced through
member checking, triangulation, and peer review. Findings revealed that parental participation
in school activities positively influenced learners’ performance in KEPSEA. Specifically, 57.1%
of parents who actively engaged in school functions contributed to improved learner motivation
(51.4%) and enhanced performance outcomes (57.2%). However, gaps persisted in parental
contact with teachers (50%) and involvement in school decision-making (44.3%), which limited
the effectiveness of participation. The study concludes that active parental involvement in school
activities significantly boosts learner performance, but limited engagement in teacher
communication and decision-making hinders holistic academic support. The study recommends
strengthening structured programs to enhance parental participation in school activities,
particularly in decision-making processes and teacher-parent engagement forums. Inclusive
strategies targeting less-involved parents should be prioritized to improve learners’ academic
outcomes in KEPSEA.
performance in the Kenya Primary School Education Assessment (KEPSEA) in public primary
schools in Kajiado North Sub-County. Guided by Epstein's Theory of Parental Participation, the
study sought to establish how parental involvement in school activities relates to learners’
academic outcomes. A mixed-methods research approach using a convergent parallel design was
employed, integrating cross-sectional and phenomenological designs for quantitative and
qualitative strands respectively. The target population comprised 2,994 Grade Six learners, 15
head teachers, 350 teachers, 800 parents, and one Sub-County Director of Education (SCDE). A
sample of 299 learners, 70 teachers, 6 head teachers, 40 parents, and 1 SCDE was selected using
stratified random, simple random, systematic random, and purposive sampling techniques. Data
collection instruments included questionnaires, interview guides, focus group discussions,
observation checklists, and document analysis guides. Reliability was ensured through
Cronbach’s alpha for quantitative tools, while validity for qualitative tools was enhanced through
member checking, triangulation, and peer review. Findings revealed that parental participation
in school activities positively influenced learners’ performance in KEPSEA. Specifically, 57.1%
of parents who actively engaged in school functions contributed to improved learner motivation
(51.4%) and enhanced performance outcomes (57.2%). However, gaps persisted in parental
contact with teachers (50%) and involvement in school decision-making (44.3%), which limited
the effectiveness of participation. The study concludes that active parental involvement in school
activities significantly boosts learner performance, but limited engagement in teacher
communication and decision-making hinders holistic academic support. The study recommends
strengthening structured programs to enhance parental participation in school activities,
particularly in decision-making processes and teacher-parent engagement forums. Inclusive
strategies targeting less-involved parents should be prioritized to improve learners’ academic
outcomes in KEPSEA.
Keywords
Parental involvement, school activities, learners’ performance, KEPSEA, primary education.
Citation
Kuria, F.W., Theodorah, M., & Wambiya, P. (2025). Influence of parental level of involvement
in school activities on learners’ performance in Kenya Primary School Education
Assessment in Kajiado North Sub-County. Journal of Africana Articles, 3(30), 1-22.
DOI: https://doi.org/10.5281/zenodo. 17083285