Publication: Relational Analysis of Parental Involvement And Pupil’s Performance in Kenya Certificate of Primary Education in Jarajilla Division, Fafi Sub-County, Kenya
Total Views 0
total viewsTotal Downloads 13
total downloadsDate
2015-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
It is widely recognized that if pupils are to maximize their potential from schooling, they need the
full support of their parents. Thus, the study intended to investigate the relation between parental
involvement and pupils’ academic performance in Kenya Certificate of Primary Education in
Jarajilla Division, Fafi Sub-county in Garissa County. The literature for this study was based on
concept of academic performance, parental involvement as academic role models, school decision
making, behavior modification and involvement in pupils’ homework. The study adopted
quantitative and qualitative methods since it involved collection and analysis of quantitative and
qualitative data. Questionnaires, interview schedules and focused group interviews were used to
collect data from head teachers, primary school teachers, parents and pupils in standard eight. Pilot
survey will be done twice amongst 5 head teachers, 5 teachers, 5 parents’ representatives 10 class
VIII pupils to establish validity and reliability was determined using test retest method. The
reliability coefficient was determined using Cronbach’s Alpha. The study applied explanatory
sequential design in which researcher implemented the quantitative and qualitative method where
qualitative data helped explain or build upon initial quantitative results. The target population for
this study included 37 head teachers, 321 primary school teachers, 350 parents’ representatives
and 1500 pupils in class VIII all totaling to 2208. Using The Central Limit Theorem, the researcher
will sample 10 primary schools, that is, 27.03% of 37. Based on the same theorem, the researcher
sampled 200 respondents, that is, 9.06% of 2208. Stratified sampling was applied to create 4 strata
based on the number sub-locations each consisting of at least 9 primary schools. From each
stratum, 3 head teachers and 8 primary school teachers were selected using purposive sampling.
This is by virtue of their closeness to primary school pupils and their responsibilities as
implementers of findings of the study. 8 parents’ representatives and 34 class VII pupils were
selected using simple random sampling. This was appropriate since it eliminated bias and
favoritism. This sampling procedure enabled the researcher to realize a sample of 10 head teachers,
29 primary school teachers, 32 parents’ representatives and 135 pupils in class VIII. Collected data
was analyzed quantitatively and qualitatively and then merged into one overall interpretation in
which the researcher related the quantitative results to the qualitative findings. Analysis of data
was done through identifying common themes from the respondents’ description of their
experiences. Frequency counts of the responses were then obtained to generate information about
the respondents and to illustrate the general trend of findings on the various variables that were
under investigation. The collected data was analyzed qualitatively along the study objectives and
the basic quantitative data was analyzed using Pearson’s Product Moment Correlation (PPMC)
Test Analysis in Statistical Packages for Social Science (SPSS version 21). The findings of the
study were presented using percentages and tables. The study has established that parents’
involvement contributes to the KCPE and academic performance of pupils in primary school
settings. The study thus recommends that a policy should be formulated to enforce adherence to
Partnership Policy which spells out the roles of the parents in the education sector amongst children
in primary school settings.
Description
Keywords
Curriculum Studies