Analysis of parental socio-economic status on child Development in public primary schools in Chesumei sub County, Nandi county, Kenya

Abstract

This study looked into how parents' education affects their children's growth in primary schools in Chesumei Sub County, Kenya. The researchers wanted to figure out how parents' education, their involvement, their interactions with their children, and the school environment affect a child's development. They laid down their work on systems theory, socialization theory, and educational productivity theory. They used a survey method to dive deep into the subject. People included in the study were individuals from all primary schools in Chesumei Sub County. They totaled 672 participants, including a Curriculum Support Officer, 37 head teachers, 151 teachers and 483 young learners. Using a special table from Krejcie and Morgan, a sample of 248 people was chosen for the study. Before the main study, a smaller test study was conducted. Expert opinions ensured the survey's content and face validity - meaning they checked it for relevancy, clarity, and fit for the intended people. The trustworthiness of the instruments was also gauged using a strategy known as Cronbach’s Alpha Coefficient - anything reading at 0.7 and above was thought to be good. Analysis of Variance (ANOVA) indicated that the model was statistically significant at a 95% confidence level, with a p-value of 0.000b, which is less than 0.05. Data were analyzed descriptively using means and standard deviations, and inferentially using Pearson’s correlation and regression analysis to determine the strength and direction of relationships among variables. Findings revealed that parental education, parental involvement, parent-child interaction, and school environment significantly affected children’s academic performance, attendance, and emotional well-being. Regression analysis indicated that these four variables collectively explained 61.4% of the variance in child development (R² = 0.614), with parental education emerging as the most influential predictor. Teachers emphasized that parents with higher education levels more effectively supported homework and learning goals. Parental involvement, especially in home-based learning, enhanced learners’ confidence and motivation. Strong parent-child relationships were linked to improved communication, emotional stability, and school engagement. Additionally, well-equipped and safe school environments promoted health, regular attendance, and academic achievement. The study concluded that child development is shaped by both home and school contexts, and interventions must address socio-economic disparities to foster educational equity. Key recommendations include enhancing parental literacy programs, increasing community-based parental engagement forums, and improving school infrastructure, especially in under-resourced areas. These insights contribute to policy development and underscore the need for integrated strategies involving families, schools, and government to improve child development outcomes.