Selected social factors influencing parental involvement in class seven pupils’ homework in public day primary schools of Kaptumo Division, Nandi County, Kenya

Abstract

Parental involvement has been found to positively impact student achievement. Researchers suggest that parent involvement with their children's homework is associated with improved academic performance. It has therefore been considered a possible solution to underachievement. In Kenya, most low socioeconomic status parents show little or no interest in their children’s homework. This practice denies children from such families the benefits that come with parental involvement in pupils’ homework. This study therefore sought to investigate selected social factors influencing parental involvement in class seven pupils’ homework. Specifically, the study sought to find out whether parental perception, parental education and parental occupation influence parental involvement in pupils’ homework in public day primary schools of Kaptumo Division. This study was informed by Epstein’s Theory of School, Family, and Community Partnerships. The study was conducted using concurrent nested design. The design was important when looking at the nature of existing conditions in Kaptumo Division by combining qualitative and quantitative methods. The study population was class seven pupils from public day primary schools in Kaptumo Division. Stratified random sampling technique was used to select the schools that participated in the study. Simple random sampling was used to select 127 pupils, 12 teachers and 12 parents in the selected schools. This research employed two research instruments in soliciting information from the respondents, namely use of questionnaires and interview schedules. Descriptive statistics techniques were used to analyze the quantitative data and these included frequencies, means and percentages. The data was presented in form of tables and graphical presentations such as pie charts and bar graphs. Qualitative data was analyzed using selective coding of common themes and use of narratives. The study found a positive relationship between parental perception and parental involvement (r=.458) at a significance level of 0.01. Secondly, parental level of education was also found to positively influence parental involvement in homework (r=.586) at a significance level of 0.01. Finally, the study established no significant relationship between occupation and parental involvement (r=.180). . The study recommends that there is need for educating stakeholders including teachers, school management, ministry of education and others to sensitize parents on the importance of participating in their children’s education especially during homework.