Influence of Family and Home Environment on Students’ Academic Performance in Selected Day Secondary Schools in Baringo Central Sub-County.

Abstract

Student academic performance in Kenya continues to generate widespread concern, particularly in rural day secondary schools where learners consistently underperform compared to their urban counterparts. Previous research underscores the importance of socio-economic status, parental involvement, and the broader home environment in shaping learning outcomes. Globally, parental engagement has been linked to improved academic achievement and enhanced student well-being,while African studies similarly demonstrate that socio-economic status and parental supervision remain central determinants of educational success However, despite the wealth of evidence elsewhere, empirical studies focusing on the interplay between family environment and student learning in Baringo Central Sub-County remain limited, even though poverty, resource inadequacies, and weak parental support are persistent realities .The purpose of this study was to investigate the influence of family and home environment factors on students’ academic performance in selected day secondary schools in Baringo Central Sub-County. Specifically, the study sought to examine how socio-economic status, parental involvement, parental education, and family support affect learners’ academic achievement. The study was guided by Bronfenbrenner’s Ecological Systems Theory, which highlights the multi-layered interaction between a child and their environment, and Maslow’s Hierarchy of Needs Theory, which emphasizes the fulfillment of basic and psychological needs as a foundation for learning and achievement. The study employed a descriptive survey research design. The target population comprised students, parents, and teachers, while stratified and simple random sampling techniques ensured representativeness. Data was collected through structured questionnaires and analyzed using both quantitative and qualitative approaches. Quantitative data were processed through descriptive statistics, Pearson correlations, and regression analysis to establish relationships between variables, while qualitative data underwent thematic analysis to provide contextual depth. Findings revealed significant positive associations between supportive home environments and student performance. Learners with engaged parents, adequate study resources, and structured study schedules achieved comparatively higher academic outcomes. However, several barriers were identified, including gender disparities, low parental literacy, unstable family structures, inadequate support for homework, and negative peer influence. Teachers additionally pointed to poor learner motivation, weak mentorship, and limited school–home collaboration as constraints. Key predictors of improved performance included active parental involvement in school programs, consistent provision of learning materials, regular school attendance, and well-supervised home study routines. The study concluded that family and home environmental factors are central to academic success. It recommends strengthening parental engagement initiatives, establishing safe community learning centers, and expanding financial support for vulnerable households.