Role of Parental Involvement in Student Academic Outcomes in Selected Schools in Turbo Sub-County, Uasin Gishu, Kenya

Abstract

This study looked at how parental involvement affected the academic achievement of students in a few public secondary schools in Uasin Gishu County's Turbo Sub-County. based on Bronfenbrenner's ecological systems theory and Epstein's typology of parental engagement. A mixed-methods research methodology was used in the study to offer thorough insights. Using stratified and basic random selection, a sample of 405 respondents was selected from the target group, which included kids, parents, instructors, and school administrators. An 85.7% response rate was obtained from the 347 individuals who returned completed instruments. While qualitative data from key informant interviews with parents, teachers, and administrators were subjected to thematic analysis, quantitative data was gathered using structured questionnaires and analyzed using binary logistic regression, chi-square tests, and descriptive statistics. The results showed that parental homework help was statistically insignificant in predicting academic achievements (p =.936) and relatively low (41.8%). Academic-related events had the greatest participation rate (83.5%) in school activities, but performance was not substantially predicted by them either (p =.177). On the other hand, more than 70% of kids reported parental supervision and counseling (p =.008, OR = 1.383), and the availability of learning materials (81.8%) had a substantial impact on student accomplishment (p =.024, OR = 1.331). Qualitative insights revealed socioeconomic hurdles that hampered the capacity to provide digital learning tools and maintained involvement, such as low parental income and education. Students stressed that, even in settings with limited resources, parental guidance and encouragement promoted academic resilience and goal setting. According to the study's findings, parental participation is a complex concept with differing effects depending on the situation. While homework help and ceremonial school attendance were less effective, structural support which includes the supply of resources and psychological engagement, which includes advice and counseling were found to be the most significant drivers of student success. It is crucial to promote equitable, culturally sensitive, and comprehensive parental participation within the Competency-Based Curriculum (CBC) framework. The report suggests tackling structural socioeconomic hurdles, improving parental skills, and fortifying home-school relationships in order to establish inclusive environments that put families at the forefront of Kenya's educational reform.