Authors : Dr. John Momanyi Ongubo

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/3pxj3rfk

Scribd : https://tinyurl.com/4vrs9scv

DOI : https://doi.org/10.38124/ijisrt/25jul234

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study set out to examine how parental involvement impacts the academic achievement of secondary school students in standardized national examinations. The research specifically analyzed outcomes in the Kenya Certificate of Secondary Education (KCSE) within Nyamira County, which was selected due to its consistently below-average performance in KCSE outcomes over recent years. Several scholarly studies reviewed highlight growing concern over the persistently low academic performance observed in the County. This trend prompted critical inquiry into why student outcomes appeared disproportionately poor, even though the learning environments in neighboring counties are generally comparable. This study was grounded in the theory of performance in public secondary schools. The researchers employed the Krejcie and Morgan (1970) sampling table to determine an appropriate sample size. A total of 889 respondents participated, including teachers, Parents Association (PA) members, school principals, and disciplinary masters from selected schools. Data were primarily collected using structured questionnaires. For data analysis, the Statistical Package for the Social Sciences (SPSS) was used, incorporating both descriptive and inferential statistics within a multiple regression framework. To examine the relationships among the study variables, a one-way Analysis of Variance (ANOVA) was conducted. The study's findings affirmed that parental involvement plays a critical role in influencing student academic outcomes within the subject county. Notably, the educational level of parents was found to significantly impact learners’ academic outcomes. It was observed that parents of high-achieving students tend to be more engaged in their children’s academic lives, both at home and within the school environment, compared to parents of low-achieving students. Furthermore, students with strong intrinsic motivation were more likely to possess positive self-perceptions regarding their academic competence, while those driven primarily by extrinsic factors exhibited lower academic self- confidence. Overall, the research highlights the urgent need for strategies that promote greater parental engagement in the learning process. This is crucial, as the lack of well-structured engagement mechanisms was identified as a key barrier to effective parental participation, thereby hindering student academic progress in secondary schools.

Keywords : Student’s Academic Performance / Student’s Academic Outcomes, Parental Involvement.

References :

1.  Adenike, A. O., (2013, May 10), “Effects of family type (monogamy or polygamy) on students’ academic achievement” University of Ibadan, Ibadan Nigeria
2. Ajiboye, J. O. (2009). Strengthening civic education in Botswana primary schools: a challenge to traditional social studies curriculum.
3. Ajiboye, J. O., & Omolade, Z. A. (2005). Fundamental Themes in Social Studies Education. Ijebu-Ode. Lucky Odoni (Nig.) Enterprises.
4. Annunziata, D., Hogue, A., Faw, L., & Liddle, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of youth and adolescence, 35(1), 100-108.
5. Ayoo, R. O. (2008). Factors that lead to indiscipline in public secondary schools in Nairobi. Unpublished M.Ed project report. University of Nairobi
6. Bishop, E.H (2013). Infancy and early childhood: Opportunities and risks. Pennsylvania Partnerships for Children,Harrisburg, Pennsylvania.
7. Bishop, E.H (2013). Parents as Partners in Education, Columbus: A Bell and Howel Information Company.
8. Driessen, G., Smit, F., & Sleegers, P. (2005). Parental involvement and educational achievement. British educational research journal, 31(4), 509-532.
9. El Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child development, 81(3), 988-1005.
10. Epstein, J. L. (2009). School, family and community partnerships: Caring for the children we share. In J. Epstein (Ed.), School, family, community partnerships: Preparing educators and preparing schools. Boulder, CO: Westview Press.
11. Epstein, J. L., & Sanders, M.G. (2002). Family, School and community partnerships. USA.
12. Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of educational psychology, 92(2), 367.
13. Fraenkel, J. R., (2011). How to design and evaluate research in education (Vol. 7). New York: McGraw-hill.
14. Glennerster, R., Casey, K., & Miguel, E. (2011). Reshaping institutions: Evidence on aid impacts using a pre-analysis plan (No. w17012). National Bureau of Economic Research.
15. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-606.
16. Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
17. Kamunge, J. M. (2014). Report of the presidential working party on education and manpower training for next decade and beyond [in Kenya].
18. Kariuki, N.M. (2012). Management in Education, Nairobi: Education Research and Publication (ERAP).
19. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ psychol meas.
20. Kyoshaba, M. (2009). Factors affecting academic performance of undergraduate students at Uganda Christian University (Doctoral dissertation, Makerere University).
21. Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24.
22. Merriam, P., Maki, R. G., Van den Abbeele, A. D., Yap, J. T., Akhurst, T., ... & Morgan, J. Nyamongo, D. N., Sang, A., Nyaoga, B. R. and Matoke, K. Y. (2014).Relationship between School Based Factors and Students’ Performance in Kenya Certificate of Secondary Examination, in Masaba North District, Kenya.  International Journal of Education and Research, Vol. 2 No. 10 October 2014
23. Nyamongo, L. W. (2014). Teacher factors influencing students’ academic achievement in secondary schools in Nyandarua County, Kenya. International journal of education and research, 1(3), 1-14.
24. Nyamweya, A. (2013). Secondary school principals in Nyamira County in Kenya: Issues and challenges. Educational Research International, 1(1), 67-90.
25. Nyamweya, H. K. (2013). Factors affecting academic performance of girls in mixed day public secondary schools in Nyamira district, Nyamira County, Kenya. A master thesis, University of Nairobi.
26. Oduro JTO (2009). A survey of the home- school relations in primary schools within Kisii municipal council, Kisiidistrict(Masters’ thesis) Kenyatta University. Nairobi
27. Omolo, J.A., (2009).Educational Management: Theory and practice, Nairobi University Press
28. Onyoni, S.N, 2013. The effects o f parental education attainment on school outcomes,
29. Republic of Kenya, (2007).Kenya vision 2030: Government printer, Nairobi.
30. Republic of Kenya. (2011). Representation of women in top educational management and leadership positions in Kenya. Advancing Women in Leadership journal, 31, 57-68.
31. Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development, 24(4), 446-467.
32. Wamahiu, (2008). School=family=community partnerships: Caring for the children we share. In J. Epstein (Ed.), School=family=community partnerships: Preparing educators and preparing schools (pp. 389–414). Boulder, CO: Westview Press
33. Weiss, H. Dearing, E., McCartney, K., B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children's literacy. Journal of School Psychology, 42(6), 445-460.
34. World Bank,(2013).Education year in review 2013 : smarter education systems for brighter futures. Washington, DC; World Bank Group.
35. Wynn, M. L. 2014). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental psychology, 27(1), 172.
36. Yakaboski, T., & Nolan, K. (2011). The Kenyan school systems’ impact on public higher education access: Examination of growth, access, and challenges. Journal of International Education and Leadership, 1(1).