INFLUENCE OF PARENTAL INVOLVEMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS, KENYA

The role of parents in children’s education globally is a central issue in education policy and research. This study sought to ascertain the influence of parental involvement in school related activities on students’ academic achievement in public day secondary schools in Kenya. The study adopted a descriptive survey research design. A sample size of 180 respondents consisting of 175 form 3 students and 5 head teachers from 5 schools was used in the study. Data was collected using questionnaires and interviews. Before the main study, a pilot study was conducted to establish the reliability of the instruments by use of test-retest technique. A correlation coefficient of 0.88 for students and 0.85 for head teachers was achieved respectively. Descriptive statistics involving frequencies and percentages were used to analyze quantitative and qualitative data. Data collected was presented in form of tables, graphs and charts. It was established that parents were lowly involved in the academic achievement of their children. It was also established that parental involvement in school related activities influenced students’ academic achievement. It was suggested that schools should establish regular open days to provide parents with opportunities to consult with teachers over their children’s academic work. It is expected that the findings of the study will assist education planners, teachers and other stake holders to understand and utilize the potential of parental involvement in school related activities in enhancing students’ academic achievement.