Influence of Parental Engagement in English Language Home Assignments through Storytelling on English Language Skills Development among Pre-Primary Learners in Vihiga Sub-County

Abstract

This study examined how parental engagement in English language assignments through storytelling influenced English language skills development among pre-primary learners in Vihiga Sub-County, Kenya. The study employed a convergent parallel mixed-methods approach. The target population comprised 4,272 pre-primary parents, 145 pre-primary teachers, 74 headteachers, and 1 ECDE program officer; the planned sample included 366 parents, 106 teachers, 62 headteachers, and 1 program officer; and 319 parents, 101 teachers, 58 headteachers, and 1 program officer responded. We purposively selected teachers, headteachers, and the program officer, with proportionate distribution across wards. Additionally, we randomly selected parents and stratified schools by ward and selected them using simple random sampling. Parents and teachers completed questionnaires, while headteachers and the programme officer provided qualitative information through interviews. The study then assessed English-language skills through parent and teacher ratings of listening, vocabulary, comprehension, oral participation, and story retelling, and used composite scores for the ANOVA. Quantitative data were analysed using frequencies, percentages, means and one-way ANOVA, while qualitative data were analysed thematically and integrated with the quantitative findings during interpretation. The ANOVA indicated statistically significant differences in composite English-language skill scores across levels of storytelling engagement. The findings indicate an association between parental storytelling engagement and stronger English-language outcomes. The study recommends structured, developmentally appropriate storytelling activities within home assignments, supported by guidance and accessible resources for parents. The study provides policymakers with useful evidence on how parental engagement in English-language home assignments can inform the development and implementation of effective policies to support early language development.