The Impact of Parenting Availability on Learning Outcomes of JSS Learners in Nyakach Sub-County

Abstract

This study examined the relationship between parenting availability and selected learning outcomes among learners in public Junior Secondary Schools (JSS) in Nyakach Sub-County, Kisumu County, Kenya. Parenting availability is an important aspect of parental support for learners’ academic and personal development. Guided by Epstein’s Overlapping Spheres of Influence Theory as advanced by Joyce L. Epstein and Steven B. Sheldon (2022), the study adopted a convergent mixed-methods descriptive survey design involving 901 respondents comprising learners, parents, class teachers and heads of institutions. Data were collected using questionnaires, interview guides and focus group discussion guides. Validity was established through expert judgment, while reliability was confirmed using Cronbach’s alpha coefficients above .70. Quantitative data were analysed using descriptive statistics, Pearson correlation and regression analysis, while qualitative data were analysed thematically. Mean scores were 4.25 for academic performance, 4.41 for learner discipline, 4.28 for personality traits and 4.32 for moral behaviour. Parenting availability had a moderate, positive and statistically significant relationship with selected learning outcomes and academic performance (r = .549, p < .001). The regression model was also statistically significant, F(1, 814) = 350.521, p < .001, with parenting availability accounting for 30.1 per cent of the variance in the selected learning outcomes. Qualitative findings showed that parental monitoring, guidance, communication and support for learning were beneficial to learners. The study concludes that parenting availability is positively associated with selected learning outcomes among JSS learners.