Parental involvement in academic achievement of pupils in selected public primary schools within Makadara Sub-County, Nairobi County, Kenya

Abstract

The purpose of this study was to investigate the parental involvement in the academic achievement of pupils in selected public primary schools within Makadara Sub-County, Nairobi County, Kenya.  This study employed a descriptive research design, targeting 7 public primary schools in Makadara Sub-County, Nairobi County, Kenya.  The participants included class teachers and 1,645 grade five and six pupils.  These schools were purposively selected due to consistently low KCPE average results over the past five years.  Stratified sampling was used to proportionately select pupils and teachers.  Data was collected using open and closed-ended questionnaires, capturing both quantitative and qualitative data.  Quantitative data was analysed using SPSS Version 27 through correlation and regression analysis, while qualitative data was thematically analysed and presented narratively.  Findings were presented in frequency tables.  The results revealed a positive and significant relationship between parental involvement and academic achievement of pupils in selected public primary schools within Makadara Sub-County, Nairobi County, Kenya.  It was concluded that parental involvement significantly enhances pupils' academic achievement.  Thoughtful homework supervision boosts performance, while active school participation and consistent parent-child interactions create a supportive learning environment.  Effective parent-teacher communication ensures continuous progress.  The study recommends that the Ministry of Education collaborate with communities to improve rural learning environments through better infrastructure.  Schools should offer parent training programs, and teacher training should emphasise parental engagement.  Further research should examine teacher challenges, technology's role in learning, school policies, and the long-term impact of parental involvement.