Language Barriers and Their Impact on Parental Guidance in STEM Practical Assignments for Grade Six Learners in Matungu Sub-County, Kenya

Abstract

The purpose of this article is to examine language barriers and their influence on parental guidance in STEM practical assignments for Grade Six learners in Matungu Sub-County in Kenya. The Government of Kenya, with an intention to enable learners to acquire competencies that are relevant in solving global problems, introduced Competency-Based Education (CBE). The framework advocates for hands-on activities and allows learners to progress at their own pace. The CBE framework is essential in the acquisition of practical skills in Science, Technology, Engineering and Mathematics (STEM). Grade 6 learners are taught theory and practical areas in STEM. This study critically analysed the impact of language barriers on parental involvement in the execution of STEM practical tasks in Matungu Sub-county, Kakamega County. English is used as a language of instruction from Grade 4 onwards; hence, most instructional materials are written in English. CBE advocates for the role of parental involvement in facilitating the teaching and learning of the STEM learning area. Language barriers pose a great challenge. The study utilised a mixed-methods approach by combining survey questionnaires for quantitative data with interview guides for qualitative data collection. This study targeted grade six teachers and parents within Matungu Sub-county. Data collection was carried out using questionnaires alongside focus group discussions. The findings established that linguistic barriers are a great hindrance to the effectiveness of parental involvement in STEM practical assignments. The results provided localised evidence for policymakers to develop targeted bilingual resources and parental support frameworks, ensuring that STEM pathways remain accessible to learners in rural Kenyan contexts.