INFLUENCE OF PARENTAL INVOLVEMENT ON STUDENT’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KIPKOMO SUB-COUNTY, KENYA

Abstract

This study examined the influence of parental involvement on students’ academic performance in public secondary schools in West Pokot in Kipkomo Sub-County, Kenya. Specifically, it assessed the influence of parental provision of learning materials and parental creation of a structured environment on the students’ academic performance. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the study employed a mixed-methods approach with a convergent parallel design, integrating quantitative and qualitative data from structured questionnaires, in-depth interview guides and focus group discussion guides. The target population consisted of all 48 public secondary schools, 367 teachers, 9470 students and 96 Parent Association members in the sub-county. A sample of 10 schools was selected through stratified and simple random sampling techniques, ensuring representation of different types of schools. From the selected schools, all 10 principals were automatically included in the study. A hundred and ninety-one (191) teachers were included in the study through the stratified and simple random sampling techniques, while 384 students were sampled using the simple random sampling technique. Thirty (30) Parent Association members were selected using a purposive sampling technique. Quantitative data reliability was tested using Cronbach’s alpha, while qualitative credibility was ensured through member checks and triangulation. Quantitative data were analyzed descriptively using frequencies and percentages, and presented through tables, pie charts, and graphs. Qualitative data were subjected to thematic analysis and presented using narratives and direct quotations. Ethical considerations, including informed consent and confidentiality, were observed. The findings of this study revealed a significant gap between teachers’ recognition of the value of parental involvement and the actual experiences of students and parents. Teachers overwhelmingly affirmed that parental provision of learning materials and creation of structured home environments directly enhance learner academic performance. Yet, student responses expose limited parental engagement, with many lacking textbooks, revision guides, quiet study spaces, or consistent routines. The study recommends that policies should institutionalise parental empowerment programs, provide targeted support for learning materials to disadvantaged families, and introduce community-based training on structured parenting.