Influence of Parental Participation on the Development of Numeracy Skills Among Pre-primary School Children in Lugari Sub-county, Kakamega County. Kenya.

Abstract

The goal of this project was to find out the impact of parental involvement on the development of numeracy skills among preschool children in Kakamega County, Kenya's Lugari North District, Lugari Sub County. In particular, the research sought to establish how the provision of educational materials by parents, homework supervision and communication in parental school influences the development of numeracy skills among pre-primary school children. The study used descriptive research design and targeted teachers of ECDE centers, preschoolers and parents of preprimary school children in Lugari North Zone. The sample size included 13 teachers, 93 parents and 126 preschool children. The study methods used were interview schedules, questionnaires and a guide for documentary review. For study, percentages, frequencies and mean scores were used. The correlation coefficient of the variables with the supply of instructional materials with the greatest positive correlation of 0.75 on the production of numeracy skills was determined using SPSS V25. This is because instructional materials simplify abstract ideas and make learning real. Supervision of homework had a significantly positive correlation at 0.57 as it allowed learners more time to practice the skill that was taught earlier on in class while parental school communication had a less significant correlation at 0.42. This was attributed to some parents opting to discuss with their children issues affecting them in number work at home due to limited time and other family commitment. Data was presented using pie charts and tables. Findings of the study revealed that of the three variables studied, provision of various types of materials with a mean of 49.3 has the greatest influence on the development of numeracy skills among pre-primary children. Supervision of homework by parents including creating a conducive home environment has a significant influence on development of numeracy skills among preprimary children with a mean of 41.35. Communication between parents and teachers (schools) was found to have the least influence the development of numeracy skills among preprimary children with a mean of 38.35. The study recommended that parents in conjunction with the school should provide/improvise adequate tactile, visuals, audios and audios visuals materials necessary to foster the development of numeracy skills among preprimary children, ensure they actively supervise their children’s homework and set simple and effective home rules to govern home study, and also create space/study rooms to offer conducive environment for the children to do homework. Television viewing should also be limited and monitored to allow more time for children to participate in more active numerical work activities. To strengthen contact, stakeholders should embrace modern technology, such as cell phones. In the academic calendar, schools should schedule unique days exclusively for the number of work-related events. The government should come up with specific policies and guidelines on parental responsibility and how to practically involve them in the development of numeracy skills for their children.