Impact of parental influence on learner achievement in pre-schooling in Maragua constituency, Kenya
Abstract
It is widely recognised that if pupils are to maximise their potential from schooling they
will need the full support of their parents. Attempts to enhance parental involvement in
education occupy governments, administrators, educators and parents’ organisations across
the globe. Research evidence documents that parents and other caregivers are not stimulating
and caring for their young children as they used to do in traditional societies. The decline in
quality parental care may be one of the factors contributing to inconsistent learner enrolment,
retention and graduating statistics as well as growing concerns about the healthy psychosocial
development of children. It is on the basis of this that this study was initiated in order to
investigate the impact of parental influence on learner achievement in pre-schooling level in
Maragua constituency (Murang’a County). The study was guided with specific objectives
which sought to: determine how parental support impacts on learners achievement in preschooling
in Maragua Constituency, establish the impact of family learning on learners
achievement in pre-schooling in Maragua Contituency, to assess the impact of parents’ level
of education on learner’s achievement at pre-schools in Maragua Contituency and finally, to
find out how parents’ social and economic status impact on leaner’s achievement at preschool
level in Maragua Constituency. Cross-sectional descriptive survey design was adopted
as a blue print to guide the study. The study targeted parents, care givers, pre-school teachers,
community health staff and government (Ministry of Education and Early Childhood
Education) officials in Maragua constituency. The sample size of the study was 100
respondents drawn from Maragua constituency. The primary research instruments used in the
study included a questionnaires and a structured interview guide. Quantitative data was
analyzed using descriptive statistics in the form of frequencies and percentage tables with the
aid of SPSS (Statistical Packages for Social Scientists). Qualitative data was transcribed,
organized into various emerging themes and reported narratively. The study found that;
Majority of parents 11(64.7%) and care –givers 30(57.7%) do not pay school fees for their
children, majority of parents 12(66.7%) participated passively in facilitating the completion
of their children’s homework, majority of parents 38(55.1%) measure the level of
achievement of their children while in pre-schools using school progress report, majority of
parents 32(46.4%) quoted poverty as their major setback in their endeavor to support the
education of their children. On economic status of parents and care givers, findings of the
study clearly reveal that majority of parents 10(58.8%) and care givers 35(67.3%) were low
income earners. The study concluded that; majority of parents and care –givers do not
adequately pay school fees for their children, majority of parents participated passively in
facilitating the completion of their children’s homework, majority of parents and care givers
were low income earners. The study made the following recommendations: Parents and care–
givers should step up their material and financial support to their children in pre-schools,
Parents and care givers should upgrade the family learning environment by actively
participating in assisting their children complete their homework, Parents and caregivers
should sustain their supervisory role of frequently assessing the progress of their children
through school progress report, Parents and care-givers should look for sound and sustainable
ways of obtaining their income so as to enable them be in a position of providing the much
needed school support to their children.
Citation
Caroline Kaari Nyaga. 2013. Impact Of Parental Influence On Learner Achievement In Pre-schooling In Maragua Constituency, Kenya. A Research Project Submitted In Partial Fulfillment For The Degree Of Master Of Education In Early Childhood University Of Nairobi.Publisher
University of Nairobi, School of Education
Collections
- Faculty of Education (FEd) [5963]