Influence of home-school collaboration on academic achievement of pre schoolers in Kahuro District, Muranga County, Kenya
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Date
2013-07Author
Gikonyo, George M
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The purpose of this study was to investigate the influence of home-school
collaboration on learners’ academic achievement among preschoolers in Kahuro
district. Five research objectives were formulated to guide the study. The study was
based on descriptive survey method. The target population of study therefore consist
87 teachers, 1566 pupils and 928 parents. The sample comprised of 26 preschools
teachers 93 parents and 156 preschool pupils. The study used questionnaire as the
research instruments. Data was presented by use of tables and figures while
frequencies and percentages were used to analyse the data. Chi square were used to
test the relationship between the independent and dependent variables. Findings
revealed that parental academic background influenced pupils’ academic achievement
among preschoolers. The study also revealed that there were various forms of
parental involvement which influenced academic achievement among preschoolers.
These included parental provision of children needs, checking of pupils school work
and helping their children with school work. The study also revealed that there was a
relationship between parental level of provision of learning needs of children and
academic achievement among preschoolers. This was shown by Pearson’s correlation
results of 0.68 between parental level of provision and pupils academic performance.
The study further established that parental involvement in school activities affected
academic achievement among preschoolers. This was shown by the Pearson
Correlation Coefficient which showed a strong positive (0.75) relationship between
parental involvement in school activities and pupils’ academic performance. Parental
monitoring of children learning at home affected pupils’ academic performance.
Pearson Correlation Coefficient results indicated a positive relationship between the
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two variables as indicated by a correlation of 0.58 hence it was concluded that
parental monitoring of children learning at home influenced pupils’ performance.
Based on the findings of the study, it was concluded that parental academic
background influenced pupils’ academic performance. The study also concluded by
that there was a relationship between parental level of provision of learning needs of
children and academic achievement among preschoolers. The study also concluded
that parental involvement in school activities affected academic achievement among
preschoolers. The study concluded that parental monitoring of children learning at
home influenced pupils’ academic achievement among preschoolers. Based on the
findings, it was recommended that parents should be encouraged to participate fully in
their children’s education as it was a determinant in the performance of their children
at school. The study also recommended that schools should involve parents in
decision making process on the school matters so that both the parents and the school
administration can take up responsibility over the children. Based on the findings of
this study, it was suggested that since the study was carried out in a rural set up, a
similar study should be carried out in an urban area to examine whether similar results
will established. It was also suggested that a study to establish the effect of family
background and pupils’ academic performance should be conducted while a study on
the relationship between teacher characteristics and pupils’ performance should be
conducted.
Citation
Degree of Masters in Early Childhood EducationPublisher
University of Nairobi Department of Educational Communication and Technology
Description
A Research Project submitted in partial fulfilment of the requirement for the
award of degree of Masters in Early Childhood Education in the Department of
Educational Communication and Technology
Collections
- Faculty of Education (FEd) [5964]