Influence of home-school collaboration on academic achievement of pre schoolers in Kahuro District, Muranga County, Kenya

Abstract

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 xi 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.