An Assessment of The Influence of Home Based Parental Engagement in Support of Academic Programs on Students’ Academic Performance

Learners’ academic achievement is determined, to a large extent, by nature of operating environment and the extent to which such environment supports such achievement. Among the factors that determine suitability of learning environment is the extent of parental engagement in the learning process. The purpose of this study was to establish the influence of Parental engagement on Students’ Academic Performance in Public day Secondary Schools in Bungoma South Sub-County, Kenya. The study sought to; assess the influence of home based parental engagement on learners’ academic achievement in public day secondary schools in Bungoma South Sub-County, Bungoma County, Kenya. The study was guided by Theory of Parental Involvement (TPI). Descriptive research design was embraced by the study. The target population comprised of 4,557 form four students 50 school principals, 120 form four class teachers and 120 form four class parents’ representatives. Primary data was collected using questionnaires and interview schedules while secondary data was collected using document analysis. The sample size contained 15 form four class teachers and 15 Parents Representatives each drawn from each school, 5 principals and 368 form four students making a total of 403 respondents. The respondents were selected using purposive, proportionate and simple random sampling techniques. Research tools were checked for validity through consultation with course supervisors. The reliability of the questionnaire was improved using Pearson Product Moment Correlation Coefficient formulae. Piloting was done in three schools in the neighbouring Bungoma Central Sub-County. SPSS version 23 was used to analyze quantitative data. The study found that there was no significant difference between home based parental engagement and students’ academic achievement. The study further established that parental engagement in students learning activities was weak particularly in activities such as monitoring homework, supporting motivation programs and prompt payment of school levies. As such, students’ academic achievement was low. The study calls for creation of awareness among parents and community members on the need to support students’ learning activities at home. Similarly school administrations are required to formulate policies to strengthen and entrench parental engagement and community collaboration in their schools.