Relationship Between Parental Involvement in Supervision of Learners' Homework and Implementation of Competency-Based Education in Mogotio Sub-County Public Primary Schools, Kenya

This article examines the relationship between parental involvement through supervision of learners' homework and the implementation of CBE. The Kenyan government replaced the 8-4-4 educational system with a Competency-based Education (CBE) system in order to improve students' technical skills and special abilities while also making education relevant and responsive to community needs. Its implementation has encountered difficulties despite its apparent advantages, most notably insufficient parental involvement. In order to improve learning outcomes and facilitate successful curriculum implementation, parental participation is crucial. The following goals served as the basis for this study: to determine the relationship between parental involvement in supervising learners' homework and the implementation of CBE in public primary schools in Mogotio Sub-County. Using Epstein's theory of parental participation (2018), which describes six types of parental involvement, the study used a convergent parallel mixed methods design that allowed for the simultaneous collection and analysis of quantitative and qualitative data. 4,400 parents of learners in Grades 5 and 6, 440 class teachers, 110 head teachers, and 8 Curriculum Support Officers from public primary schools made up the target population. A sample of 322 respondents was chosen using simple random selection and stratified sampling. Questionnaires and interview schedules were used to gather data. Twenty-two respondents from the nearby Rongai sub-county participated in a pilot study. Expert review was used to demonstrate instrument validity, and the split-half approach was used to confirm reliability, yielding a Cronbach's alpha of 0.70. Descriptive statistics (frequencies and percentages) and inferential statistics were employed to analyse quantitative data; in particular, the null hypotheses were tested using the Pearson Correlation Coefficient. Thematic analysis was used to examine qualitative data. The study found a statistically significant correlation (r=0.220**p