The Relationship Between Parental Involvement and Learners` Academic Achievement in Competence Based Curriculum in Secondary Schools in Kazo County, Kazo District

Abstract

The study examined the relationship between parental involvement and learners’ academic achievement in a competency-based curriculum in secondary schools in Kazo District. It was guided by the following objectives: to establish the level of parental involvement, to assess learners' academic achievement in the competency- based curriculum, and to examine the relationship between parental involvement and learners' academic achievement in secondary schools. A cross-sectional design was adopted for this study. Ten secondary schools in Kazo District, with a total population of 254 respondents including one DEO, one Inspector of Schools, 32 Parent Representatives, 10 Head Teachers, 53 Student Leaders, 147 Teachers, and 10 SMC Chairpersons, were considered. Data were obtained through questionnaires, interviews, and direct observation. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used for analysis. Qualitative data collected from interviews were sorted and organized into themes. The findings indicated a statistically significant relationship between parental involvement and learners' academic achievement in the competency-based curriculum in secondary schools in Kazo County, with a p- value of 0.005 (p < 0.01). It was concluded that there was strong commitment from parents in Kazo County to support their children's education. Parents actively participated in various aspects, from ensuring proper uniforms to contributing financially to school meals. The study identified a statistically significant link between parental involvement and student achievement. It was recommended that school administrators organize meetings and events at times convenient for working parents to maximize participation.