Parental Involvement in Extended Learning Activities and Learners’ Collaboration Competency in Public Primary Schools in Kakamega South Sub-County, Kenya
Felistus Ndinda Musyoka, Zilpah Andiza Kageha and Epari Ejakait
Masinde Muliro University of Science and Technology
Email: felistusmusyoka2002@gmail.com
Abstract: Competency-Based Education (CBE) in Kenya emphasizes the development of learner competencies such as critical thinking, creativity, collaboration, and problem-solving, requiring active participation from parents, teachers, and other stakeholders. However, inadequate parental involvement in learners’ educational activities remains a challenge to effective competency development. In Kakamega South Sub-County, poor parent-school engagement has been associated with challenges in learners’ acquisition of competencies. This study therefore examined the effect of parental involvement in extended learning activities on learners’ collaboration competency in public primary schools in Kakamega South Sub-County, Kenya. The study was guided by Epstein’s School-Family-Community Partnership Model and adopted a correlational research design. The target population comprised 3,867 Grade 6 learners and 150 class teachers in 81 public primary schools. A sample of 351 learners and 108 teachers was selected using simple random and purposive sampling techniques, respectively. Data were collected using structured questionnaires employing 1–10 rating scales. Data were analysed using descriptive statistics, Pearson correlation, and multiple linear regression. The findings indicated a positive and statistically significant relationship between parental involvement in extended learning activities and learners’ collaboration competency. The regression model was statistically significant (F = 34.76, p < .001), leading to rejection of the null hypothesis. The study concluded that parental involvement in extended learning activities significantly contributes to the development of learners’ collaboration competency. The study recommends that parents should actively participate in learners’ extended learning activities.
