Parental Provision of Learning Resources and Students’ Academic Achievement in Science Subjects among Day Secondary Schools in Vihiga Sub-County, Kenya

Felix Manyola, Caroline S. Wekullo, & Zilpah Kageha
Department of Educational Planning and Management,
Masinde Muliro University of Science and Technology, Kakamega, Kenya
Email: fmanyola44@gmail.com

Abstract: Science education is essential for driving national technological innovation and global competitiveness. This study examined the relationship between parental provision of learning resources and students’ academic achievement in science subjects among public day secondary schools in Vihiga Sub-County, Kenya. Anchored on Epstein’s Theory of Overlapping Spheres of Influence, the study adopted a correlational research design. A sample of 341 students and 126 science teachers was selected using stratified and simple random sampling techniques. Data were collected via structured questionnaires and document analysis. Pearson’s correlation revealed a positive and statistically significant relationship (r = 0.569, p < .001). Hierarchical multiple regression analysis confirmed that parental provision of learning resources significantly predicted science academic achievement (B = 6.726, p < .001) after controlling student- and teacher-level factors. The study concludes that material home support independently enhances science outcomes and recommends that education stakeholders establish school-home partnerships to guide parents in providing specialized science learning resources.