Influence of parental involvement on learner achievement in mathematics activities in Early Childhood Education Centers in Chwele Zone Kabuchai Sub-county Bungoma County, Kenya

Abstract

Parental Involvement (PI) in children‟s education is instrumental in determining learner achievement in learning outcomes. While positive involvement enhances learner achievement, inappropriate involvement inhibits learner achievement in education. Few studies in Chwele zone in the sector, focused majorly on effects/impact of play ,Free Primary Education(FPE) ,learning teaching aids, school feeding programs and HIV/AIDS on children‟s various aspects of holistic development and other curriculum areas, none has examined the link between PI and learner achievement in Mathematics activities. This study sought to establish the influence of parental involvement on learner achievement in mathematics activities in Early Childhood Centers in Chwele zone Kabuchai Sub County. Objectives outlined the extent to which parental; volunteering, communication, parenting practices, and participation in decision making influence learner achievement in mathematics activities. It employed descriptive survey design to study population of 27 Early Childhood Development (ECD) teachers in charge, and 2097 parents. Convenience sampling technique was used to select a sample of 10 teachers and 150 parents from 10 ECDE centers .Questionnaire and interview tools were administered to teachers, and parents respectively to collect data, and 100% return rate was realized. Descriptive analysis in frequency counts and percentages analyzed quantitative data. Content analysis analyzed qualitative data, which were presented in frequency tables, and graphs. It established that 80% parents only volunteered in provision of locally available resources at stake of participation in class activities‟ trips, actual class instructions and modeling. A constitution of 60% teacher communicated to parents through note writing, besides local meetings, school visits, and sending learners to call parents. Either, parents hardly communicated and acted upon their promises, and a high number of learners appeared not well taken care of. Parents involved children in home chores to help enhance numeracy skills. Conferences concerning learner‟s mathematics activities instruction per term were very low, registering a considerable rate of Ignorance, poverty and divorce as hindrances to parents‟ engagement in children‟s mathematics activities‟ instruction. It was therefore concluded that parents don‟t; fully volunteer, communicate, provide quality parenting or, participate in decision making in pre – school mathematics activities. The study recommended that teachers should intensify parental sensitization on volunteering, communication, quality parenting practices, and participation in decision making in learners mathematics activities. The government of Kenya through the ministry of education should enforce policies to ensure mandatory parental involvement in E.C.D.E. Teachers ought to sensitize parents on rightful and fruitful modes of communication and encourage PTAs to own centers, so as to oversee smooth running and decision implementation. Parents should also be made aware that proper nutrition and general child care enhance proper brain development, a condition that spurs learning. Further, research on effects of community religious affiliation, and pre – school management leadership style on learner achievement in mathematics activities in Chwele zone was also recommended.