Abstract:
Parental involvement is widely recognized as a critical factor in fostering academic
achievement and the development of 21st-century core competencies. In Kenya, the
Competency-Based Education (CBE) system emphasizes active collaboration between
schools and families, yet the extent and effectiveness of parental engagement remain
uneven. This study examined the effectiveness of parental involvement strategies in
achieving core competencies among learners in public primary schools in Nandi
County, Kenya. The study was guided by the following objectives: to assess the role
of volunteerism; to examine the influence of communication; to evaluate the effect of
parental decision-making and to explore the contribution of home learning on the
achievement of core competencies. The study was grounded on the Theory of
Overlapping Spheres of Influence, as well as Competence Motivation Theory. The
research employed a descriptive survey design targeting a population of 855
respondents comprising Sub-County Directors of Education, head teachers, and
parents’ representatives. Similarly, the study employed Yamane’s formula to get the
sample size. A sample of 272 respondents was drawn through multistage and stratified
sampling. Data were collected using structured questionnaires and interview
schedules. Ethical clearance was obtained from the National Commission on Science,
Technology and Innovation (NACOSTI) through the Kisii University Institutional
Scientific and Ethics Review Committee. Informed consent, anonymity, and
confidentiality were strictly observed. Quantitative data were analyzed using SPSS
version 28 for descriptive statistics, correlation, and multiple regression, while
qualitative data were thematically analyzed. Regression results revealed that all four
parental involvement strategies significantly predicted learners’ acquisition of CBC
core competencies (R² = 0.684, p < 0.05). Volunteerism (β = 0.312, p = 0.001) and
communication (β = 0.276, p = 0.003) were the strongest predictors, followed by
decision-making (β = 0.215, p = 0.011) and home learning (β = 0.192, p = 0.015). The
study concluded that parents play a vital role in learners’ acquisition and application
of core competencies. They also contribute to digital literacy decisions and effectively
support home learning. The study recommends that schools enhance parental
engagement in applying knowledge, improve communication channels, involve
parents in decision-making, and offer structured home learning guidelines to promote
critical thinking and creativity among learners.
