Effectiveness of Parental Involvement Strategies in Achievement of Core Competencies among Learners in Public Primary Schools in Nandi County, Kenya

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.