Abstract:
The purpose of this study was to explore the contribution of
home learning to the achievement of core competencies among
learners in public primary schools in Nandi County, Kenya.
The study was guided by Joyce Epstein’s Model of Parental
Involvement, published in 2002. The sample size comprised
293 participants, including 6 sub-county education officers, 24
head teachers, and 263 parents. Multistage sampling was used
to determine the schools that would participate in the study.
The research instruments used for data collection were
questionnaires for parents and interview schedules for sub
county education officers and head teachers. Qualitative data
was analyzed using thematic analysis. The study results
showed that home learning, as a parental involvement
strategy, was positively related to the achievement of core
competencies among learners (r=0.348; p= 0.000 statistically).
The study rejected the null hypotheses. Engaging in learning
activities together at home, such as reading or homework
support, appears to be an effective strategy for boosting
achievement. In conclusion, engaging in learning activities
together at home is an excellent way to boost achievement,
offering a range of benefits beyond improved grades. Parents
of pupils who demonstrate a good understanding of digital
literacy support their children at home in developing
technology-related skills. The study recommends that school
management develop clear and concise guidelines for parents
on how to effectively support home learning for problem
solving and critical thinking skills. These guidelines can
include tips, suggested activities, and resources.
