Home Learning and Achievement of Core Competencies among Learners in Public Primary Schools in Nandi County

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.