Influence of Parental Provision of Learning Resources on Implementation of Competence-Based Education in Public Junior Schools in Langata Sub-County, Nairobi County, Kenya
DOI:
https://doi.org/10.53819/81018102t4416Abstract
This study examined the influence of parental engagement on the implementation of Competence-Based Education (CBE) in public junior schools in Langata Sub-County, Nairobi County, Kenya. Guided by five research questions, the study investigated parental provision of learning resources, participation in school-based platforms, engagement in learners' homework, challenges to engagement, and strategies for strengthening parental involvement. The study was anchored on Epstein's Theory of Overlapping Spheres of Influence and complemented by Fullan's Theory of Educational Change. A mixed methods approach, specifically a convergent parallel design, was adopted. The target population comprised 11 public junior schools, 11 Head Teachers, 275 teachers, and 5,500 parents. The sample consisted of 6 schools, 6 Head Teachers, 90 teachers, and 150 parents. Data were collected using structured questionnaires, semi-structured interview guides, focus group discussion guides, and document analysis. Validity was established through face, content, construct, and criterion validity, while reliability was confirmed using Cronbach's Alpha, with all subscales exceeding 0.70. Quantitative data were analysed using SPSS version 28, while qualitative data were analysed thematically using NVivo 14. Findings revealed that all three dimensions of parental engagement significantly influenced CBE implementation, with provision of learning resources being the strongest predictor (β = .312, p < .001), followed by school-based participation (β = .185, p = .017) and homework engagement (β = .168, p = .031). The regression model explained 28.7% of the variance in CBE implementation. A significant perception gap existed between teachers and parents, with parents reporting higher engagement levels than teachers perceived. The study recommends a national framework for parental engagement, parent education, financial support for needy families, measures to address the digital divide, and integration of parental engagement into teacher training.
Keywords: Parental engagement, learning resources, Competence-Based Education, junior schools, digital divide, Kenya
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