Parental attitude towards education is consistently found to be positively associated with a student's academic performance. However, there has been little investigation about mechanisms that explain this association. The objective of the study was to establish the relationship between parental attitude towards education and academic performance of day secondary students. The specific research objectives were: to establish the relationship between parents’ attitude towards educational involvement and academic performance of day secondary school students; to examine the relationship between parents’ attitude towards absenteeism and academic performance of day secondary school students; to establish the relationship between parents’ attitude towards provision of basic educational needs and academic performance of day secondary students in Uasin Gishu. The theoretical framework of this study was derived from functionalist and learning theories. The Data for this study was collected from primary and secondary sources. The research instruments were questionnaires for students and parents, interview schedules for parents and teachers and parent-child relationship scale for students. The study population comprised of 1804 students, 80 parents representatives and 51 teachers. A correlation research design was adopted based on a sample drawn from five secondary schools in the study area. Purposive sampling was used to select a sample 18 teachers and 36 parents while stratified random sampling was used in the selection of 180 students. Spearman Brown Prophesy coefficient formula was used to test the internal consistency of questionnaires and interview schedules after piloting had been done. Parent-child relationship scale reliability was established by use of Cronbach’s alpha coefficients. The reliability coefficients of 0.70 at 0.05 level of significance were obtained. Data collected was analyzed using descriptive and inferential statistical analysis. Inferential statistics. Descriptive statistics such as frequency, means and percentages were used in analyzing data. The findings of the study show that parental attitude towards education affects academic performance of day secondary school students in Uasin Gishu. The study concluded and recommended that school administrators and policy makers find ways of enhancing parental involvement towards education.
Table of Contents
ABSTRACT
INTRODUCTION
STATEMENT OF PROBLEM
PURPOSE OF THE STUDY
RESEARCH METHODOLOGY
RESULTS AND DISCUSSION OF RESEARCH FINDINGS
CONCLUSIONS
REFERENCES
Research Objectives and Focus
This study aims to investigate the influence of parental attitudes—specifically regarding educational involvement, absenteeism, and the provision of basic needs—on the academic performance of day secondary school students in Uasin Gishu County, Kenya, seeking to bridge the gap between theoretical problems and practical educational interventions.
- Analysis of the relationship between parental educational involvement and student academic success.
- Evaluation of how parental views on school absenteeism correlate with student grades.
- Assessment of the impact of providing basic educational needs on student performance outcomes.
- Examination of parental attitude as a contributing factor to the decline in mean grades within the county.
- Development of policy recommendations to enhance parental engagement in the educational process.
Excerpt from the Publication
STATEMENT OF PROBLEM
Parents seem carefree on matters concerning education and less effort has been put in, to change the apparent negative attitude of parents towards education. Indeed, parental attitude could be responsible for the poor academic performance of day students. These schools record perennial poor Kenya Certificate of Secondary Education exam results; consequently, a handful of students meet the Joint Admission Board (JAB) requirements of joining public universities regular programmes (District Education Office, 2013). This ultimately means that the community remains disadvantaged when it fails to take its students to universities.
Almost all students join day secondary schools with 250 marks and above in (K.C.P.E) which is an equivalent of mean grade C and above. Primary schools in Uasin Gishu County post good results in (K.C.P.E). Uasin Gishu County was ranked amount the best in (K.C.P.E) in 2013 results in rift valley Province (District Education Office, 2013). Pupils from primary schools join day secondary schools in Uasin Gishu County only to end up with (K.C.S.E) grades which are below mean grade C. Most students’ results in (K.C.S.E) depict a negative index in value added progress (V.A.P). This is a pointer to the fact that most students fail to add value to the grades they get in (K.C.P.E) when they join Uasin Gishu County day secondary schools. From the above explanation, the performance has been on decline with many schools in the County posting negative index in their mean grades over the last three years (District Education Office, 2013).
There are unanswered questions, addressing scope used in measuring the relationship between parental attitude towards education and academic performance of day secondary school students. An investigative is needed to address the gap between theoretical problems and practical solutions.
Summary of Chapters
ABSTRACT: Summarizes the research objectives, methodology, and findings regarding the link between parental attitudes and student academic achievement in Uasin Gishu County.
INTRODUCTION: Establishes the context of parental attitudes in developing countries and defines the core problem of poor academic performance in day secondary schools.
STATEMENT OF PROBLEM: Identifies the decline in student performance from primary to secondary level and highlights the potential role of negative parental attitudes in this trend.
PURPOSE OF THE STUDY: Outlines the three primary research objectives focused on educational involvement, absenteeism, and provision of basic needs.
RESEARCH METHODOLOGY: Describes the cross-sectional survey design, sampling techniques, and statistical tools (ANOVA) used for data analysis.
RESULTS AND DISCUSSION OF RESEARCH FINDINGS: Presents the statistical analysis of how parental involvement and provision of basic needs significantly impact student scores, while finding absenteeism less conclusive in this specific sample.
CONCLUSIONS: Synthesizes the study results, confirming that parental involvement and the provision of basic needs are vital for academic success.
REFERENCES: Provides a comprehensive list of scholarly sources used to support the theoretical framework and discussion.
Keywords
Absenteeism, functionality, Parental, Performance, Educational needs, Academic achievement, Uasin Gishu County, ANOVA, Secondary education, Parental involvement, Statistical analysis, School performance, Educational policy, Kenya, Student success
Frequently Asked Questions
What is the core focus of this research?
The research examines how various dimensions of parental attitudes—such as involvement, views on absenteeism, and the provision of educational needs—impact the academic performance of day secondary school students in Uasin Gishu County.
What are the primary themes explored?
The study centers on three themes: parental educational involvement, the relationship between absenteeism and grades, and the necessity of providing basic educational supplies for student success.
What is the main objective of the study?
The main objective is to establish the relationship between parental attitudes toward education and the actual academic performance of students, with the goal of identifying actionable improvements for stakeholders.
Which methodology does the author employ?
The author uses a cross-sectional survey design, collecting data through questionnaires and interviews, and applies ANOVA (Analysis of Variance) to identify significant differences in student performance across different parental attitude groups.
What is addressed in the main section?
The main section details the problem of declining academic performance in the region, followed by a rigorous statistical analysis of survey data to determine which specific parental factors statistically influence student grades.
Which keywords best characterize this work?
Key terms include parental involvement, absenteeism, educational needs, academic performance, and Uasin Gishu County.
Did the study find that parental attitude towards absenteeism affects grades?
The statistical analysis (ANOVA) in this specific study concluded that there were no significant differences in the scores of students based on parental attitudes toward absenteeism, though the author notes this contrasts with general teacher observations.
What did the study conclude about the provision of basic educational needs?
The study concluded that the provision of basic educational needs is significantly associated with student academic performance; failing to provide these necessities has a negative impact on the child's achievement.
What are the implications for school administrators?
Administrators are encouraged to implement programs that sensitize parents on the importance of their involvement and their role in providing the necessary resources for their children's education.
- Quote paper
- Mallion Kwamboka (Author), 2014, Influence of parental attitude towards education on academic performance of day secondary school students in Uasin Gishu county, Kenya, Munich, GRIN Verlag, https://www.grin.com/document/490374
