The Relationship Between Parental Involvement and Learners` Academic Achievement in Competence Based Curriculum in Secondary Schools in Kazo County, Kazo District

The study examined the relationship between parental involvement and learners’ academic achievement in acompetency-based curriculum in secondary schools in Kazo District. It was guided by the following objectives:to establish the level of parental involvement, to assess learners' academic achievement in the competencybased curriculum, and to examine the relationship between parental involvement and learners' academicachievement in secondary schools. A cross-sectional design was adopted for this study. Ten secondary schoolsin Kazo District, with a total population of 254 respondents including one DEO, one Inspector of Schools, 32Parent Representatives, 10 Head Teachers, 53 Student Leaders, 147 Teachers, and 10 SMC Chairpersons, wereconsidered. Data were obtained through questionnaires, interviews, and direct observation. Quantitative datawere analyzed using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptivestatistics were used for analysis. Qualitative data collected from interviews were sorted and organized intothemes. The findings indicated a statistically significant relationship between parental involvement and learners'academic achievement in the competency-based curriculum in secondary schools in Kazo County, with a pvalue of 0.005 (p < 0.01). It was concluded that there was strong commitment from parents in Kazo County tosupport their children's education. Parents actively participated in various aspects, from ensuring properuniforms to contributing financially to school meals. The study identified a statistically significant link betweenparental involvement and student achievement. It was recommended that school administrators organizemeetings and events at times convenient for working parents to maximize participation