Influence of Parental Level of Involvement in School Activities on Learners' Performance in Kenya Primary School Education Assessment in Kajiado North Sub-county

Abstract This study examined the influence of parental level of involvement in school activities on learners’ performance in the Kenya Primary School Education Assessment (KEPSEA) in public primary schools in Kajiado North Sub-County. Guided by Epstein's Theory of Parental Participation, the study sought to establish how parental involvement in school activities relates to learners’ academic outcomes. A mixed-methods research approach using a convergent parallel design was employed, integrating cross-sectional and phenomenological designs for quantitative and qualitative strands respectively. The target population comprised 2,994 Grade Six learners, 15 head teachers, 350 teachers, 800 parents, and one Sub-County Director of Education (SCDE). A sample of 299 learners, 70 teachers, 6 head teachers, 40 parents, and 1 SCDE was selected using stratified random, simple random, systematic random, and purposive sampling techniques. Data collection instruments included questionnaires, interview guides, focus group discussions, observation checklists, and document analysis guides. Reliability was ensured through Cronbach’s alpha for quantitative tools, while validity for qualitative tools was enhanced through member checking, triangulation, and peer review. Findings revealed that parental participation in school activities positively influenced learners’ performance in KEPSEA. Specifically, 57.1% of parents who actively engaged in school functions contributed to improved learner motivation (51.4%) and enhanced performance outcomes (57.2%). However, gaps persisted in parental contact with teachers (50%) and involvement in school decision-making (44.3%), which limited the effectiveness of participation. The study concludes that active parental involvement in school activities significantly boosts learner performance, but limited engagement in teacher communication and decision-making hinders holistic academic support. The study recommends strengthening structured programs to enhance parental participation in school activities, particularly in decision-making processes and teacher-parent engagement forums. Inclusive strategies targeting less-involved parents should be prioritized to improve learners’ academic outcomes in KEPSEA.