Parental Expectations and Learners' Choice of CBE Senior School Pathways in Kenya: Evidence from Parents and Learners in Nyanza Region, Kenya

Abstract: Kenya's transition from the 8-4-4 system to Competency-Based Education (CBE) has introduced a differentiated Senior School structure in which learners select pathways according to their interests, abilities, talents and career aspirations. This transition has simultaneously increased the importance of parents in educational decision-making. The present study examined the relationship between parental expectations and learners' choice of Senior School pathways under the Competency-Based Education (CBE). The study adopted a mixed-methods approach involving 1,866 learners and 1,500 parents drawn from four counties in the Nyanza region of Kenya. Quantitative analysis examined pathway preferences and compared learners' and parents' perceptions of parental influence. Qualitative analysis focused on three themes: parental preference for economically secure careers, learners' preference for interest and talent alignment, and economic and accessibility constraints. Social Cognitive Career Theory (SCCT) provided the principal theoretical framework. The working analysis indicated that STEM was preferred by 48.2% of learners and 52.0% of parents, Social Sciences by 34.8% and 34.0%, respectively, while Arts and Sports Science attracted 16.9% of learners and 14.0% of parents. A chi-square test indicated a statistically significant difference between learner and parent pathway preferences, χ² (2) = 7.12, p = .028. Further analysis indicated that parents reported significantly stronger perceptions of their influence on pathway decisions than learners, t = -12.05, p < .001, with a moderate effect size of Cohen's d = 0.41. The findings suggest that parental participation is simultaneously an important educational resource and a possible source of tension when parental expectations diverge from learner interests and perceived abilities. The study argues that CBE pathway selection should move beyond parental preference and examination performance toward informed, dialogical and learner-centered decision-making. The study recommends strengthened career guidance, parent sensitization, school-level pathway information and mechanisms for ensuring that learners' voices remain central in pathway selection. Keywords: Competency-Based Education, parental expectations, learner choice, Senior School, Grade 10, STEM, Social Sciences, Arts and Sports, and career guidance. Title: Parental Expectations and Learners’ Choice of CBE Senior School Pathways in Kenya: Evidence from Parents and Learners in Nyanza Region, Kenya Author: Dr. Paul Alela Oguta International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 13, Issue 5, September 2026 - October 2026 Page No: 11-18 Novelty Journals Website: www.noveltyjournals.com Published Date: 27-October-2026 DOI: https://doi.org/10.5281/zenodo.23689854 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/Parental%20Expectations%20and%20Learners-27102026-4.pdf