ABSTRACT
While research indicates that parental involvement in children’s homework has many benefits, there is evidence that parental involvement in homework is low internationally. Locally, studies have not given much attention to the ways in which parents get involved in children’s homework and the possible determinants to their involvement, mainly at the lower primary school level which forms part of Early Childhood Development and Education. This study therefore sought to identify the ways in which parents get involved in their lower primary pupils’ homework. It also explored the factors that might determine this involvement including, parental occupation, educational level and parental gender although there exists other factors that influence parental involvement in homework. The study targeted parents, standard two teachers’ and children from public schools in the Laikipia East sub county. Three schools out of 43 schools were sampled and twenty parents purposively selected to form the study sample. The study was guided by Joyce Epstein’s model of overlapping spheres of influence which argues that most effective families and schools work have common characteristics. The study adapted an exploratory approach using a descriptive survey design. The aim of this research was to make recommendations for the formation of effective programs on parental involvement in homework of their ECDE children suited to Kenyan public primary schools so that pupils, teachers and parents can derive the greatest benefits from the study. The study adapted qualitative approach methodology and used interview schedules and questionnaires as data collecting instruments. Data was analyzed using descriptive statistics and the findings were presented by use of graphs, tables and charts. The study established that most parents are involved in assisting their lower primary children with homework in various ways. It also found out that illiterate parents are less involved in assisting their children with homework. The study also established that there is significance association between parents’ occupation and their involvement in children’s homework. In addition mothers were more involved in their lower primary school children homework than fathers. The study recommended that parental participation in their children’s homework should be enhanced in order to support children’s academic performance.
CHAPTER ONE
INTRODUCTION AND BACKGROUND TO THE STUDY
Introduction
This chapter provides an overview of the study. The background to the problem, statement of the problem, purpose of the study, objectives of the study, research questions, significance of study, limitations and delimitations of the study, assumptions, theoretical framework conceptual framework and operational definition of key terms.
Background to the Study
Parents are the core educators of their children before and during schooling. Parental involvement in their children’s schooling from an early age is therefore of great importance since it has been known to impact positively in children’s lives. Educators have often pointed out that the critical role played by the home and family environment determines the academic success of a child and also observed that the earlier parental involvement begins, the more effective it becomes (Giansero, 2001, Olatoye & Ogunkola, 2008). Parents and families, therefore, play a critical role at this point of holistic child growth and development.
According to Association for Childhood Education International/World Organization for Early Childhood (1999), there has been global efforts to prioritize early childhood education has a foundation for later learning, has evidenced by the global strategy for early childhood and care in the 21century. WHO Technical Report Series, (1995) has also revealed that early childhood
education is very important during the early years of growth and development, while UNESCO monitoring report for EFA goals (2015)emphasized early childhood education in ensuring that children acquire foundation skills like reading, basic mathematics, numeracy and literacy which enable them to succeed in school.
Research has established that parental involvement has far reaching results such as, boosting children’s morale, improving academic achievement across all subjects, boosting child’s self-esteem as well as promoting positive child behavior, emotional well-being and confidence Epstein (2005). Consequently, parents should be encouraged to take an active role in their children’s schooling from an early age. In his study, Orodho (1992) also recommended that school administrators should encourage parents to take an active role in their children’s education. Studies have further established that parents, pupils and teachers benefit positively from increased parental involvement Henderson & Mapp (2002), Huang, (2009) Hoover-Dempsey (2004). It has further been established through research that improved parent-child relationship is of great advantage to parents since it has been proved to lead to increased parental contact with the child’s school, improved perception of the child’s development and proper knowledge of what the child learns at school. This understanding therefore facilitates parents in dealing with the child’s educational needs at home through positive forms of reinforcement Waterman, (1998), Henderson & Map (2002). The above noted benefits could put the parents in a better position to support their children through education and therefore this study sought to establish
parents’ areas of involvement in their children’s homework to improve their acquisition of literacy and numeracy skills.
Parental involvement takes different forms which may be home based or school based roles. These include participating in school policy making, being member of Parent Teacher Association (PTA), communicating to the school about the child’s progress, reading in the presence of the child, providing children with the required resources, attending teacher parent conferences and assisting in homework (Finn, 1972, Murithi, 2003). Parental involvement in children’s homework during the early childhood years has been found to be very essential. Research has established that, parents normally get involved in pupils’ homework for they expect them to perform better academically at all levels of their education (Clark, 1993; Levin, 1997). So, parental desire for their children’s to better their performance in classroom and national examinations could push them to be more involved in assisting them with homework.
Studies carried out in Norway by Creswell and Ainly (2006), Epstein (2001) and Huang (2009), found that, when parents are actively involved in their children’s homework, the involvement has significance influence on learners’ academic achievement such as improved learners numeracy and literacy skills. So the current study sought to establish the influence of the determinants of their involvement in their lower primary pupils’ homework.
Hoover-Dempsey (2004), in his study reported that homework enhances learning feedback process between home and school, by allowing parents and other caregivers to be familiar with what the child is learning as well as giving teachers an opportunity
to hear from parents about their children’s education. Therefore, it is evident that parental involvement in children’s homework developed and fostered learners’ initiative and cultivated parental responsibility. The current study therefore, sought to establish ways in which parents get involved in their children’s homework and the influence of the determinants of their involvement.
In some African countries policies that support parental involvement are in place. A study by Dubbeldan (2000), noted that South Africa for instance, has the Schools Act (Act 84 of 1996), which requires all parents, together with other stakeholders to be involved in the governing of public schools. In Kenya, consecutive governments all along also have acknowledged the need to improve learning environment by involving parents. According to (Basic Education Act of Kenya, 2013) policy makers involved in the education of young children in Kenya have advocated highly the role of parents in child’s activities. However, there is no clear policy on parental participation in their children’s homework. Therefore, making it hard for teachers to clearly identify the extent to which they should involve parents in their children’s homework.
Despite research findings proving the significance of parental involvement in their children’s learning, studies have also established that the involvement is low internationally and nationally, (Finney, 1993; Ndegwa, Mengich & Abidha, 2007; Ndani, 2008; Majula, 2009; Kibet, 2010; Brand, 2011; Masila, 2012; Kimathi, 2014). These studies found that, parents are not effectively and adequately involved in their children’s schooling especially homework. Studies have also found that, parents show
considerable willingness to support their children’s education but lack the knowledge on how to assist and also some of them are not aware of the need to help their children (Hoover Dempsey, Basslerr, and Burrow, 1995, Epstein &Van VoorHees, 2001, Ndani, 2008). Hence despite the development of possible ways of addressing the low levels of involvement, there still persist lack of involvement and ignorance on the need to get involved. More knowledge on the factors that influence parental involvement in their children’s homework is therefore of great importance.
