Effectiveness of Parental Involvement on Students’ Participation in Schooling in Public Secondary Schools in Meru County, Kenya
DOI:
https://doi.org/10.70619/vol5iss3pp32-46Keywords:
Parental involvement, student participation, secondary education, Kenya, educational outcomesAbstract
This research investigated how different dimensions of parental engagement influence student involvement in educational activities within Meru County's public secondary schools, examining fee payment patterns, school activity participation, and academic assistance provision. A mixed-methods design combining descriptive and correlational approaches. Using stratified random and purposive sampling, 331 respondents were selected from 1,903 participants, including principals, parent association chairpersons, teachers, and student leaders. Data were collected through semi-structured interviews, questionnaires, and focus group discussions, analyzed using SPSS version 27.0 and thematic analysis. Merely 26.4% of educators and 34.3% of student representatives verified meaningful parental engagement. Chi-square analysis revealed a significant relationship between parental involvement and student participation (χ² = 9.362, p = 0.002), with parental involvement explaining 24.5% of the variance in student participation. Qualitative findings revealed reluctant participation often driven by coercion rather than voluntary engagement, with clear socioeconomic disparities between school categories. Despite its statistical significance, parental involvement remains suboptimal in Meru County. Schools should implement comprehensive communication strategies, parent education programs, and collaborative governance frameworks. Policy makers should develop targeted interventions for lower-category schools and create guidelines extending beyond financial contributions to include academic support partnerships.
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