The Influence of Parental Involvement in A Child’s Academic Performance: A Case of Informal Schools in Kiambiu Slums in Kamukunji Sub-County, Nairobi, Kenya

Abstract

This study examined the influence of parental involvement on children’s academic performance in informal schools within Kiambiu slums, Kamukunji Sub-County, Nairobi, Kenya. Specifically, it assessed how parental engagement in school levy payment, participation in school activities, and homework supervision affect learners’ academic outcomes in resource-constrained settings. A descriptive survey design was adopted, involving 59 respondents (teachers, parents, and pupils) selected through simple random sampling. Data were collected using questionnaires and academic records and analyzed quantitatively using the Statistical Package for Social Sciences (SPSS), with reliability and validity ensured through standard procedures. The findings revealed that parental involvement has a significant positive effect on pupils’ academic performance, explaining approximately 70.5% of the variation. Among the factors examined, homework supervision had the strongest influence, followed by school levy payment and participation in school activities. The results indicate that consistent parental engagement enhances learners’ motivation, discipline, academic achievement, and school attendance. The study concludes that strengthening parental involvement is critical to improving educational outcomes in informal school settings. It recommends enhancing school–parent partnerships through flexible engagement strategies, improving communication between teachers and parents, and promoting support for home-based learning. Additionally, policies should be developed to facilitate parental involvement, particularly in informal settlements facing socio-economic challenges.