Judith M. Mwania, Peter Kibet Koech, Wycliffe Amukowa


The study sought to underscore the influence of parental involvement in activities at school on learning outcomes among preschool learners. Its purpose was to determine the influence parental involvement in activities at school on learning outcomes among preschool learners in Mbooni Sub County, Makueni County. The study adopted a descriptive survey design that use structured interviews and questionnaire that intended to verify information, perceptions opinions and views of the respondents and an observation schedule for collecting data on the learning outcomes of the children. The dependent variable of the study was learning outcomes among preschool learners in Makueni County, Kenya, while independent variable was parental involvement in activities at school. The target population was teachers, parents and preschool learners in the County. Purposive sampling was used to select the teachers and parents whereas simple random sampling was used to select learners. A sample of 42 teachers, 33 parents and 72 ECDE learners were involved. Validity of the instruments was tested during piloting. Reliability of the instruments was ascertained through testing and re-testing to a sample that was not sampled for the actual study. Data was collected after acquiring permit from NACOSTI. Instructions and arrangements on how to collect the data was made with regard to dates agreed between the researcher and the respondents on when to deliver the questionnaire and observe the children during live lessons as well as conducting of the interviews. Data was analyzed using both qualitative and quantitative techniques. Qualitative data was analyzed thematically along the specific themes and presented in narrative forms whereas the quantitative data was analyzed descriptively using frequencies and percentages with the help of Statistical Packages for Social Sciences (SPSS Version 23). The data was presented using tables in order to get the findings. This study may inform teachers, parents and policy makers about the influence of parental involvement in activities at school on children’s learning outcomes in Mbooni East Sub County. The study highlighted the significance of parents- teachers meeting, parent teacher child association, school feeding programmes as well as parents being resource person in passing first-hand information to children as they discuss different roles they undertake in the community. The study thus recommends partnerships of all stakeholders through proper communication and feedback. The National and County Governments should ensure food security in the preschools to enhance school retention, attendance rates, and enrollment for better learning outcomes among other benefits.


Article visualizations:

Hit counter



parental involvement, learning outcomes, preschool learners, activities and parent teacher association

Full Text:



Abu-Akel, A. & Bailey, A. (2001). Indexical and symbolic referencing: What role do they play in children's success on theory of mind tasks? Cognition, 80(3), 263-281.

Avvisati, F., Besbas, B. & Guyon, N. (2010). Parental involvement: A literature review. Paris: Paris School of Economics.

Beecher, R. M. (2002). Parent involvement; A Review of Research & Principles of Successful Practice. Washington D.C: National Institute of Education.

Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children’s acquisition of early literacy skills: examining family contributions [Electronic Version]. Early Childhood Research Quarterly 17, 295-317.

Cohan, S. (2010). Relationships between active parent involvement in a home- reading program designed to support children’s learning at home and student reading levels. Early Childhood Education, 39 (1), 22-36.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rdEd. Thousand Oaks, CA: Sage Publications.

Dau, E. (2005). Child’s play: Revisiting play in early child-hood settings. Baltimore: Paul H. Brooks Publishing Co.

Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. London: Department for Education and Skills.

Epstein, J. L., & Sanders, M. G. (2002). Connecting home, school, and community: New directions for social research. New York: Kluwer Academic/Plenum.

Epstein, J., Sanders, M., Simon, B., Salinas, K., Jansorn, N., & Van Voorhis, F. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Thousand Oaks, CA: Corwin Press.

Fantuzzo, J., McWayne, C., & Perry, M. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. The School Psychology Review.

Feinstein, L., Duckwoth, K., & Sabates, R. (2008). Education and the Family: Passing success across the generations. Oxon: Routledge.

Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Holloway, S. D. (2000). Contested childhood: Diversity and change in Japanese preschools. New York: Routledge.

Koech K. P. (2010). Teacher-Parent Partnership for Enhancing Quality in Preschool Education. A case study of Uasin Gishu District, Kenya. (PhD thesis) Kenyatta University. Nairobi.

Kothari, C. R. (2004). Research methodology. New Age International. New Delhi. India

Lemmer, E. M. (2012). Who is doing the talking? Teachers and parents’ experiences of parent-teacher conferences. South African journal of education. Vol. 32, No. 1:83-96.

Lopez, A., & Cole, C. L. (1999). Effects of a parent-implemented intervention on the academic readiness skills of five Puerto Rican kindergarten students in an urban school [Electronic Version]. School Psychology Review, 28,439-447.

Nancy, E. H. & Lorraine (2004). Parental School involvement and Children’s Academic achievement. Pragmatics and Issues. Blackwell Publishing Ltd, UK.

Mugenda O. & Mugenda, (2003). Research methods: Qualitative and Quantitative approaches. Nairobi: Kenya

Ndegwa, C. O., Mengich, W. S. & Abidha, O. (2007). Parental participation in pupils’ homework in Kenya: In search of an inclusive policy. International Educational Journal, 2007, 8 (1), 118-126

Republic of Kenya. Ministry of Education, Science and Technology (MOEST). (2001). Education for All (EFA) In Kenya: A National Hand book for 2000 and Beyond. Nairobi: Ministry of Education, Science and Technology, Kenya.

Uwezo (2011). Are our children learning? Annual learning assessment report, Kenya, Nairobi: Uwezo.



  • There are currently no refbacks.

Copyright (c) 2019 Judith M. Mwania, Peter Kibet Koech, Wycliffe Amukowa

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).