KABARAK UNIVERSITY
SCHOOL:SCHOOL OF EDUCATION AND SOCIAL SCIENCES
DEPARTMENT :EDUCATION SCIENCES
UNIT CODE:EDUC 412
UNIT:SEMINARS IN EDUCATION
LECTURER:DR.KOBIAH
TASK:GROUP WORK
GROUP 3 MEMBERS
1.IKONGE FRANCIS EDS/MG/2770/09/21
2.ISIAH TANIN EDS/MG/1551/09/21
3.KIPLIMO VICTOR EDS/MG/2333/09/21
4.LYDIA NKAASONI EDS/MG/2624/09/21
5.FAITH NYAKUNDI EDS/MG/2722/09/21
6.GLADYS CHEPKOECH EDS/MG/2837/09/21
7.AMOS ALFAYO EDS/MG/2387/09/21
8.PETER SETH EDS/MG/1612/09/21
9.DIANA GESARE EDS/MG/2801/09/21
10.CHEROTICH CLAIRE EDS/MG/1547/09/21
1. INTRODUCTION
The early childhood years are critical for cognitive, emotional, and social development,
laying the foundation for future learning and behavior. Research consistently indicates
that parental involvement plays a pivotal role in shaping a child's development during
this formative period. This proposal aims to investigate the multifaceted ways in which
parental engagement influences early childhood outcomes, focusing on academic
achievement, social skills, and emotional well-being.
In an era marked by rapid societal changes, understanding the dynamics of parental
involvement is essential. Various factors, including socioeconomic status, education
level, and cultural background, affect how parents engage with their children. By
exploring these influences, this research seeks to identify best practices for fostering
effective parental involvement in early childhood education settings.
Ultimately, the findings of this study will contribute to the existing body of knowledge on
child development and inform educators, policymakers, and practitioners about the
critical importance of nurturing parent-child relationships to enhance educational
outcomes and promote holistic development in young children.
2.LITERATURE REVIEW
Parental Involvement in Early Childhood Education and Its Long-Term Effects
Parental involvement in early childhood education (ECE) has been extensively studied
due to its significant impact on children's academic, social, and emotional development.
Numerous studies suggest that active participation of parents in their children's early
learning contributes to positive long-term outcomes, both in educational attainment and
personal development. This literature review synthesizes key findings from various
scholarly articles, focusing on the different aspects of parental involvement in ECE and
the resulting long-term effects.
Parental involvement in ECE is often defined as the participation of parents in various
activities designed to support their child’s early learning. Epstein’s (2001) framework
categorizes this involvement into six types: parenting, communication, volunteering,
learning at home, decision-making, and collaboration with the community. These
elements guide parental roles in fostering environments conducive to children's early
development and lifelong learning. Numerous studies (Fan & Chen, 2001; Epstein,
2001) highlight that parental involvement is multi-dimensional, involving school-based
activities, home-based activities, and interactions with teachers.
Short term effects of Parental Involvement in Early Childhood
Research indicates that parental involvement during early childhood has immediate
positive effects on children’s academic and cognitive development. A study by Barnard
(2004) found that children whose parents engaged actively in their early education
exhibited better literacy and numeracy skills at school entry compared to those with less
involved parents. The presence of a supportive home environment that encourages
learning through activities such as reading, playing educational games, and having
stimulating conversations enhances children’s readiness for school.
Further studies have shown that parental involvement improves children’s socio-
emotional development. Hoover-Dempsey et al. (2005) argue that children whose
parents take an active role in their education are more likely to exhibit positive behaviors
such as cooperation, social competence, and emotional regulation. This suggests that
parents not only support cognitive development but also foster the development of
social skills, which are crucial for navigating the school environment.
Long-Term Effects of Parental Involvement in ECE
Academic Achievement: The long-term academic effects of parental involvement in
ECE have been widely studied. Numerous longitudinal studies demonstrate a positive
correlation between early parental involvement and higher levels of academic
achievement in later stages of schooling. For instance, a study by Fantuzzo, McWayne,
Perry, and Childs (2004) showed that students whose parents were involved in their
education during preschool were more likely to graduate from high school and attend
college. These findings are echoed by McWayne et al. (2014), who found that parental
involvement positively influences children’s cognitive outcomes well into adolescence.
This effect is particularly notable in literacy development. According to a meta-analysis
by Jeynes (2015), children whose parents read to them during early childhood displayed
stronger literacy skills even into high school. Early parental involvement sets a
foundation for positive attitudes toward learning and fosters a motivation to achieve,
leading to long-term academic success.
Socio-Emotional Development and Behavior: In addition to academic outcomes,
parental involvement in ECE is linked to improved social and emotional outcomes later
in life. Desforges and Abouchaar (2003) found that parental involvement is associated
with positive behaviors such as self-regulation, emotional resilience, and social
competence, all of which are essential for long-term success both in school and in
personal life. These findings suggest that the early emotional support provided by
parents plays a pivotal role in a child’s capacity to develop healthy relationships,
manage stress, and navigate social challenges.
Longitudinal studies by Melhuish et al. (2008) show that children who experience high
parental involvement in ECE are less likely to exhibit behavioral problems such as
aggression and hyperactivity in adolescence. These children are also more likely to
display prosocial behaviors, which facilitate positive interactions with peers and
teachers, further contributing to their long-term academic and social success.
Economic and Social Mobility: The long-term effects of parental involvement extend
beyond academic and socio-emotional outcomes into economic and social mobility. A
study by Heckman (2013) highlights the role of early parental involvement in promoting
human capital development, which is linked to higher earning potential and upward
social mobility in adulthood. Children from low-income families, in particular, benefit
significantly from active parental engagement, which can help mitigate the adverse
effects of socioeconomic disadvantage. Early parental involvement is seen as a critical
factor in breaking the cycle of poverty by equipping children with the skills necessary to
succeed in higher education and the labor market.
Factors Influencing the Effectiveness of Parental Involvement
The extent and effectiveness of parental involvement in ECE can be influenced by
various factors such as socioeconomic status, parental education, and cultural values.
Research by Grolnick and Slowiaczek (1994) highlights that parents with higher
educational backgrounds are more likely to engage in their children’s learning activities,
which contributes to better academic outcomes for their children. Moreover, parents
from higher socioeconomic backgrounds often have more resources and time to
dedicate to their children’s education, leading to more effective involvement.
However, barriers to parental involvement, such as language differences, work
schedules, and limited access to educational resources, can diminish the potential
benefits for children from lower-income families. Hornby and Lafaele (2011) point out
that schools must adopt inclusive strategies to encourage parental involvement across
diverse populations. Schools that establish strong communication channels and provide
culturally sensitive support for parents tend to see higher levels of involvement, which
benefits all children, regardless of background.
Interventions and Policy Implications
Given the significant impact of parental involvement on long-term child outcomes,
policymakers and educators have implemented various interventions to enhance
parental engagement in early childhood education. Programs such as the Head Start
initiative in the United States have been shown to improve parental involvement,
particularly among low-income families, by offering parenting workshops and creating
opportunities for parents to engage in their children’s education (Puma et al., 2010).
Similarly, school-based programs that foster partnerships between teachers and
parents, such as the Parents as Teachers program, have been successful in promoting
early literacy and cognitive development (Pfannenstiel, Seitz, & Zigler, 2003).
3.METHODOLOGY
The methodology for studying the effects of Student Engagement satisfaction, and
perceived learning in online education typically involves collecting data through surveys
or questionnaires from students participating in online courses and parents. Variables
like engagement levels, satisfaction, and perceived learning are measured using
validated scales. The data is then analyzed using statistical methods such as regression
analysis or structural equation modeling to determine relationships between these
variables. This approach helps identify how engagement and satisfaction contribute to
perceived learning outcomes in an online learning environment.
1. Research Design
The study will use a mixed-methods approach, combining quantitative and qualitative
data collection techniques. This design will provide a more comprehensive
understanding of how online learning environments impact student engagement,
satisfaction, and perceived learning. Data will be collected from both students and
parents to gather insights from multiple perspectives.
2. Target Population and Sample Size
Students: Primary school students who have experienced online learning, specifically in
grades 4-6 (aged 9-12), as they are better able to provide relevant feedback due to their
higher cognitive abilities compared to younger students.
Parents: Parents of the selected students, as they are key stakeholders who can
provide additional observations on student engagement and learning.
Sampling Method:
A purposive sampling method will be used to select students who have participated in
online learning for at least one term.
A sample size of 50-100 students and 30-50 parents will be targeted, ensuring diversity
in terms of socio-economic backgrounds and access to technology.
3. Data Collection Methods
I. Questionnaires/Surveys.
Students: A structured questionnaire will be administered to students using a Likert
scale (1-4) to assess levels of engagement, satisfaction, and perceived learning.
Student Engagement: Questions will focus on participation in online activities,
interaction with teachers/peers, and use of learning resources.
Student Satisfaction: Questions will assess ease of use, access to materials, and
overall enjoyment of online learning.
Perceived Learning: Questions will measure students' perceptions of how much they
have learned compared to traditional in-person learning.
Parents: A parallel questionnaire will be administered to parents to assess their
perception of their child’s engagement, satisfaction, and learning progress during online
classes.
II.Tools.
Printed survey forms will be used depending on the school’s accessibility to digital
platforms.
B. Qualitative Data Collection
. Focus Group Discussions (FGDs)
Separate FGDs will be conducted with teachers, students, and parents to gather in-
depth qualitative insights. Open-ended questions will be used to explore the perceived
effectiveness of online learning, challenges faced, and suggestions for improvement.
Each group discussion will consist of 6-8 participants and will be conducted in a semi-
structured format to allow flexibility in responses
..Interviews
Key Informant Interviews will be conducted with school administrators and selected
teachers to understand the instructional strategies used during online classes and the
support provided to enhance student engagement and satisfaction.
4. Instrumentation
Student and Parent Questionnaires: The questionnaires will be adapted from existing
validated tools on student engagement, satisfaction, and perceived learning in online
settings, such as the Online Learning Environment Survey. . Questions will be modified
to suit the primary school level.
Interview Guides: Semi-structured interview guides will be developed to ensure
consistency across FGDs and interviews, focusing on key themes like engagement,
learning, and satisfaction.
5. Data Analysis
Quantitative Analysis:
Data from the student and parent questionnaires will be entered into SPSS or Excel for
analysis. Descriptive statistics such as pie charts will be used to summarize the data.
Qualitative Analysis:
FGDs and interviews will be transcribed, and analysis will be applied to identify patterns
and themes related to the challenges and benefits of online learning.
6. Ethical Considerations
Informed Consent: Written informed consent will be obtained from both parents and
students before participating in the study. Consent forms will detail the purpose of the
study, the voluntary nature of participation, and the confidentiality of responses.
Anonymity and Confidentiality: All responses will be anonymized, and personal
identifying information will be kept confidential. Participants will be assigned ID codes
during data analysis.
Ethical Approval: Approval will be sought from the school’s administration and relevant
ethical boards, ensuring adherence to ethical guidelines for research with minors.
7. Limitations of the Study
-The study will be limited to one primary school, which may affect the generalizability of
the results to other schools or regions.
-Access to technology and the internet might vary among students, which could
influence their level of engagement and satisfaction with online learning.
By using both qualitative and quantitative methods, this methodology ensures a
comprehensive assessment of the effects of online learning environments on student
engagement, satisfaction, and perceived learning at the primary school level.
4.FINDINGS
In 2020,the school-age population, defined as those aged 4-17, accounted for 36.4% of
the total population in 2020. The primary school-going population was the largest within
this age group, representing 21.1% of the total population.
Pupil Teacher Ratio (PTR) is a major indicator of quality education.. The Pupil Teacher
Ratio (PTR) for public primary schools was 41:1 in 2020. In the private schools
category, the ratio was 23:1.
Table 1.1
Table below provides insights into the frequency and impact of parental involvement in
education.We reached out to about 40 parents.
PARENTAL INVOLVEMENT RESPONSES PERCENTAGE(%)
1 Never 8 20%
2 Occasionally 25 62.5%
3 Often(2 to 3) 3 7.5%
4 Always 4 10%
Parental involvement data showed that 20% are never involved ,62.5% are occasionally
involved and a lower percentage of 7.5% are often involved.
Kenyan studies often define parental involvement as encompassing various activities, including
attending school events, helping with homework, and communicating with teachers.From the
data above and research we had done 62.5% of parents are involved in doing tasks with their
children.On the other side of parents not being involved we had a high percentage of 20% which
is very alarming .
On average most parents use about 5 to 6 hours a week to assist their children on issues
concerning their homeworks and assignments.This shows that 1 hour per day is a bit low but
this is due to parents being busy with work.
Most parents in our study were from middle income level meaning that their financial ability was
low .Low financial ability means that parents may lack the resources needed to help the
students .
Around 25 parents touched on the challenge of new content , whereby they find it difficult to
answer some questions posed by their students, thus making it challenging for them to assist
their students.
We talked to 10 teachers around the school who taught from grade 4 to 6 .
Table 1.2 below shows a summary of the data
TEACHER INVOLVEMENT RESPONSES PARENT
PERFORMANCE
(1-5)
1 Rarely 2 1
2 Weekly 1 3
3 Monthly 3 3
4 Occasionally 4 4
From our research we found the following findings:
1.Most of the teachers do teach ages of 8 to 12 years.This age is made up of the junior
secondary.
2.Most of the teachers encourage parental involvement by talking to the parents directly or
involving them in meetings whereby they analyze the students performance and provide needed
advice in improving students performance.Furthermore, the teachers believe that parental
involvement is key in enhancing students performance.
3.The main challenges teachers are facing in involving parents were dealing with rude parents
who didn't bother to come and check on their students, parents denying to contribute cash
towards class projects and group works and unavailability of some parents who just send their
friends and relatives to come look at students reports thus limiting the effectiveness of the
clinics/meetings.
We reached about 80 students within the school and out of the school environment.
From the questionnaire and survey we had done , 70% of students agreed that they are
involved with their parenting on revising and doing homework.We discovered that most are
assisted by one particular parent who is their mother since they are close to them as compared
to their fathers.
25% of the students are rarely assisted by their parents citing reasons such as parents having
too much work hence unable to help them.
5% of the students are not assisted at all by their parents which we found that the parents
lacked interest or didn't know the content since some are illiterate.
Parental help also adds morale to the students thus boosting their performance and
creativity.80% the students did acknowledge that their parents provide necessary resources
that are needed.
CONCLUSION
Parental involvement plays a crucial role in early childhood education, positively
influencing children's academic, social, and emotional development both in the short
and long term. Research shows that engaged parents foster better literacy, social skills,
and long-term academic success.Schools should promote inclusive parental
engagement programs, strengthen home-school communication, and provide support
for parents navigating digital learning. Addressing barriers like work schedules or lack of
technology access is essential for wider involvement. By implementing these strategies,
schools can help maximize the benefits of parental participation in early education,
leading to stronger developmental outcomes for children..
REFERENCES
Jeynes, W. H. (2015). A meta-analysis of the relation of parental involvement to urban
elementary school student academic achievement. Urban Education, 40(3), 237-269.
McWayne, C., Melzi, G., Schick, A. R., Kennedy, J. L., & Mundt, K. (2014). Defining
family engagement among Latino head start parents: A mixed-methods measurement
development study. Early Childhood Research Quarterly, 29(3), 462-481.
Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., &
Malin, A. (2008). Preschool influences on mathematics achievement. Science,
321(5893), 1161-1162.
Pfannenstiel, J. C., Seitz, V., & Zigler, E. (2003). The Parents as Teachers program and
school success: A replication and extension. Journal of Primary Prevention, 24(3), 237-
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