The Effect of Parental Involvement as an Integrated Education Management Strategy on Pupils' Participation in Public Primary Schools in Kakamega County, Kenya

Abstract

Education is a form of investment in human capital, which yields economic, social and political benefits by increasing the productivity of the people. It remains the most vital strategy for the development of society.  The purpose of this study was to determine the effect of parental involvement on the effectiveness of integrated education management strategies (IEMS) on pupils' participation based on aspects of enrolment, retention, dropout and academic performance (ERDAP) in public primary schools of Kakamega County, Kenya. The study period was between the year 1995 and 2018. Four sub-counties in Kakamega County were purposively sampled; Lurambi, Shinyalu, Mumias East and Navakholo with a total of 273 schools. A sample size of 82 schools (30% of 273 schools) was purposively sampled. The respondents in the study were 82 Head teachers, 164 Teachers, 164 Pupils and 4 Sub-County Directors of Education. Qualitative and quantitative data on demographic indices, enrolments and KCPE performance was obtained through questionnaires, documentary guide and interview schedule. Descriptive statistics comprising proportions, ratios, percentages, mean and standard deviation were used. Inferential statistics of paired t-test at 5% level of confidence was used to determine significance of data and statistical inferences. Skewness and Kurtosis indices were used to determine the cluster and spread of the analyzed responses. The study found that parental involvement had a positive impact on pupils' participation through provision for pupils' requirements in school. The study findings will inform policy makers on strategies to be incorporated in the education management for public primary schools in Kenya and recommends further research on collaboration between schools and communities in the implementation of an all-inclusive education.