Parental Provision of Academic Tools and Pupils’ Academic Achievement in Public Secondary Schools in Navakholo Sub-County, Kenya

Abstract

Education is a crucial strategy for achieving Sustainable Development Goals, with academic achievement being a central objective in all educational initiatives. However, the persistent struggle with partial learning and underachievement among secondary school students raises significant concern. Thus, the purpose of the study was to assess the influence of parental provision of academic tools on pupils’ academic achievement in public secondary schools in Navakholo Sub-County, Kenya. The insights from this study are valuable for policymakers, community stakeholders, and academics alike. Grounded in Goal-Setting Theory (Locke, 1960), it employed a cross-sectional research design targeting a total population of 460 individuals, including 27 School Board of Management chairpersons, 27 principals/head teachers, and 408 teachers, resulting in a sample size of 210. The study utilized a stratified random sampling technique to ensure representation across these groups, gathering data through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study demonstrating a Spearman’s rank correlation coefficient of 0.76. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data was analyzed for common themes, extracted, organized, and discussed within the study's main objective areas. The research findings revealed a statistically significant correlation between parental provision of academic tools and students' academic achievement in public secondary schools (Pearson Chi-Square=547.428, p<0.05). As a result, the study recommends that education policymakers develop and implement comprehensive guidelines and support systems to mandate and facilitate parental involvement in providing academic tools.