Influence of Parental Participation in School-Based Activities on Learners’ Acquisition of Learning-to-Learn Competence in Public Junior Schools in Nakuru North Sub-County

The purpose of this study was to examine influence of parental participation in school-based activities on learners’ acquisition of learning-to-learn competence in public junior schools in Nakuru North sub-county. The study was informed by the Epstein theory of overlapping spheres. A mixed methods research approach, specifically a convergent design, was employed. The target population comprised 45 public junior schools, 45 heads of institutions, 216 teachers, 6,400 Grades 8 and 9 learners, 640 parents, and one Sub-County Director of Education (SCDE) in Nakuru North sub-county. Sample size included 7 public junior schools selected using stratified and random sampling, 7 heads of institutions, and 1 SCDE selected using criterion purposive sampling, 61 teachers selected using simple random sampling, 64 parents selected using snowball sampling, and 376 learners selected through systematic sampling. Data collection instruments included questionnaires for teachers, interview guides for heads of institutions, parents, and SCDE, and focus groups discussion guide for learners, and document analysis guide, and observation guide. Data was analyzed using SPSS 28 for descriptive and inferential statistics, Analysis of Variance was used to test the hypotheses, and qualitative data were analysed thematically using NVivo software and presented in narrative themes supported by verbatim quotations from participants. Quantitative findings were presented in tables and graphs. Study tools were validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.80. Ethical considerations were observed. Parental participation in school-based activities positively influences junior school learners' acquisition of learning-to-learn competence by promoting self-regulation, discipline, motivation, and positive attitudes toward education. Active and supportive parental involvement in school activities plays a significant role in enhancing learners' learning-to-learn competence and encouraging independent learning. Schools should strengthen school-parent partnerships and provide parents with guidance on effective ways to participate in school-based activities and support their children's learning.