Influence of Parental Participation in School Activities on Learners’ Academic Performance in Public Junior Schools in Kajiado West Sub-County, Kajiado County

This study investigated parental involvement on learners’ academic performance in public junior schools in Kajiado West Sub-County, Kajiado county. Research question that guided the study is: How does parental participation in school activities affect learners’ academic performance in public junior schools in Kajiado’s West sub-county? The study was grounded on Epstein's Overlapping Spheres of Influence Theory. The study adopted a convergent mixed-methods design, integrating both quantitative and qualitative approaches. The quantitative component used a Cross-sectional survey, while the qualitative strand applied a phenomenology design. The target population included 76 junior schools, 76 head teachers, 238 teachers, 580 parents, 5,400 Grade 8 and 9 learners, and one SCDE. Stratified and simple random were employed to obtain a sample of 8 schools, and 47 teachers, purposive sampling for 8 head teachers and one SCDE, systematic sampling for 280 learners, and cluster sampling for 58 parents. Data was collected using questionnaires, interview guides, focus group discussion guides, a document analysis guide, and observation guide. Quantitative data was analyzed using SPSS version 28 to generate descriptive statistics and inferential statistics. Qualitative data was analyzed thematically using NVivo software. Findings were presented using tables, graphs, and narrative descriptions. Content validity was ensured through expert review, while reliability was established using internal consistency measures of alpha 0.70 and above. Ethical principles were strictly observed throughout the study. The study established that the involvement of parents in school activities has a positive influence on the academic performance of learners in public junior schools in Kajiado West Sub-County. It found that effective parent–school engagement improves learners’ motivation, supervision and academic support. The study suggests regular parent-teacher communication, school meetings and structured opportunities for parents to participate actively in their children’s education.