Influence of Parental Determinants on Academic Performance of Pre-School Learners in Nyamache Sub-County, Kenya

Jacklyne Moraa Nyambego, Prof. Herman Kiriama & Dr. Nelliah Omboga – Kisii University, Kenya
Email: jacklynenyambego2014@gmail.com

Received August 16, 2019; Reviewed March 17,2020; Accepted April 5, 2020

Abstract: Parental determinants on academic achievement of learners at any level cannot be overemphasized. The major challenge in Kenya is that early childhood development education is left in the hands of the school and parents resulting in a big variations of preschool academic performance. The objectives of the study was to find out how socio-economic orientation of parents, parental level of education, parent-teacher relationship and parent school communication impact pre-school learners academic performance. The target population included 71 headteachers,142 ECDE teachers and 763 parents and a sub county ECDE officer .The sample size was 9 head teachers, 43 ECDE teachers,76 parents and a sub county ECDE officer. The instruments for data collection were questionnaires, interviews and document analysis. Quantitative data was analyzed using descriptive statistics and presented in form of tables, graphs and percentages. the findings revealed that socio-economic orientation is significant in determining pre-school learners academic performance, parental level of education was the highest predictor of pre-school learners’ performance with a positive significant relationship of r=0.582 on parental –teacher relationship and academic performance in ECDE.It was concluded that higher parental level of education was required in order to improve the quality of children’s education. The present study recommends that parents should sacrifice themselves in engaging their children in education. It is recommended for parents and teachers to have high parent-teacher relationship.