Influence of Parental Involvement on Learners’ Transition Rate from Public Preschools to Public Primary School in Kapseret Sub-County, Uasin Gishu County, Kenya

Njuguna Mary Muthoni, Dr. Esther Bitok & Dr. Audrey Matere
Kisii University, Kenya
Corresponding Email: estherbitok2006@gmail.com/ estherbitok@kisiiuniversity.ac.ke

Abstract: A transition from pre-school to primary school for children is not just a change which has immediate effects but effects on the rate at which children change. The purpose of this study was to determine the influence of parental involvement on learners’ transition rate from public preschools to public primary school in Kapseret Sub County, Uasin Gishu County. The study was guided by Jean Piaget’s constructivist theory. The study adopted a descriptive survey design. The target population for the study included 102 preschool teachers, 153 Grade one, two, and three teachers and 51 headteachers, giving a total of 306 target population. The researcher sampled 171 respondents, including 85 Grade one, two and three teachers, 57 preschool teachers, and 29 headteachers. The study research instruments used were questionnaires. Data from questionnaires were analyzed using both quantitatively and qualitatively using SPSS version 26. Quantitative method involved descriptive analysis and presented in form of tables. Qualitative data from interview schedules were analyzed thematically and presented in prose form. The study findings showed that parental involvement has significant influence on learners transition. Parental and family support plays a key role in transition, learners’ parents share information frequently on progress of their children. The study recommends that preschool children should be well cared for by their parents by checking their education progress and instilling values.