Influence of Parental Support on Academic Achievement of Vulnerable and Orphaned Children in Ainabkoi SubCounty, Uasin Gishu County, Kenya

Pauline Cherobon, Dr. Kapkiai Moses & Dr. Esther Bitok
School of Education and Human Resource development
Kisii University, Kenya,
Email: pauline7771@gmail.com

Abstract: Children who are orphaned are a major concern for all education stakeholders across the world. The purpose of study was to investigate influence of parental support on academic achievement of vulnerable and orphaned children in Ainabkoi Sub County. The study adopted a descriptive survey design. The target population comprised of 99 Early Childhood Schools in Ainabkoi Sub-County, 580 teachers in selected schools. Cluster and random sampling techniques were used to select the respondents. Interview guides and questionnaires were used to collect data. Data were analyzed using descriptive statistics with the aid of SPSS version 25. Analyzed data was presented using tables, graphical illustrations, and narrations. The study findings showed that parental support was statistically significant and positively influenced the academic achievement of vulnerable and orphaned children in Ainabkoi Sub County in Kenya. Parental support positively influences the academic achievement of vulnerable and orphaned children in Ainabkoi Sub County in Kenya. The study recommends that parental support be ensured since the information is shared about how the child is doing at home for the benefit of the teachers, and in turn, the caregivers or parents can keep abreast of the child’s academic status and performance. This can significantly impact how the child perceives the value and premium placed on their overall well-being and educational endeavors. This, in turn, has a psychological and social implication that influences their attitudes and effort towards the academic pursuits.