Level of Parents’ Education Knowledge Base in Curriculum Content of English Subject Based on Different Grade Groups

Dorcas Mukami Gitonga
University of Eastern Africa, Baraton, Kenya
Email: mukamigitonga1@gmail.com

Abstract: This descriptive-correlational study examined the level of parental involvement in type 1-6 of Epstein typologies and the level of parents’ education knowledge base in curriculum content extracted from the mandated national curriculum guide in Kenya and whether the parental involvement practices predicted the parents’ education knowledge base in curriculum content using data collected from selected Seventh – day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The findings suggested that parents were somehow knowledgeable in curriculum content. It was recommended that schools, parents and community should work collaboratively to enhance effective partnership and empowered parent-teacher community for the success of the students.