Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parental Education Knowledge Base in Mathematics Curriculum Content

Dorcas Mukami Gitonga
University of Eastern Africa, Baraton, Kenya
Email: Mukamigitonga1@gmail.com

Abstract: This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in Mathematics curriculum content. Data was collected from selected Seventh – day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The study suggests that there is a significant relationship between the level of parental involvement in the parenting typology and the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, parenting typology was the best predictor for the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, learning at home typology was the best predictor for Mathematics curriculum content in grade group B and decision-making typology was the best predictor for mathematics curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating partnerships to enable all stakeholders to participate in decision making, which will empower the learner to sail through learning process.