School Practices in Parental Involvement in Type 1- 6 of Epstein Typologies Significantly Predicting the Level of Parents’ Education Knowledge Base in English Curriculum Content in Grade group A, B and C

Dorcas Mukami Gitonga
University of Eastern Africa, Baraton, Kenya
Email: mukamidorcas1@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 English 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 findings suggested that 19 % of the variance in English curriculum content in grade group A was explained by the learning at home typology, the level of parental involvement in the communications typology, has a statistically significant impact on parent’ education knowledge base in the English curriculum content in grade group B and Communications typology was distinguished as the best predictor of English curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating communication channels which allow free conversations with the aim of sharing learning initiatives in schools.