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.

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. Results showed that the level of parental involvement among the parents was average and parents were somehow knowledgeable in curriculum content. Additionally, there was a positive linear effect between the predictor variables and the level of parents’ education knowledge base in curriculum content in different grade groups. Learning at home typology was identified as the best predictor variable in most subjects followed by communications typology. On contrary, volunteering typology was not a significant predictor of any subject. It was recommended that schools, parents and community to work collaboratively to enhance effective partnership and empowered parent-teacher community for the success of the students.