Implementation of Parent-related Interventions for Improving Learning Achievement among Low Achievers in Public Secondary Schools in Kajiado County, in Kenya

Abstract

This study examined the implementation of parent-related interventions designed to enhance academic achievement among low-performing students in public secondary schools in Kajiado County, Kenya. It further explored student responses to school-based academic support strategies that involve parents or guardians in academic processes. Anchored in Walberg’s Theory of Educational Productivity, the study adopted a convergent parallel mixed methods design. Using Slovene’s formula, a sample of 394 was drawn from a population of 972 stakeholders across 91 schools. Participants included 20 principals, 180 teachers, 154 students, 20 Board of Management members, and 20 Parents’ Association chairpersons. Quantitative data were collected via questionnaires and analyzed using descriptive (means, standard deviations) and inferential (correlation, regression) statistics through SPSS; qualitative data were gathered through interviews and analyzed thematically. Findings revealed that parents actively collaborated with school administrators through support for academic programs, resource mobilization, and participation in academic clinics. However, despite principals’ appreciation of parental engagement, its implementation remains constrained by contextual, perceptual, and systemic barriers. This study affirms that parental involvement is essential to student success, particularly for struggling learners. However, deeper engagement is often limited by socioeconomic challenges, passive parental roles, and cultural norms. Teachers, BoM, and PA leaders recognize the value of parental support, but schools must shift from viewing parents solely as fee payers to active education partners. Targeted parental sensitization forums, inclusive leadership training for BoM and PA, and flexible fee structures can enhance engagement. Establishing two-way communication—via SMS, home visits, and dialogue days—can build mutual trust. Schools should also involve parents in academic support initiatives and collaborate with BoM and PA representatives to design holistic interventions for vulnerable learners, ensuring more equitable and effective educational outcomes.

Keywords: Parental engagement, academic achievement, low-performing students, public secondary schools, Kajiado County, Kenya

DOI: 10.7176/JEP/16-6-06

Publication date: June 30^th 2025