A Systematic Analysis of Parental Involvement and Its Influence on Learner Outcomes in the Competency-Based Curriculum (CBC) for Grades 6, 7, And 8 in Kenya

Abstract

This study investigates the influence of parental involvement on learner outcomes within Kenya's Competency-Based Curriculum (CBC), with a particular focus on Grades 6, 7, and 8. In response to global educational reforms emphasizing learner-centered and skills-based approaches, Kenya’s adoption of CBC presents both opportunities and challenges. While the CBC framework identifies parents as critical co-educators, evidence indicates low levels of parental engagement due to socio-economic, cultural, and informational barriers. Guided by Epstein’s Theory of Parental Involvement and Vygotsky’s Sociocultural Theory of Learning, this study adopts a desktop review methodology to analyze empirical and theoretical literature on the subject. Findings reveal a positive correlation between active parental engagement and improved learner performance, emotional development, and competency acquisition. However, disparities in parental capacity, awareness, and communication structures persist, especially in marginalized communities. To address these gaps, the study proposes a Socio-Ecological Engagement Framework (SEEF) that integrates interventions across policy, community, school, and household levels. The paper concludes with policy and practical recommendations aimed at enhancing family–school partnerships to support CBC implementation and ensure equitable learning outcomes across Kenya.

Keywords: Parental Involvement, Competency-Based Curriculum, Learner Outcomes, School–Family Partnerships.

DOI: 10.7176/JEP/17-7-09

Publication date: July 30^th 2026