INFLUENCE OF PARENTAL LEVEL OF EDUCATION ON LEARNERS’ COMPETENCY-BASED CURRICULUM LEARNING OUTCOMES IN PUBLIC PRIMARY SCHOOLS IN STAREHE SUB-COUNTY, NAIROBI COUNTY

Abstract

The study investigated how parental education influences learners’ outcomes under Kenya’s Competency-Based Curriculum (CBC) in publicly funded elementary schools within Starehe Sub-county, Nairobi. Anchored on Joyce Epstein’s Theory of Parental Involvement, the research adopted a convergent mixed-methods design that integrated cross-sectional and phenomenological approaches. The target population comprised one sub-county director of education, 1,893 sixth graders, 300 parents, 263 teachers, and 17 head teachers. Through a combination of probability and non-probability sampling techniques, a sample of 275 respondents was selected, including 5 principals, 50 teachers, 30 parents, 1 sub-county director, and 189 sixth graders. Data collection employed multiple instruments teacher surveys, principal and parent interview guides, sixth-grade focus groups, classroom observation checklists, and document analysis guides. Validity and reliability were established through content and face validity assessments. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) and presented in tables showing frequencies and percentages, while qualitative data were analyzed thematically using content analysis, with participants’ quotations used to support interpretations. Ethical standards such as voluntary participation, informed consent, confidentiality, and institutional research approval were observed. Findings revealed that parental education significantly influences learner outcomes in CBC. Pupils whose parents had higher educational attainment exhibited superior academic performance, greater consistency in completing CBC projects, and higher levels of confidence and classroom engagement. The study concluded that parental education is a key determinant of learners’ success and participation in CBC activities. It recommended that schools and educational authorities strengthen parental empowerment through continuous training and sensitization programs to enhance parents’ understanding, involvement, and support for their children’s learning under the CBC framework.