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The purpose of the study was to assess the effect of parental involvement in socialization
activities in day primary school: in Uasin Gishu County, Kenya. The study was anchored on
Ecologies of parental Engagement (EPE) Theory 2004. This study objectives were to; (1)
evaluate how parents are engaged in teaching and learning activities of their children in school,
(2) establish parents’ attitude towards participation in school teaching and learning activities, (3)
evaluate teacher’s Attitude Towards Pupils’ Participation in School Learning and (4) establish the
challenges parents, face in the involvement of school teaching and learning activities in Day
primary school level. The study population was public primary schools in the Kesses sub-county.
The respondents of the study were teachers, pupils, and parents. The study employed a
descriptive survey research design. Questionnaires were the main research tools as well as
document analysis. Schools were grouped into strata’s according to Sub County Education Office
merit on school activities. The study sampled Two hundred (200) teachers and one hundred
(100) parents selected through purposive sampling. Hence the study targets Three hundred (300)
respondents from Twenty (20) public primary schools in Sub County. Purposive sampling was
used to select Twenty (20) schools, ten (10) schools that are above average, and Ten (10) schools
that are below average to make a total of 20, which is about 20% of the total number of schools.
Descriptive statistics were employed, and data was presented in frequency distribution tables,
graphs and pie charts. The study findings will be significant to the Ministry of Education
National Education Policy Makers, educators and parents to consider collaborative efforts
between the family and school as important for the improvement of our public schools. The
study results from the correlation indicate that there was a significant relationship between
parents reviewing children’s work and gender of the parents (p=0.029), between parents
facilitating children’s work and gender of the parents (p=0.030), between Parents demand tasks
assigned to be done by pupils and gender of the parents (p=0.000) but there was no significant
between parent working together with children and gender of the parents (p=0.270). The study
results revealed a significant relationship between Parents Attitude towards Participation in
School Teaching and learning activities and the Attitude of Teachers towards Parents
participation in school teaching and learning activities (p=0.001). The study results revealed a
significant relationship between Challenges Parents Face in Involvement of School Teaching and
learning activities and Attitude of Teachers towards Parents participation in school teaching and
learning activities (p=0.005). The study concluded that teachers believe more strongly that
parental involvement is important for pupils. They provide more opportunities and help for
parents to be involved in their children’s teaching and learning activities. This study recommends
that parents should be involved in the learning process of their children, and to an extent, they
should monitor assignments given daily

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