Effect of Parental Communication on Learner Achievement in Mathematics Activities in Chwele Zone, Kabuchai Sub-County, Bungoma County, Kenya

Abstract

Parental Communication (PC) in children’s education is instrumental in determining achievement in learning outcomes; while appropriate parental engagement is related to positive learner achievement, inappropriate communication inhibits learner achievement in education. Parents in Chwele zone ECDE centres hardly provide feedback following communications from the school concerning their children’s progress, a scenario thought to be attributed to by lack of awareness. This study examined the effect of parental communication on learner achievement in mathematics activities in the Chwele zone. A descriptive survey design was employed, targeting 27 teachers in charge, and 2097 parents in 27 preschools. Convenience sampling was used to get 10 teachers in charge of preschools and 150 parents from the 10 centres as respondents. Questionnaires and interview guide tools were administered to the teachers in charge, and parents, respectively to collect data. The instruments were formulated from the study’s objectives and given to an expert to check their appropriateness. Some qualitative data were sorted, coded, and organised into various themes to quantify them. The quantitative data were analysed using means, frequencies, and percentages, presented by the use of tables, graphs, charts and descriptions guided by Lev Vygotsky’s theory of childhood psychological development. Findings indicated that the common form of communication by parents was note writing, at only 28% parents, or else only 19% parents visited centres, and 53% parents did not have time for that, registering a considerable rate of ignorance, as a hindrance in children’s mathematics activities’ instruction. It was concluded that parents communicated poorly in preschool mathematics activities matters. The study recommended that teachers should intensify parental sensitisation on fruitful modes of communication in order to maximise parental involvement in children’s satisfactory achievement in Mathematics activities.