Effect of Parenting Practices on ECDE Learner Achievement in Mathematics Activities in Chwele Zone, Kabuchai Sub-County, Bungoma County, Kenya

Abstract

Proper parenting practices are instrumental in determining learner achievement in learning outcomes. While appropriate parenting practices enhance learner achievement, inappropriate parenting practices inhibit learner achievement in education. In Chwele zone ECDE centres, most children go to school hungry and unkempt; they hardly avail to school what they are asked for, and mostly thought to blame it on parenting practices. Few studies carried out in the area addressed matters of Free Primary Education (FPE), School Feeding Programs (SFP), and instructional materials versus children’s learning and development. Adequate efforts have not been made to establish the relationship that exists between parenting practices and learner achievement in Mathematical activities. This study examined the effect of parenting practices on learner achievement in Mathematics activities in the Chwele zone, with the purpose of establishing the effect of the provision of basic needs and supportive home conditions by parents on learner achievement in Mathematical activities. The theoretical framework used was derived from Lev Vygotsky’s theory of childhood psychological development. The theory states that parents have a vital role in supporting their children’s learning. The study employed a descriptive survey design to study the population of 27 Early Childhood Development (ECD) teachers in charge and 2097 parents. A convenience sampling technique was used to select a sample of 10 teachers and 150 parents from 10 ECDE centres. Questionnaires and interview schedule tools were administered to teachers and parents, respectively, to collect data. The instruments were formulated from the study’s objectives and given to an expert to check their appropriateness. Descriptive analysis in frequency counts and percentages analysed quantitative data. Content analysis analysed qualitative data, which were presented in frequency tables and graphs. Findings indicated that the majority of parents did not take good care of their children in terms of healthy feeding, appropriate clothing, proper care, and demonstration of active participation in mathematics activities. From interviews, results showed that the only way in which parents involved children in mathematical activities at home was by helping with home chores. The study recommends children’s healthy stimulation to be parents’ paramount endeavour because helping children to develop holistically is necessary for meaningful learning. Parents should also be made aware that proper nutrition and general child care enhance proper brain development, a condition that spurs the learning of mathematics activities.