Abstract
This paper is an outcome of a study that was conducted to find out the extent to which communication between parents and teachers influence pupils' academic performance in public primary schools in Ainabkoi Sub County, Kenya. Communication as portrayed in this paper can take the form of conferences/ meeting, telephoning writing notes, and face to face dialogue between parents and teachers. Founded on the theory of six types of parental involvement by Joyce Epstein's, the study adopted ex-post facto research design. A target population of 2404 Class 8 pupils and 61 class teachers was considered from which 331 class eight pupils were selected using stratified simple random sampling technique. Census approach was employed for the class teachers. Questionnaire and interview schedule were used to collect data. Quantitative data was then analyzed using descriptive and inferential statistics in form of percentages, means and chi-square while qualitative data was analyzed using thematic framework. There was a positive and significant relationship between parent-teacher communication (X2=10.087; p=0.039) and academic performance. Parent-teacher communication is therefore a positive predictor of pupils' academic performance in primary schools. Such communication should be enhanced to make better the academic performance of pupils in the final examinations.
Highlights
The No Child Left behind Act (Tittle 1 part A) of the US Government emphasized the significance of parental involvement in children’s academics instructing schools to engage in regular two-way communication involving student academic achievement and various school activities [1]
The findings were consistent with a case study conducted by Mahuro and Hungu [21] on parental participation in Iganga and Mayuge district in Uganda which showed that parental involvement such as providing conducive environment at home, checking student’s progress record and random visits significantly increased student’s numeracy and literacy by 6 and 15 units of measure respectively
The findings demonstrated that parents checking on their pupils’ progressive work, scheduling for meetings with the class teachers and sorting indiscipline cases with the deputy head teachers had a positive influence on the pupils’ academic performance
Summary
The No Child Left behind Act (Tittle 1 part A) of the US Government emphasized the significance of parental involvement in children’s academics instructing schools to engage in regular two-way communication involving student academic achievement and various school activities [1]. In Nigeria, Fajoju, Aluede, and Ojugo [3] correlate parental involvement to academic achievement of primary using ex-post facto research design. In their study, they establish a significant influence of parents being involved and often communicating with teachers on the pupils' academic achievements. They establish a significant influence of parents being involved and often communicating with teachers on the pupils' academic achievements They attribute this influence to only affecting three core subjects ; Mathematics, English Language and Science. The involvement of parents getting in their children’s school work through frequent communication with the teachers was highly recommended
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