Parental Factors Affecting Public Primary School Pupil's ’ Academic Performance :

Abstract

The goal of any education system is to have a balanced output with minimum gender differences in academic performance. Poor performance of either girls or boys in KCPE has far reaching implications on the economic development of this country. An examination of the factors contributing to gender differences in academic performance in KCPE is critical. The purpose of this study was to examine the factors affecting academic performance of pupils in public primary schools in Nakuru Sub County. This study was carried out on head teachers, professional school counselors, teachers and pupils in public primary schools. The specific objectives of the study were: to establish the relationship between parents' educational level and academic performance of male and female pupils in public primary schools; to establish how parents’ occupation affects academic performance of male and female pupils in public primary schools; to examine how parenting styles’ affect the academic performance of male and female pupils in public primary schools. The study adopted the descriptive survey design and the sample size was selected using the simple random sampling for class teachers and pupils and purposive sampling technique for head teachers and professional school counselors. A sample size of 8 head teachers, 8 professional school counselors, 16 class teachers and 64 pupils was used for the study. Data for the study was collected by use of questionnaires for head teachers and teachers, while interview schedules were used to collect data from pupils. Prior to use data collected was subjected to validity checks and reliability tests. Data collected was analyzed with the aid of the Statistical Package for Social Sciences version 21.0 computer software for descriptive statistics (frequencies, percentages and means) and inferential statistics (correlations). The study findings show that parents’ education was a very important factor determining pupils’ academic performance; parents’ occupation affected academic performance of male and female pupils in public primary schools; Authoritative styles and authoritarian styles were seen to somehow positively affect pupils ‘academic performance; and permissive parenting style was seen negatively affect pupils ‘academic performance. The study is of great significance to school managers, teachers and education officers because the generated knowledge and awareness created will propel them to take necessary measures to enhance gender parity in academic performance both at primary schools and subsequent levels.