Parents’ Level of Education and Learners’ Academic Outcomes in Public Junior Schools in Kisumu Central Sub-County, Kenya

Author: Juliane Akinyi Aluodo¹*, Rose Atoni² and Michael Kimotho²

Date: 2026

Abstract: Schools in Kisumu Central Sub-County, Kenya. Guided by Social Capital Theory, the study used a convergent mixed-methods design. The target population was 3,147 Grade 9 learners, 184 Grade 9 teachers, 29 heads of institutions and 29 Parents’ Association representatives in 29 public Junior Schools. Using systematic random, stratified, simple random and convenience sampling, 120 learners, 126 teachers, 12 heads of institutions and 10 Parents’ Association representatives were selected. Data were collected through questionnaires (Cronbach’s α = .80), in-depth interviews and document analysis. Quantitative data were analysed with descriptive statistics and Pearson’s product-moment correlation; qualitative data were analysed thematically. Between 69.8% and 85.3% of learners reported that their parents guided them, encouraged them, discussed their progress, checked their assignments and communicated with teachers, while 72.5% to 88.3% of teachers linked higher parental education with stronger academic support, monitoring and learning outcomes. Parents’ level of education had a strong, positive and statistically significant relationship with learners’ academic outcomes (r = .641, p < .001), and the null hypothesis was rejected. Interviews showed that less-educated parents still supported learning through encouragement and contact with teachers, but depended more on the school for academic guidance. The study recommends structured parent-education and engagement programmes and schoolbased support that compensates for limited home academic assistance.

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