Influence of parental monitoring support of academic progress on academic success of Undergraduate Students in Selected Public Universities in Kenya

Abstract

Parental support is an important factor in educational success of university students. However, parenting styles of university students differ considerably, potentially resulting in varying levels and types of support. This study investigated the influence of parental monitoring of academic progress on the success of undergraduate students in selected public universities in Kenya. The study was anchored on Functionalist theory and Epstein's theory of parental involvement. Convergent parallel mixed methods research design was utilized. The target population was 6,548 fourth-year undergraduates. Sample size was determined through stratified sampling followed by simple random sampling techniques. Krejcie and Morgan formula was used to determine sample size, which consisted of 363 fourth-year undergraduates whose degree programmes last for four years. Purposive sampling was employed to select the universities for participation. Forty-one (41) key informants was selected through purposive and snow balling sampling procedure. Data was collected through students’ questionnaire, document analysis and structured interview guide to key informants. Quantitative data was analysed using descriptive and inferential statistics. Qualitative data was analysed using Colaizzi’s descriptive phenomenological approach. The study findings revealed that parental monitoring of aspects of learning environment, students safety, adherence to university academic rules, and examination success were statistically significant (F(4, 335) = 12.729, p < .001), indicating that these factors collectively predicted academic success. Multple regression model yielded an r = .353 and an R² of .132, meaning that approximately 13.2% of the variance in academic success can be explained by these four predictor variables. Examination performance had the strongest positive influence followed by adherence to university academic rules, learning environment and students’ safety. Qualitative findings reinforced the quantitative findings pattern as parental monitoring support influenced academic success. The study recommends that parents should monitor academic progress consistently. They should regularly request transcripts and discuss performance, but monitoring should be delivered with love rather than anger. Excessive surveillance such as checking portals and visiting university multiple times increases student anxiety and should be avoided.