Influence of Parental Level of Education and Student Engagement on Academic Achievement in selected Secondary Schools in Garissa Sub-County, Kenya

Abstract

Parental level of education and student engagement are among the widely cited factors affecting student academic achievement in arid and semi-arid areas. Despite many kinds of research done, there has been a persistent low academic achievement in the Garissa sub-county and scanty literature on the parental level of education and student engagement exists. Therefore, this study sought to investigate the influence of parental level of education and student engagement on academic achievement in selected secondary schools in Garissa sub-county. The study objectives were: to determine the relationship between the parental level of education and student academic achievement; examine the relationship between the parental level of education and student engagement; determine the relationship between student engagement and academic achievement; access the mediating effect of student engagement on the relationship between the parental level of education and academic achievement in selected secondary schools in Garissa sub-county. Academic productivity theory by Walberg informed the study. Pragmatism paradigm, mixed methods approach and concurrent triangulation design were used. The study target population was 21(8 public and 13 private) secondary schools, 9726 students,200 teachers and 500 parents in the Garissa sub-county. Stratified proportionate random sampling was used to select 5 private and 3 public secondary schools proportionally. Purposive sampling was used to select 8 teachers, 8 parents, and 8 students while the 400 students were selected using simple random sampling forming the study participants. Qualitative and Quantitative data were collected using semi-structured in-depth interviews, focus group discussions, document analysis and structured questionnaires respectively. Quantitative data were analyzed using descriptives (frequencies, mean, standard deviation and percentages) and inferential statistics (Pearson correlation and linear regression) while qualitative data was analyzed thematically. The researcher found a statistically significant relationship between mother’s level of education and academic achievement. Further, educated mothers were more involved in school activities and also provided support resources that enhanced academic achievement.The study revealed a negative non-significant relationship between the parental level of education and student engagement (r = -.01, p<.01). Further, the classroom environment created by the teachers and student attitude were found to influence student engagement in class activities. The study indicated a strong positive significant relationship between student engagement and academic achievement (r =0.83, p<.01). Moreover, active student participation in classroom activities contributes to higher academic achievement. Finally, the study revealed that student engagement does not mediate the relationship between the parental level of education and academic achievement. The findings will benefit stakeholders, quality assurance officers and education policymakers to improve on academic achievement. It was concluded that mother’s level of education and student engagement have a great influence on academic achievement. The researcher recommends that; the secondary schools should sensitize parents on the benefits of student support and school involvement enhancing student engagement and hence improving academic achievement. Moreover, teachers should adopt strategies which enhance active student participation, motivation and change of attitude to improve academic achievement.