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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. |
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