EFFECT OF PARENTS’ EDUCATION LEVEL ON PARENTAL INVOLVEMENT IN THE IMPLEMENTATION OF COMPETENCE-BASED AGRICULTURE CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN GATANGA SUB-COUNTY, KENYA
Naphtaly Wainaina Wambui - Student, Department of Agricultural Education and Extension, Egerton University, Kenya
Dr. Mary M. Waiganjo - Lecturer, Department of Agricultural Education and Extension, Egerton University, Kenya
Dr. William Orora - Supervisors and Professors, Department of Educational Management, Policy and Curriculum Studies, University of Nairobi, Kenya
ABSTRACT
Background: Parental involvement is central to the implementation of Competence-Based Education, especially in practical learning areas such as agriculture. This study examined the influence of parents’ education level on parental involvement in the implementation of the competence-based agriculture curriculum in public primary schools in Gatanga Sub-County, Kenya. Methods: The study adopted a descriptive research design and a quantitative approach. The target population comprised Grade Six pupils, their parents or guardians, and agriculture teachers in public primary schools in Gatanga Sub-County. The accessible population was 1,592 respondents, consisting of 786 pupils, 786 parents or guardians, and 20 agriculture teachers. Stratified random sampling was used to group respondents into pupils, parents or guardians, and teachers. Simple random sampling was then used to select schools and respondents, while parents or guardians of the selected pupils were included in the study. The final sample size was 220 respondents, comprising 105 pupils, 105 parents or guardians, and 10 agriculture teachers. Data were collected using structured questionnaires and analyzed using descriptive statistics and dummy-variable regression. Results: The findings showed that parents with basic education reported the highest mean involvement score, M = 3.69, SD = 0.86, followed by parents with post-graduate education, M = 3.60, SD = 1.59. The regression model was not statistically significant, F(4, 86) = 1.816, p = .133, and parents’ education level explained 7.8% of the variation in parents’ self-reported involvement, R² = .078. Conclusion: Parents’ formal education level did not have a statistically significant influence on their involvement in the implementation of the competence-based agriculture curriculum. Schools should therefore recognize both formal and informal parental knowledge when planning parent engagement activities.