INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VII Issue II February 2023

Role of Parents’ Involvement in Shaping Pupils’ Discipline and Its

Influence on Performance in KCPE
Livingstone Ocharo1, Dr. Florence Itegi1 & Dr. Rose Njoroge2
1Department of Educational management, policy and curriculum studies, Kenyatta University P.O
Box 43844, 00100 Nairobi
2Department of Library and information science, Kenyatta University, P. O Box 43844, 00100 Nairobi

ABSTRACT

Parents’ involvements play a significant role in the educational sector as this influence pupil’s academic
success. Despite the involvement playing pillar role in learners’ academic success, existence of harmonious
parental and teachers’ work together remains a challenge internationally and locally. The purpose of this
study was to find parents’ involvement in pupils’ learning and its influence on performance in Kenya
Certificate of Primary Education in public primary schools in Nyamira County, Kenya. The study was
guided by the objectives; role of parents involvement in shaping of pupils’ discipline and its influence on
performance in KCPE in public primary schools, Nyamira county Kenya. Convergent mixed method design
was adopted by the study, using Epstein theory of family school partnerships. The target population for the
study consisted of 1,970 respondents. These comprised of 394 head teachers, 394 class eight teachers, 394
parents’ representatives and 788 pupils. These ’were drawn from 394 public primary schools in Nyamira
County. Stratified random sampling was used for schools, head teachers and parent. However, teachers and
pupils were sampled purposively. Sample size for the study consisted of 296 respondents drawn from 59
public primary schools. They include: 59 head teachers, 59 teachers 59 parents and 119 pupils. Interview
schedule was used for head teachers and parents while questionnaires for teachers and pupils. Descriptive
statistic was used to analyze and Pearson product moment was used to correlate the variables. The findings
indicated that parents do not have enough time to engage pupils’ discipline though discipline was found to
be critical in enhancing performance (r = 0.546, P = 0.0001). The study recommends sensitizing parent on
working with teachers to address indiscipline in schools. Parents should create time to address discipline of
their children both in school and at home.

Keywords: Pupils discipline, Involvement, academic performance

INTRODUCTION

In school setting, parents play a vital role in pupils’ education. They get involved in schools to support
pupils learn. The involvement engages parents with stakeholders to allocate responsibilities amongst
themselves to collectively undertake to boost learners’ educational standards (Fook, Johannesen &
Prosoinos, 2011). Drabble, Lemon, Adrade, Dovovid & Le, (2013), looks at parents’ involvement in school
as aiming to foster pupils’ learning. Parents involve teachers to build one another’s capacity to understand
unique academic challenges to address them in promoting performance. The involvements engage in school
meeting forums; discussing ways that empower pupils achieve high performance. Parents’ involvement with
teachers capacitated by mutual respect, trust, support and communication achieve the objective (Debra &
James, 2008). Epstein (2003) looks at parents’ involvement in pupils’ learning as sharing responsibilities
with teachers to influence learner academic.

In this study, involvement of parents in pupils’ education involves shaping of pupils’ discipline and
influence on performance in KCPE in public primary schools, Nyamira County, Kenya. The involvement
aims to influence academic performance. Academic performance is the extent to which pupils achieve short

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or long term educational goals. The achievement is measured in grade point average (GPA) (Fam &Yaacob
2016). Pupils attaining desired performance realize their educational objectives. Pupils’ academic
performance is important at individual, family, organizational and national levels as educational goals are
realized. Pupils become economically productive and dependable in later life. Effective involvements
between parents and teachers are critical in influencing pupils’ performance (Cole, 2004).In a study by a
similar study by Ofori, Asamoah and Achia (2018) in Ghana, discipline is inculcated in families and schools
nurture discipline traits among pupils. The study points disciplined classes as focused to meeting academic
targets. The syllabus is covered in time; class order maintained and active participation empowered in class
leading to high performance. However, the study noted pupils as coping negative traits of discipline from
either parents or teachers who do not live to expected standards of discipline morals. Parent-teacher fail to
address discipline by being living examples to be emulated (Kundari, 2016). Though parents provide
conducing home learning environment to promote pupils’ personal studies, communications between
parents and teachers to monitor indiscipline is least practised (Srinavas & Venkathrishnan, 2016). This study
finds parents involvement in pupils’ discipline and its influence on performance in Kenya Certificate of
Primary Education in public primary schools, Nyamira County, Kenya.

The DET (2014) observe that teachers whose subjects attain high performance portray committed discipline
in work performance. The spirit engages parents and teachers in strengthened involvements to enhance
learning. A similar study by Ogulmus and Vuran (2016) noted that teachers and parents develop relations
with pupils. In unity, they seek solutions to prevent undesirable behaviour and guide pupils on importance
of discipline in learning. According to Udida, Ukway and Pgodo (2012) in the absence of these, bullying
and drug abuse among pupils develop, distracting learners from studies for sure performance.

Malford and Salin (2014) single out that literate parent promote involvement with schools to enhance
learning. Reason for which, school administrators take information on educational background of the parent
on admitting new pupils. However, with absence of the information, schools fail to identify parent
representation in parent-teacher forums. But the study fails to acknowledge contribution of illiterate parents
to pupils’ discipline as a component of performance.

Topping and Wolfendale (2012) notes pupils well-shaped in discipline spend time with parents for learning
guidance. The parent gets opportunity to encourage pupils to work hard in solving academic problems and
this empower parents approach teachers for collective interventions on learning challenges with pupils. In
the involvements, they enhance pupils’ performance by supervising learning and shaping discipline to
expected discipline standards that enhance performance. Nokari and Votruba (2010) note that once parents
send learners to school, the rest belongs to teachers. This is due to non-existence of clear policies guiding
parents’ involvement in pupils’ education; schools have no universal collaborative strategies to engage
parents with teachers on combined interventions.

In Kenya, a study by RTI (2010) on pupils’ reading performance, attributed inability to read to parental lack
of information to address the problem. Teachers noted overcrowded classes as attributive to the problem
and consultative meetings between Parents and teachers provided little solution. Kimanth (2004) sought
levels of parental involvement in learner discipline in Meru County; the findings approved parents’
involvement as of low value because the discipline sought in school was not executed at home nor did
parents serve as role model for pupils to emulate. Maina (2010) examined strategies to strengthen parent-
teacher involvements in Gucha district. The findings showed that mistrust, among parents and teachers was
common. Parents failed to disclose information on pupils that assist teachers address learning concerns. The
Kenya National Examination Council (2021) noted Nyamira as attaining dismal mean performance in
pupils’ gauge test. A mean score of 47 compared to the national mean score of 51.9.

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VII Issue II February 2023

GOK (2013) in the Basic Education Act, acknowledges existence of parents-teachers’ involvements in
promoting learning. Among other functions: they promote discipline standard to focus pupils’ performance.

Purpose of the study

The purpose of this study is to find involvement of parents in shaping pupils’ discipline and its influence on
performance in KCPE in public primary schools in Nyamira County. With the view of predicting how the
solution to the problem might be used to improve and maintain the quality of discipline in schools to
enhance academic performance.

Research objective

To establish the role of parents’ involvement in shaping of pupils’ discipline and its influence on
performance in KCPE in public primary schools, Nyamira County, Kenya.

Significance of the study

The findings of this study may be used by policy makers as a reference point to strengthen parents’
involvement in pupils’ discipline to enhance the quality of academic performance. This is by adopting
strategies discussed herein to seal loopholes and shortcomings experienced in the involvement. School
administrators may acquire better understanding of families’ background and diversity therefore able to
effectively work with parents of diverse background to enhance high discipline leading to academic
performance. Further, school administrators may form deeper respect for parental ability and time spent in
schools with pupils’ behaveral engagement to better performance. Administrators of schools might develop
new strategies of communication and interaction with parents. This may initiate new experience and support
from parents thus increases head teachers’ job satisfaction. Teachers might earn respect from parents for
their profession as it promotes cordial relations with parents. This may motivate teachers work towards
increasing and achieving desired pupils’ academic performance. The study might enable parents increase
participation in school activities, interaction with teachers on learners’ education and interact with their
children in addressing academic concerns. This makes parents more receptive and sensitive to children’s
social, emotional and intellectual development needs. By gaining more knowledge of children’s emotional
development, parents may be more affectionate in shaping traits of discipline. Pupils may adhere to parents’
and schools’ authority; thus developing interest in learning, attending school regularly, active participation
in class, thereby increasing academic performance

Theoretical framework

This study is guided by Epstein’s theory of school and family partnerships (Epstein, 2003). The theory
focuses on six levels of parents’ involvement in promoting pupils’ academic performance. However, the
present study focuses on four levels: parenting, communication, home learning and decision making.

The theory indicates that schools linked with families enable stakeholders understand family’s influence of
discipline on pupils’ education. Parents adopt strategies to enhance discipline and prompt performance.
Parents’ involvement guides, counsels and sets goals that lead pupils to acceptable discipline morals.
Teachers align with parents to improve parenting skills to address discipline. The involvements engaged on
parenting skills instill pupils with morals to make right judgment in learning (Holcomb-McCoy, 2007).
Right parenting pupils focuses pupils to learn and exploit their academic potential (Epstein et.al. 2003).

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VII Issue II February 2023

RESEARCH METHODOLOGY
This section describes research design and methodology adopted for the study. It presents the variables,
locale and target population. Then followed by the sampling techniques, sample size and research
instrumentation. It also presents pilot study, validity and reliability of research instruments. Further, the
section contains data collection strategy and data analysis

Research design

The study adopts convergent parallel mixed method design. The design merges quantitative and qualitative
data to provide comprehensive analysis of research findings. Quantitative and qualitative data were
collected then analyzed separately and the results were compared to get overall interpretation.
Contradictions or incompatible findings then explained (Creswell, 2013).

Convergent mixed method design adopted by the study is among the six types of mixed methods of research
designs (Cresswell & Planoclark, 2011). Mixed method approach is suitable for the study due to its ability
to generating the best responses to the objectives of the study. Data findings collected by use of different
methods are compared then interpreted (Tikly, 2010). Mixed approach method is of significance to the study
because it has the potential to ensure reliable feedback on a Varity of questions. Because of the holistic
approach of mixed method, it boosts the understanding of various interventions. It also promotes the study’s
validity, reliability and the worth of findings (Driscoll, Appiah-Yeboah, Salib & Rupert, 2007, Cresswell,
2014).

Variables of the study

According to Kombo and Trop (2013) major variables for a study are two: independent and dependent.
According to Tichapondwa (2013) indicates independent variables as manipulates that are triggered to
cause effect in dependent variables as visible outcomes due to manipulation of independent variables. The
independent variables are involvement and dependent variable is KCPE performance.

Location of the study

The study was conducted in Nyamira County. The county boarders Homabay County from the West,
Kericho County to the North East, Bomet County to the East and Kisii County from the South. The County
has a total population of 394 primary schools characterized by low academic performance and conflicting
relations between schools and parents.

Target populations

The target population consisted of two categories, schools and subjects.

Schools: schools consisted of 394 schools drawn from five sub-counties in Nyamira County. The sub-
counties with respective number of schools are: Manga 62 schools, Masaba 69, Borabu 71, Nyamira 86 and
Ekerenyo 106 totaling to 394 schools.

Respondents: The respondents consisted of 394 head teachers each from every school, 394 parent
representatives 788 pupils and 394 class teachers drawn from the five sub-counties in Nyamira county. This
made a total target population of 1,970 respondents.

Sampling techniques and sample size

The study employed a combination of the sampling techniques to select study samples. These involve
stratified random sampling to target 394 public primary schools from the five sub-counties in Nyamira, 394

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head teachers and parent 394 parent representatives. Schools, head teachers and parent representatives were
stratified on the basis of respective sub counties they belong Therefore 394 head teachers were stratified for
the study as follows: Manga sub-county 62 head teachers, Ekerenyo 106, Nyamira 86, Masaba 69 and
Borabu 71. The same sampling technique was used to sample the same number of parent representatives as:
Manga sub-county stratified 62 parent representatives, Ekerenyo 106, Nyamira 86, Masaba 69 and Borabu
71. To pick on schools that participated in the study, the researcher wrote “yes” and “no” on folded papers
representatively for each stratum of schools. Schools that picked on the “yes” papers participated in the
study. Head teachers and parent representatives were stratified and sampled on the basis of schools.
Stratified random sampling therefore categorized 788 head teachers and parent representatives. Gitau (2008)
where the population consists of district categorizes, it can be categorized into these categories to
accommodate representation from each stratum. Cresswell (2015) stratification sampling divides the entire
population into sub groups based on their widespread resemblance. Stratification sampling is a replica of the
population represented. Kothari (2013) when the population from which a sample is drawn does not
constitute homogenous group, stratified sampling is applicable, to constitute elements from each stratum. In
stratification sampling, the population is subdivided into sub-groups called strata and each stratum is more
homogenous than the total population. Strata contain precise representations that assure achievement of
exact estimation of elements from various strata. Stratified sampling enables a well estimate of a universe
and enables reaching detailed and dependable information. Orodho (2017) points that stratification sampling
guarantees equal measure of elements from different sub groups in a population.

Simple random sampling was employed to pick schools to participate in the study. Head teachers and parent
representatives from participating schools were sampled for the study on the basis of their schools. Simple
random sampling allows the researcher engage statistics of inference from the data collected. This informs
the researcher on the values of the population (Orodho 2017, Orodho et al. 2016).

Teachers participating in the study were sampled purposively from participating schools. Class teachers for
class eight pupils from each sampled school were selected for the study. They were selected because they
had information of class eight pupils’ academic performance and they take part in class eight parent
association meetings. Proportional sample allocation was used to demine the number of participants
sampled for participation from each sub-county. Kothari (2013) notes that in proportional sample size;
allocation is kept proportional to the size of the stratum.

Last, purposive sampling technique was used to select two pupils from class eight based on gender from
participating schools. In purposive sampling, the general strategy is to identify the source of deviation
among the elements in the population (Etima, Musa &Alkssium 2016).The researcher handpicked a boy
and girl from class eight to accommodate gender. The sample selected on source of deviation accommodates
elements of diverse remembrance to participate in the study (Orodho, 2009). Kothari (2013) acknowledges
that purposive sampling allows personal elements to enable selection of participants. Purposive sampling
includes elements corresponding to major differences in the population. Patton (2015) notes that purposive
sampling appeal both to qualitative and quantitative research. According to Ary, Jacob and Sorensen (2014)
notes purposive sampling as appropriately appealing in gathering information associated to attitudes,
opinion and perceptions. Purposive sampling was used to sample two class eight pupils from sampled
schools on the basis of gender. They participated in the study to air their views as regard to parents’
involvement in pupils’ learning and its influence on KCPE performance.

To determine the sample size; the study employed Kothari method of proportional allocation, in which the
size of the sample is kept proportional to the population of the stratum. It was determined using Kothari’s
formula as:

nth = p X n/ N

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Where p = is propositional sample size of a given stratum

n = is number of elements selected from stratum one (it should be constant)

N = total population

nth = sample size of a given stratum

Using the formula; sample size for schools, head teachers and parents for each sub-county was calculates as:
Manga = 9 schools, Masaba = 10 schools, Borabu = 11, Nyamira = 13, Ekerengo 16. Total = 59. , head
teachers 59 parent representatives 59, class teachers 59 and 119 pupils.

Pupils were sampled purposively on gender to pick male and female pupils from class eight from each
school participating in the study. The researcher used his expert judgment to select a boy and girl to
represent gender as this identified important source of variation. In this way, participants corresponding to
key population differences are accommodated by hand picking cases on the basis of their typicality,
(Orodho, 2009). The table below shows target population for schools, head teachers, parents, teachers and
pupils with respective sample size from schools stratified from various sub-counties.

Research instruments

Questionnaires were used as the main instruments collecting quantitative data. It was used to gather
information from teachers and pupils. Interview was used to collect qualitative data from parents and head
teachers.

Data analysis

Once data collection process was over, the researcher checked if information collected was complete,
accurate and whether aligned with questionnaire requirements from respective respondents. Orodho (2017)
opines that control of completeness, accuracy and uniformity need to be ascertained once data is collected.
After editing the questionnaire, data was coded and tabulated to enable analysis. Data collected by
questionnaire was entered, purified then analyzed using statistical packages for social science (SPSS).
Descriptive statistics mostly frequencies, percentages mean and standard deviation was employed for
analysis of data for likert scale. Responses from the five point likert scale was summed into three responses
– which includes agree, undecided and disagree and involved not involved and neutral. Inferential statistics
of one-way analysis of variance (ANOVA) was employed to analyze question 1 to 5. ANOVA is a statistical
device or tool used to determine if there is a difference in mean between two or more independent groups
when the groups are defined by outcomes (Murray, 2017).

Pearson product moment correlation coefficient was used to answer research questions and find parents’
involvement in pupils ’learning and its influence on KCPE performance. Kilimba, Shukla and Mbabazi
(2016) points that Pearson correlation coefficient is a useful way to measure statistical relationship existing
between independent and dependent variables. Therefore, for the present study, Pearson’s coefficient was
engaged to determine relationship existing between independent variables (involvement) and dependent
variables (KCPE performance). Cresswell (2014) observes Pearson coefficient as vital in measuring
influence with two variables.

Qualitative data was organized into themes which were interpreted and coded. Interpretive coding is used in
summarizing the data base. In similar way, the themes are interpreted to inform and report on the
researcher’s impression in an organized form. Data is coded and organized to make interpretations of
qualitative findings. A code is employed to identify data sets to be included in specific study objectives. The

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purpose is to give detailed reporting on meaning of quantitative data (Alhojailan, 2012). Qualitative data
was narrated and the say of interviewees captured in the analysis.

RESULTS AND DISCUSSION

Demographic information of the, teachers, pupils, Head teachers and parents

Table 2: Demographic information of teachers

Demographic characteristics Categories Teachers (N = 59)

Male 30 (50.9%)
Gender
Female 29 (49.2%)
Below 25 years 7 (11.9%)
20 -25 6 (10.2%)
26 – 30 –
Ages (Years) 31 – 40 25(42.4%)
41 – 45 9 (15.3%)
46 – 50 7 (11.9%)
Others 5 (8.5%)
Form 4 –
Above form 4 –
P1 23 (39.0%)
Highest education level
B.Ed. 21 (35.6%)
Master’s degree 12 (20.3%)
Others 3 (5.1%)
Below 5 years 8 (13.6%)
6 – 10 25 (42.4%)
11 – 15 15 (25.4%)
Duration in teaching services
16 – 20 10 (16.9%)
20 – 25 –
Others 1 (1.7%)

Majority of the teachers were in the ages of 31 – 40 years (42.4%). The elderly teachers were between the
ages of 46 – 50 years who were only (11.9%). Most of whom were P1 teachers (39.0%). The highest level
of education was a master degree which had (20.3%) of the teachers. In their teaching profession, 42.4% of
the teachers had taught for 6 – 10 years while none of them had taught for more than 20 years. The majority
of the teachers were male (50.9%) while females were (49.2%).These findings meets the requirements GoK
(2010) on gender rule to elective or appointive positions.

Demographic characters of the pupils

Table 3: Demographic information of the pupils (n = 119)

Demographic characteristics Categories Frequency %

Male 41 34.5
Gender
Female 78 65.5

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11 – 12 14 11.8
Ages (Years)
13 – 14 105 88.2
Since Std 1 103 86.6
Duration of learning in the school Joined in class eight 9 7.6
Others 7 5.9
Hold position 73 61.3
Pupils leadership position in the school
Do not hold position 46 38.7
1 year 34 26.8
How long pupil hold leadership position More than 2 years 36 30.3
Others 49 41.2

Table 3 shows that majority of the pupils sampled (88.2%) were in the ages of 13 – 14 years, (61.3%) of
them had been in a leadership position in the school. Most of the pupils (86.6%) had been in the school
since the beginning of the primary schooling in standard one. Most of the pupils had been in leadership
position for more than 2 years (30.3%) However, there were others neither in the category of 1 year nor
more than 2 years category were (41.2 %.). Female pupils were the majority (65.5 %) while male pupils
were (34.5%).

Demographic information of the Head teachers

Table 4: Demographic information of the Head teachers

Demographic characteristics Categories Head teachers (N = 59)

Male 31 (52.5%)
Gender
Female 28 (47.5%)
Below 25 years –
20 -25 2 (3.4%)
26 – 30 3 (5.1%)
Ages (Years) 31 – 40 18 (30.5%)
41 – 45 –
41 – 50 33 (55.9%)
Others 3 (5.1%)
Form 4 6 (10.2%)
Above form 4 53 (89.8%)
P1 –
Highest education level
B.Ed. –
Master’s degree –
Others –
Below 5 years 1 (1.7%)
6 – 10 –
11 – 15 18 (30.5%)
Service in teaching services
16 – 20 –
20 – 25 32 (54.2%)
Others 8 (13.6%)

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The head teachers were mainly males (52.5%. Majority of them were in the age range of 41 – 50 years
(55.9%). Most of the head teachers were above form 4 level of education (89.8). In the teaching services,
most of them (54.2%) had served in the teaching profession for a period ranging between 20 – 25 years.

Table 5: Years of service as a head teacher

Duration of service (Years) Number of head teachers (N = 59) Percentage

0–5 21 33.6
6 – 10 26 44.1
11 – 15 3 5.1
15 and above 1 1,7
Non-committal 8 13.6

Most of the Head teachers (44.1%) had served in headship position as head of schools in a period raging
between 6 – 10 years. Only one head teacher had served for more than 15 years.

Table 6: Demographic information of the parents

Demographic characteristics Categories Frequency %

Male 32 54.2
Gender
Female 27 45.8
Below 25 years 2 3.4
26 – 30 9 15.3
Ages (Years) 31 – 35 13 22.0
36 – 40 30 50.8
Others 5 8.5
Primary 5 8.5
Form 4 level 32 54.2
Highest education level
University degree 17 28.8
Other 5 8.5

Sampled parents were both males (54.2%) and females (45.8%). They were mainly of the ages 36 – 40 years
(50.8%). The youngest parents were below 25 years (3.4%). Looking at the highest education ever attained,
most of the parents (54.2%) had form four level of education and only (28.8%) had university education.

Table 7: Parents serving as parents association chair

Duration as a chair Number of parents (N = 59) Percentage

1 – 5 years 29 49.2
6 – 10 years 10 16.9
Two terms 2 3.4
Non-committal 18 30.5

In the capacity as a chairperson of the parent association, most of the parents (49.2%) had chaired in the
schools for 1 – 5 years only. Two parents had been in chairperson position for two terms. Other parents
(30.5%) were non-committal.

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Role of parents’ involvement in shaping of pupils’ discipline and its influence on KCPE performance

Table 8: Teachers opinion on Parents’ involvement in correcting pupil’s discipline

Frequency
Involvement Category Percentage
(n = 59)

Parents are involved in correcting pupils Are involved 44 74.6

discipline in school Not involved 15 25.4
Parents cooperate with school to molding Cooperate 40 67.8
pupils discipline Do not cooperate 19 32.2
School involve parents in setting discipline Involve parents 39 66.1
standards for pupils Do not involve parents 20 33.9
There is G/C 55 93.2
There is guidance and counseling in school
No G/C 4 6.8
There are parent representative in the guidance Yes 29 49.2
and counseling of the school No representative 30 50.8
Shaping pupils discipline influence high Yes 49 83.1
performance in KCPE No 10 17.0

Table shows the teachers views on parents involvement in correction of pupils pupils discipline They noted
that parent (74.6%) are involved in correction of pupil’s discipline in school. Also, teachers acknowledged
(67,8%) that parents cooperate with schools to correct pupils’ behavior .Teachers’ responses (66.1%)
schools involve parents to set discipline standards more so, teachers admitted that are guidance and
counseling in schools (93.2%). However, teachers declined (50.8%} there to being a parent representative in
the guidance and counseling units in schools. Most teachers (83.1%) admit that shaping of pupils discipline
influence performance in KCPE .This finding agrees with that of Udida et al (2012).

Table 10: Summary of Teachers’ views on involvement of parents in pupils’ discipline

Statement Disagree Neutral Agree

Parents meet with teachers to discuss pupils discipline 14(23.8%) 18(30.5%) 27(45.8%)
Parents and teachers commend good discipline in school
7 (11.9%) 9(15.3%) 43(62.9%)
meeting forums
Parent-teacher involvement in shaping discipline has
6 (10.2%) 14(23.7%) 39(66.1%)
improved pupils discipline and raised academic performance

The findings of teacher on a likert scale were summarized into three; disagree, neutral and agree. Generally,
teachers either disagreed or were neutral (54.3%) on meeting with teachers to discuss pupils’ discipline.
Teachers noted that Parent-teacher involvement in shaping discipline improves pupils’ discipline and raises
academic performance (66.1%).This finding agrees with that of the WVBE (2014-2015). Teachers
acknowledged that parents and teachers commend good discipline in school meeting forums (62.9%).

Pupil’s opinion on parents’ involvement in shaping of discipline

Table 12: Summary likert scale of Pupils’ opinion on the involvement of parents in shaping of discipline

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Statement Disagree Neutral Agreed

Parents are involved with school to reinforce pupils discipline 34(28.6%) 22(18.5%) 63(52.9%)
Parents join teachers to set discipline standards of pupils 49(41.2%) 21(17.6%) 49 (41.2%)
Parents work with teachers to guide and counsel indiscipline pupils. 49(41.2%) 21(17.6%) 49(41.2%)
Disciplined pupils do register high academic grades 10(8.4%) 13(10.9%) 96(80.7%)

Pupils’ responses were summarized into responses into; disagree, neutral and disagree, Most of the pupils
either disagreed or were neutral on Parents- teachers’ involvement in shaping of pupils’ discipline. In setting
discipline standards of pupils (58.8%) of parents either join teachers or are neutral in setting standards
expected of pupils. Similarity, parents either do not work with teachers to guide and counsel in disciplined
pupils or they are neutral (58.8%).Though, (52.9) of pupils’ responses approve that parents are involved
with schools to reinforce pupils’ discipline and acknowledged that disciplined pupils do register high
academic grades (80.7%).

Table 14: Summary of head teachers’ opinion on involvement of parents in shaping of discipline

Statement Disagree Neutral Agree

Engage parents with teachers to correct learners behavior 6(10.2%) 15(25.4%) 38(64.4%)
Parents are supportive to teachers to correct pupil’s
11 (18.6%) 16(27.1%) 32(54.2%)
behavior
Parents engage with teachers to set expected discipline
12(20.4%) 15(25.4%) 32(54.3%)
standards
Involving parents in pupil’s discipline has improved
4(7.8%) 13(22.1%) 42(71.2%)
perform the school’s performance in KCPE

The summarized findings for head teachers show that (64.4%) of head teachers engaged parents to correct
pupils’ discipline or were neutral. In the views of head teachers, greater numbers of head-teachers (54.3%)
agree that parents work with teachers to set discipline standards. Majority (71.2%) stated that involving
parents in pupils discipline has improved KCPE performance in the school. This finding is in line with Ofori
et al (2018) .The head teachers stated that they engage parents with teachers to correct pupils’ behavior and
indicated that parents are supportive to teachers in correcting pupils’ discipline

Hindrances to parents’ involvement in correction of pupils’ discipline

School heads noted that parent’ involvements in correcting pupils discipline is mainly hampered by lack of
time as parents are involved in busy schedules in regard to other duties. The head teachers reported that even
heads to parent association fail showing up to agreed scheduled school meetings because they are involved
in their own undertakings. One of the head teachers responded by saying: “Parents have not set aside time
to monitor standards of discipline of their children .They delay to get involved and most pupils get
accustomed into the vice of indiscipline .The delay breeds to other forms of misbehavior.” This finding
merges with those of teachers and head teachers on limitations to parents’ involvement in teacher reward.
Similarly important, school heads indicated unhealthy relations amongst parents and teachers as bearing
heavy weight to limiting parents’ involvement in the shaping of pupils’ discipline. A head teacher responded
and said; “parents are not ready to solve their children’s misdeeds in school because they blame teachers
for failed discipline in schools. Teachers too attribute indiscipline as a trait of the family and the larger
locality. This leads to accusation and counter accusation which gives no room for a come together to focus
learners to desired discipline standards”. These findings are similar to those of Shimba Agak and Kabuka
(2016) in Muhoroni sub county .The head teachers also cited illiteracy, lack of interest in learning as
interfering with correction of pupils’ behavior to focus on learning. Besides, school heads noted that most

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parents over protect their children to incline that they can misbehave. A responding head teacher said “
parents overprotect their children that when teachers administer punishment, parents defend the children
because they think of teachers as having ill feelings against learners, making it difficult for teachers to
correct indiscipline.” School heads noted that in most families, there is no role mode to emulate. This is
attributed to broken families where children are raised by single parent. In other cases both parents might be
present but indulge in alcoholism and over drinking, thus forms wrong foundations of children’s character
which makes the correction of discipline difficult. This finding is in line with Kondo’s finding (2010). Head
teachers equally blamed removal of corporal punishment as limiting parents’ involvement in correcting
discipline.

Table 16: Likert scale summary of Parents’ opinion on their involvement in shaping of discipline

Statement Disagreed Neutral Agreed

Your school involves parents and teachers to discuss pupils
13(22.0%) 15(25.4%) 31(52.5%)
discipline
Your school involves parents and teachers to guide pupils
9 (15.3%) 11(18.6%) 39(66.1%)
adhere to high discipline standards
Parents are supportive in guiding and counseling pupils 11(18.6%) 21(35.6%) 27 (45.8%)
Parents and teachers set behavior standards to pupils 8 (13.6%) 17(28.8%) 34(57.6%)
Behaved pupils do score higher marks in KCPE 4 (6.8%) 7(11.9%) 48(81.4%)
School has maintained high academic performance due to
11(18.6%) 15(25.4%) 33 (55.9%)
supportive relations between parents and teachers

Opinion of the parents generally showed that, parents are not supportive (54.2%) in guiding and counseling
pupils. Only (45.8%) of parents supportive support to guide and counsel pupils .This finding confirms that
of Ogbu (2012) who found weak alliance between parents and teachers in support of learners’ education
.Also, the finding tally with that of teachers and pupils on the same set item. The parents however agreed
that they are involved in discussion of pupils’ discipline (52.5%) and they noted that behaved pupils
(81.4%) score high marks in KCPE. They therefore agree (57.6%) that they are involved with teachers to set
behavior standards expected of pupils. Parents (55.9%) also agreed that schools maintain high performance
because of supportive relations among parents and teachers.

Limitations of parents and teachers’ involvement in correction of pupils’ discipline

The parents noted that parents and teachers are not able to correct pupils’ discipline because they indulge in
drug and substance abuse. The parents observed teachers and parents as being the cause of the problem. A
parent respondent noted that; “some parents and teachers get drunk in the presence of children thus; they
instill negative values inthe growing youths.” Parents further noted that the background of communities
around schools have little for children to emulate. They have failed to model the young generation to live to
expected morals. Parents reported the position as adversary impacted on pupils ’discipline subsequent to low
performance in academics due wrong formation of children’s character and doing little to correct wrong
forms of character. In addition, parents’ responses noted that both the parents and teachers are busy to attend
to needs of pupils.

The lack of time for both parents and teachers make learners’ educational needs be neglected thus diversely
impacting on their education outcomes. These findings tally with teachers’ findings. Parents pointed to
government policy regarding discipline as curbing parents and teachers’ ability to correct pupils’ discipline.
Specifically, they singled the removal of corporal punishment from schools as being detrimental to the
shaping of pupil’s discipline. This response is similar to the one from head teachers. The parents noted
corporal punishment as appealing better to pupils if administered with love. They blamed laws governing

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education for law levels of discipline in schools. One of the parent respondents said, “Once corporal
punishment was banned, pupils got opportunity to misconduct because the African children respond
positively to the voice of the cane than verbal corrections and guidance”. Parents and teachers do not work
as a team to correct pupils’ discipline. The finding was also noted by head teachers and teacher. Parents
further noted that schools do support on guiding misbehaved pupils. Parents pointed that parents and teacher
are not sensitized on working in ally with parents to correct pupils’ behavior.

Pearson Coefficient on influence of the parents’ involvement in shaping pupils discipline as perceived
by the parents

In this study, the findings show that involving parents in pupils’ discipline influence performance in KCPE.
Result from the parents indicated that when the schools involve parents and teachers to guide pupils adhere
to high discipline standards, the school achieve high academic performance (r = 0.546, P = 0.0001).

Table 17: Correlation results on the parents’ involvement in shaping pupils discipline on school K.C.P.E performance as
perceived by the parents

School involves parents School has maintained high

and teachers to guide academic performance due to
pupils adhere to high supportive relations between
discipline standards parents and teachers?
r-value 1 .546**
School involves parents and
P-
teachers to guide pupils adhere to .000
value
high discipline standards
N 59 59

School has maintained high r-value .546** 1

academic performance due to P-
.000
supportive relations between value
parents and teachers? N 59 59
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.33 shows the correlation of parental involvement in shaping of pupils’ discipline and performance
in KCPE. The findings indicated that parental involvement significantly influenced performance (p=
0.0001).

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Based on the findings of this study; involving parents in shaping pupils’ discipline influences high
performance in KCPE. The study notes that pupils, whose parents are keen on their discipline are punctual
to studies and excel in academic work.

Recommendations

The conclusion of this research accounts to a number of inferences for policy makers of education, head
teachers, teachers and parents on parental involvement in pupils’ learning. The policy recommendations
were made for possible deliberation in considerations for adaption into policy liable for further research.
The study recommends sensitizing parent on working with teachers to address indiscipline in schools. The

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existing parent associations needs to be active by consisting informed parents who may appreciate the else
of discipline learning institution. Parents and teachers need to be sensitized through workshops and seminars
on the policies guiding education particularly those touching on discipline so that they may execute
discipline in schools within the legal parameters in education.

CONFLICT OF INTEREST

This research was carried by the students under the supervision of the university supervisors. The research
had no external funding and all the work were done and the bills paid by the student himself. There was no
any conflict of interest in this research.

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