Title: AN ASSESSMENT OF THE INFLUENCE OF SCHOOL-COMMUNITY PARTNERSHIPS ON STUDENTS’ ACADEMIC PERFORMANCE

Authors: Wanyonyi Wanjala, Dr. Sarah Likoko and Protas Fwamba Khaemba

Abstract: The study sought to determine the influence of School- Community collaboration on students’ academic performance in public day secondary schools within Bungoma County, Kenya. Specifically, the study intended to examine the extent to which school-community partnerships influence students’ academic Performance. The study was guided by the Theory of Parental Involvement, as espoused by Hoover Dempsey and Joyce Epstein. A cross sectional survey and a phenomenological study were carried out in Bungoma South sub-county, Bungoma county, Kenya. Both primary and secondary data were collected. Primary data was collected using questionnaires, interview schedules and Focus Group Discussions while secondary data was collected using document analysis guide. The target population comprised of 4557 students, 120 form four class teachers, 120 form four parent representatives and 15 principals; from which a sample of 368 students, 15 form four class teachers, 15 form four parent representatives and 5 principals was drawn. Purposive, proportionate and simple random sampling techniques were used to obtain the sample size. Research tools were checked for validity through consultation with course supervisors. The reliability coefficients for variables measuring school-community partnership and academic performance were 0.872 and 0.910 respectively. Piloting was done in three schools in the neighboring Bungoma Central Sub-County because it had similar educational characteristics as Bungoma South Sub-county. SPSS version 23 was used to analyze quantitative data. Both descriptive statistics and inferential statistics were used to analyze data. Qualitative data was analyzed thematically and reported directly. The study results revealed that school community involvement is highly correlated with academic performance in public day secondary schools. However, the study found that community engagement in students learning activities was weak particularly in activities such as mentorship programs from higher learning institutions and supporting discipline. As such, students’ academic performance was low. The study concluded that if parents, teachers and community partners worked in support of education, students would succeed in their academic endeavours. The study recommends promotion of awareness among community partners on the need to support students learning activities in school. Similarly school administration is required to formulate policies to strengthen and entrench community-school collaboration in education.

Keywords: Parental engagement, Academic performance, Bungoma County, school-Community partnerships.

PDF Download