Universal Journal of Educational Research Vol. 7(6), pp. 1356 - 1362
DOI: 10.13189/ujer.2019.070603
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Influence of Parent-teacher Communication on Academic Performance of Pupils in Public Primary Schools in Ainabkoi Sub-county, Kenya


Petrolina Kaptich 1, Henry Kiptiony Kiplangat 2,*, Jennifer Munyua 1
1 Catholic University of Eastern Africa, Kenya
2 Kabarak University, Kenya

ABSTRACT

This paper is an outcome of a study that was conducted to find out the extent to which communication between parents and teachers influence pupils' academic performance in public primary schools in Ainabkoi Sub County, Kenya. Communication as portrayed in this paper can take the form of conferences/ meeting, telephoning writing notes, and face to face dialogue between parents and teachers. Founded on the theory of six types of parental involvement by Joyce Epstein's, the study adopted ex-post facto research design. A target population of 2404 Class 8 pupils and 61 class teachers was considered from which 331 class eight pupils were selected using stratified simple random sampling technique. Census approach was employed for the class teachers. Questionnaire and interview schedule were used to collect data. Quantitative data was then analyzed using descriptive and inferential statistics in form of percentages, means and chi-square while qualitative data was analyzed using thematic framework. There was a positive and significant relationship between parent-teacher communication (X2=10.087; p=0.039) and academic performance. Parent-teacher communication is therefore a positive predictor of pupils' academic performance in primary schools. Such communication should be enhanced to make better the academic performance of pupils in the final examinations.

KEYWORDS
Ainabkoi, Parent, Teacher, Pupil, Communication, Academic Performance

Cite this paper
Petrolina Kaptich , Henry Kiptiony Kiplangat , Jennifer Munyua . "Influence of Parent-teacher Communication on Academic Performance of Pupils in Public Primary Schools in Ainabkoi Sub-county, Kenya." Universal Journal of Educational Research 7.6 (2019) 1356 - 1362. doi: 10.13189/ujer.2019.070603.