Parental Involvement and Academic Performance in Classroom Tasks Among Learners with Learning Disabilities in Integrated Secondary Schools in Kakamega County, Kenya

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@article{1709923,
      author = {Helen Mihegwa, Stanley Ngome Mutsotso, Rose Mutende},
      title = {Parental Involvement and Academic Performance in Classroom Tasks Among Learners with Learning Disabilities in Integrated Secondary Schools in Kakamega County, Kenya},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {1},
      pages = {1630-1634},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709923.pdf},
      abstract = {Parental involvement is recognized as a critical factor influencing academic performance among learners with learning disabilities who require additional support in educational settings. This study aimed to establish the extent to which parental involvement influences performance of classroom tasks by learners with learning disabilities in integrated secondary schools in Kakamega County, Kenya. A descriptive survey design was employed involving 84 respondents comprising 12 principals and 72 teachers from 12 integrated secondary schools. Data were collected using structured questionnaires and analyzed using descriptive statistics. The study revealed significant positive relationships between parental involvement and academic performance, with 90.3% of teachers agreeing that parents are frequently informed about their children's strengths and weaknesses, and 94.4% acknowledging that parental involvement is vital for integrated schooling. Additionally, 91.7% of principals agreed that parents participate in school decisions through Parents Teachers Associations, while 90.3% of teachers agreed that parents and teachers should acknowledge the critical importance of each other's participation. However, 75% of principals noted that families provide minimal emotional and physical support, leaving burden on teachers. The study concludes that while parental involvement significantly influences academic performance among learners with learning disabilities, there exists a gap between recognition of its importance and actual implementation, necessitating enhanced collaboration frameworks and support systems to optimize educational outcomes in integrated secondary schools.},
      keywords = {Parental Involvement, Academic Performance, Learning Disabilities, Classroom Tasks},
      month = {July},
  }