Parental illiteracy and learners' academic performance in Ntugi zone, Abothuguchi central division, Meru central district, Kenya
| dc.contributor.author | Bundi Imathiu, Stephen | |
| dc.date.accessioned | 2020-07-16T11:11:17Z | |
| dc.date.available | 2020-07-16T11:11:17Z | |
| dc.date.issued | 2010-04 | |
| dc.description | A Research Report Submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of a Degree of Bachelor of Education in Science of Kampala International University | en_US |
| dc.description.abstract | Generally, various researcher report have revealed that more highly educated mothers have greater success in providing their children with the cognitive and language skills that contribute to early success in school (Sticht & McDonald, 1990). Also, children of mothers with high levels of education stay in school longer than children of mothers •with low levels of education. Parental influence on the intellectual, social, economic, psychological and moral .formation of children in schools is arguably one of the most enduring marks in the history of children's growth. Part of the reason for this is that parent's ability to discipline and encourage children is enormous, and this aspect put them in a unique and strategic position not only to produce and sustain good principles of good academic performance, but also to help instill socio-religious values and morals. It also serves as a way of establishing good and appropriate relationships between members. This when enhanced sets the ground of good performance in their later intellectual maturity in schools. This study, therefore, focused on a narrow population instead of the populations most likely experiencing the difficulties in child parent relationship in so far as literacy is concerned. This is in order to show the correlation between parental literacy and academic performance of children in schools. In order to arrive at desired results, the study was guided by the following objectives, first, to evaluate how parental illiteracy influences the performance of learners' in schools. Secondly, the study sought to determine parental literacy in Ntugi Zone, Ntugi, Division, Meru Central district. Lastly, to give policy recommendations on enhancing Parental literacy. In this line, the study found out that parental involvement at school and home portrays a link with their children's literacy skills at the later stage in schools. This affects children academically either positively or negatively. The study found justification in the fact that improving literacy skills of children is an essential goal of every school literacy program. Such programs not only intend to publicize its name but to assert the importance of academic growth. However, this noble goal cannot be realized so if all stake holders in the children academic performance and upbringing are not involved. The outcomes of this study are useful in that they may help policy makers of education with reference point. Besides, the entire study is a contribution of new knowledge to the pool of knowledge. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/8923 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Parental illiteracy | en_US |
| dc.subject | Learners' academic performance | en_US |
| dc.subject | Ntugi zone, Abothuguchi central division, Meru central district | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Parental illiteracy and learners' academic performance in Ntugi zone, Abothuguchi central division, Meru central district, Kenya | en_US |
| dc.type | Thesis | en_US |