Parental empowerment and engagement as predictors of foundational learning

Ciriaka Muriithi Gitonga; Simon Karuku; Colins Otieno Asweto; Peter Rugano; Christine Mueni Nzomo; Dickens Okach Ngicho; Victor Okoth Saoke; Brian Munyao Mulonzi

doi:10.37291/jces.591

Authors

Ciriaka Muriithi Gitonga University of Embu 0000-0001-6649-9826
Simon Karuku University of Embu 0000-0001-5832-9894
Colins Otieno Asweto University of Embu 0000-0003-3514-9836
Peter Rugano University of Embu 0000-0003-4832-0946
Christine Mueni Nzomo University of Embu 0000-0001-5894-8484
Dickens Okach Ngicho University of Embu 0000-0002-0915-5960
Victor Okoth Saoke University of Embu 0009-0008-6730-7169
Brian Munyao Mulonzi University of Embu 0000-0002-6887-9950

DOI:

https://doi.org/10.37291/jces.591

Keywords:

Parental empowerment, Parental engagement, Learning outcomes, Retention, Progression

Abstract

Parental empowerment plays a critical role in supporting foundational learning, particularly in rural and marginalized contexts where access to educational resources is often limited. This study examines the impact of a Parental Empowerment and Engagement intervention on parental capacity, engagement behaviours, and home-based learning support in early childhood development and education centers in the Mbeere regions of Embu County, Kenya. A cluster-randomized trial involving 244 parents from 24 ECDE centers was conducted to assess the effectiveness of the intervention. The program aimed to equip parents with the knowledge, skills, and confidence needed to actively support their children’s learning both at home and in collaboration with schools. The findings indicate significant improvements across multiple dimensions of parental engagement. Participation in creative learning activities increased by 40.6%, the development of home learning materials by 28.1%, and engagement in reading and writing activities by 27.2%. In addition, parent–teacher communication improved by 26%, contributing to more consistent information sharing on children’s learning and well-being. Parents also initiated a range of community-driven activities, including classroom renovations, provision of playground equipment, and school feeding programs, reflecting increased involvement in supporting school environments and resources. Collectively, the intervention strengthened parental capacity and engagement practices, leading to more supportive home learning environments and enhanced collaboration between parents, teachers, and the wider community. These findings emphasize the importance of parental empowerment as a strategy for improving learning support systems in underserved contexts and highlight its potential to contribute to more equitable and sustainable educational development.

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