ABSTRACT
Parents being the educators of children play a key role in their learning. Children’s learning from their parents not only forms the foundation of future learning but also has a great influence on their performance. Even though parental involvement in children’s learning has been associated with high levels of achievement. Mother’s involvement is not as anticipated. This has be attributed to emerging issues that include economic inflation, HIV and AIDS and change in family systems that has led to single parenthood as a result of teenage pregnancies and divorce. Maternal characteristics that influence children’s learning is even triggered by the emerging issues. The main purpose of this study therefore was to investigate the influence of maternal involvement in learning and other maternal characteristics (age, and level of education) on academic performance of lower primary pupils aged eight years in Kosirai division Nandi County. The study was guided Epstein’s conceptual model. Descriptive survey design was used for the study. The subjects of the study were 264 respondents. These included 120 pupils, 120 parents and 24 teachers. All of them were from twelve public schools. Data were obtained using questionnaires for teachers and parents. The study applied purposive sampling techniques to sample out respondents. A pilot study was carried out to help identify any weakness in the tools. Reliability of the instruments was established through comparison of consistence in the developed themes which were triangulated to form justification. Data were analyzed quantitatively guided by research objectives and hypotheses. Chi-square test was then used to determine the relationship between children’s academic performance and maternal characteristics. The findings displayed positive relationship between maternal characteristics and children’s performance, except for the academic levels. The results indicated that there was a significant relationship between mothers’ involvement in children’s learning and children’s performance at lower primary school, there was a significant relationship on mothers’ involvement in children’s learning and their age and occupation. While as there was no significant relationship between mothers’ involvement in children’s learning and their academic level.
