Parental Guidance as a Determinant of Academic Achievement of Adolescent Learners in Public Primary

Parents in Gem Sub-County have been seen to display low parental concern in problems linked to adolescent learners' academic success, and parental support plays an important influence in how adolescent learners conduct themselves in regard to academic attainment. The goal of the study was to determine whether parental guidance was a determinant of adolescent learners' academic progress in Gem Sub-County, Kenya's public primary schools. The study employed a mixed method research technique that included a contemporaneous triangulation design. Vygotsky This research was guided by sociocultural theory. The target audience included 119 public elementary schools and 22,665 upper primary students. A total of 377 students, 36 guidance and counselling teachers, 36 parents, and 1QASO took part in the research. Respondents were chosen using simple random, purposive, and saturation sampling procedures. Data was collected using questionnaires and an interview schedule. The reliability of the questionnaires was tested using the split half technique, and a result of r=0.905 was reported. The quantitative data was examined using descriptive statistics and inferential statistics (t-test), while the qualitative data was evaluated using a thematic method. Frequency tables, graphs, charts, and percentages were used to portray the study's findings. At p 0.05, the findings demonstrated that parental support had a significant impact on teenage learners' academic achievement. The findings will help the Ministry of Education, policymakers, education stakeholders, and principals educate parents about the importance of providing guidance to their children during the adolescent stage in order to improve academic performance in primary schools. Guidance and counselling teachers should do frequent follow-ups to ensure that every teenage learner obtains the necessary parental support for improved academic success.

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