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Families are encouraged to support meaningful education at home through monitoring homework, problem-solving, and reading with children during leisure time. Yet home-learning was reported as receiving limited attention among primary schools. Using literature review and purposively selected semi-structured interviews, the study explores current practices, reveals gaps, and proposes strengthening home-learning to improve children’s academic achievement and behaviour.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/home-learning-practices-in-kenya-views-of-parents-and-education-officers/592512/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/home-learning-practices-in-kenya-views-of-parents-and-education-officers/592512.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is home-learning considered important for children’s education?","Question",{"text":112,"@type":113},"Home-learning supports meaningful education by helping families monitor homework, solve problems, and read with children during leisure time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method did the study use to explore home-learning practices?",{"text":117,"@type":113},"The study reviewed relevant literature and conducted purposively selected semi-structured individual interviews using interview schedules.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main findings regarding home-learning in Kakamega County?",{"text":121,"@type":113},"The findings presented in a narrative format with quotations revealed gaps in home-learning practices within the county.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592512,1792210247,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Home-Learning Practices in Kenya: Views of Parents and Education Officers  \n1 Department of Educational Foundations, Masinde Muliro University of Science & Technology, Kakamega, Kenya  \nAbstract  \nIn order for children to acquire meaningful education, families are advised to participate in learning  activities at home. Such activities range from monitoring homework, problem-solving to reading with  children during leisure time. But home-learning was claimed to receive little attention from key stakeholders among primary schools in Kenya’s Kakamega County. This study therefore, was meant to  explore the home-learning practices in the sampled schools. A review of the literature relevant to home-  learning as well as interviews were conducted. The interview participants, who were purposively  selected, included twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten  District Quality Assurance and Standards Officers (DQASOs) . Guided by interview schedules, semi-  structured individual interviews were conducted. The findings were presented in a narrative format  backed by verbatim quotations. The findings revealed gaps with respect to the home-learning practices in  the county. On this basis, efforts could be combined towards strengthening home-learning so as to  improve both children’s academic achievement as well as behaviour.  \nKeywords: Home-learning, Interviews, Kakamega County, Kenya, Practices.  \nContents  \n1. Introduction ......................................................................................................................................................................... 40  \n2. Research Methodology ........................................................................................................................................................ 41  \n3. Findings and Discussions ..................................................................................................................................................... 41  \n4. Conclusions .......................................................................................................................................................................... 42  \nReferences ................................................................................................................................................................................ 42  \nCitation | Benard Omenge Nyatuka (2016) . Home-Learning Practices in Kenya: Views of Parents and Education Officers. Asian Journal of Education and  \nTraining, 2(2): 39-43.  \nDOI:  \n 10.20448/journal.522/2016.2.2/522.2.39.43  \n Licensed:  This work is licensed under a Creative Commons Attribution 3.0 License   \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no  \nvital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nHistory: Received: 30 August 2016/ Revised: 10 September 2016/ Accepted: 26 September 2016/ Published: 10 October 2016  \nEthical: This study follows all ethical practices during writing.  \nPublisher: Asian Online Journal Publishing Group  \n1. Introduction  \nVarious studies suggest that the development of strong bonds between the family and school ensure that children acquire the knowledge, attitudes and skills they require for life (UNICEF, 2003; Republic of Kenya (ROK), 2010; Florez, 2011) . Among others, high levels of parental involvement correlate with improved academic performance, higher grades, more positive attitudes toward school, higher homework-completion rates, fewer placements in special education, academic persistence, lower dropout rates and fewer disciplinary actions (Xu and Filler, 2008) . Sanders and Sheldon (2","cbCaitEoqUeDcest","https://ap.wps.com/l/cbCaitEoqUeDcest","pdf",532432,"English","# Introduction\n## Research Methodology\n## Findings and Discussions\n## Conclusions\n## References","[{\"question\":\"Why is home-learning considered important for children’s education?\",\"answer\":\"Home-learning supports meaningful education by helping families monitor homework, solve problems, and read with children during leisure time.\"},{\"question\":\"What method did the study use to explore home-learning practices?\",\"answer\":\"The study reviewed relevant literature and conducted purposively selected semi-structured individual interviews using interview schedules.\"},{\"question\":\"What were the study’s main findings regarding home-learning in Kakamega County?\",\"answer\":\"The findings presented in a narrative format with quotations revealed gaps in home-learning practices within the county.\"}]","Home-Learning Practices in Kenya - Views of Parents and Education Officers | PDF",1792074746,13]