Parental Involvement and the Development of Metacognitive Skills among Junior School Learners in Kyuso Sub-County, Kitui County, Kenya

The 21st century knowledge economy requires learners to possess critical thinking, problem-solving, and digital competencies to address emerging technological, economic, and social challenges. However, there is a gap in learners’ ability to think reflectively and develop of metacognitive skills. The competencies of metacognitive skills, and digital literacy are essential for preparing junior school learners to thrive in the challenging environment. However, the extent to which parental involvement influences the development of these competencies remains inadequately understood, particularly in rural learning contexts. The specific objectives of the study were to determine the effect of parental involvement on the development of metacognitive skills among junior school learners in Kyuso Sub- County, Kitui County, Kenya. The study was anchored on Epstein’s Theory of Overlapping Spheres of Influence by Epstein and the Theory of Metacognition. The research used an Explanatory Sequential Mixed Methods Design. Target population was 1849 from 27 Public Junior Schools in Kyuso Sub-County and a sample of 351 respondents. A pilot study was conducted in junior schools in Tseikuru sub-county. Learners’ questionnaire had a Cronbach’s Alpha of 0.78, while the teachers’ questionnaire recorded a Cronbach’s Alpha of 0.84. Data was collected using Focused Group Discussions from parents while from learners and teachers quantitative and qualitative data was collected. Data collected from the parents was analyzed thematically. The findings showed that parental involvement had a positive effect on learners’ metacognitive skills. The study recommends strengthening parental engagement programmes.