By: Ndungu Geoffrey, Piliyesi Elizabeth, Wambiya Pascal
The academic performance of the boy child in public day senior schools has become an increasing concern in Kenya, particularly in Athi River Sub-County, where absenteeism, indiscipline, and school dropout continue to undermine educational outcomes. This study examined the influence of family-based mentorship on the academic performance of the boy child in public day senior schools in Athi River Sub-County, Machakos County, Kenya. The study was guided by Walberg’s Theory of Educational Productivity, Vygotsky’s Social Development Theory, and Epstein’s Theory of Parental Involvement. A mixed-methods approach employing a convergent parallel research design was adopted. Data were collected from students, principals, class teachers, and Board of Management chairpersons using questionnaires and interview guides. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings revealed that family-based mentorship significantly improved learners’ motivation, self-confidence, educational aspirations, discipline, study habits, and school attendance, thereby enhancing their academic performance. The study concludes that family-based mentorship is a critical factor in shaping the academic success of the boy child. It recommends strengthening family-centered mentorship programs, promoting active parental involvement in their children’s education, and fostering collaboration between schools and families to support the holistic development and academic achievement of the boy child.
