This study examined the effects of home-based factors on students’ academic performance in English language in public secondary schools in Kajiado North Sub-County, Kajiado County, Kenya. The study was guided by three specific objectives: to identify the home-based factors that affect students' academic performance in English language, to assess how parental involvement, family income, and the home environment influence academic outcomes, and to suggest strategies for improving these home-based conditions to enhance English performance. Grounded in Albert Bandura’s Social Cognitive Theory, the study emphasized the influence of observational learning, reinforcement, and environmental factors on students' academic behavior and achievement.
A descriptive survey research design was employed, using a quantitative approach. The target population included Form Two and Form Three students and English language teachers in selected public secondary schools. A sample of 100 participants—92 students and 8 teachers—was drawn using stratified and simple random sampling techniques. Data were collected using structured questionnaires and analyzed using the Statistical Package for Social Sciences (SPSS), with results presented through descriptive statistics, tables, and figures.
The findings revealed that key home-based factors significantly influenced students’ English performance. These included parental level of education, parental involvement in school-related activities, availability of learning resources at home, socio-economic status, and the burden of household responsibilities. Students whose parents were actively involved in their education and provided a supportive learning environment performed better in English, while those from homes with fewer resources and high domestic demands struggled academically. Home distractions and lack of quiet study space were also noted to negatively affect students’ focus and engagement.
Based on the findings, the study recommends that parents be sensitized on the importance of their involvement in their children's education. It also calls for strengthened school-community partnerships to support underprivileged learners through provision of resources and academic guidance. Additionally, policymakers should address socio-economic disparities that hinder learning. The study concludes that addressing home-based factors is essential in improving English language outcomes and promoting equitable educational achievement in Kajiado North Sub-County.