Full Project – THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN KUMBOTSO LOCAL GOVERNMENT AREA, KANO STATE

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CHAPTER ONE

INTRODUCTION

Background to the Study

Parental involvement, defined as motivated parental attitudes and behaviours intended to effect children’s educational well-being. It is a multidimensional and bi-directional construct (Christenson, 2004; Fantuzzo, Tighe, & Childs, 2000) that has been shown to have clear links with social and academic outcomes for children (Dearing, McCartney, Weiss, Kreider, & Simpkins, 2004; E1 Nokali, Bachman, & Votruba-Drazal, 2010).

All over the world, education is viewed ass a good investment for national development. Since the rest of the educational system is built upon primary education, the primary school level is the key to success or failure of the whole educational system (Federal Republic of Nigeria, 2004). Therefore, children’s education is not expected to be left in the hands of school administrators and teachers alone but also in the hands of everyone, most especially the parents and the child’s immediate family members. In line with this belief, the idea that parents can positively effect their children’s education should be investigated.

Parental involvement in children’s education can be seen as the act of engaging parents in instructional matters, predominantly in the home and also in the school. Rockwell, Andre and Hawley (2008) opined that parental involvement is the practice of any activity that empowers parents and family to participate in the educational process at home, at school and/or in any other programme settings. Generally, parent involvement in children’s education includes several forms of participation in education and with the schools.

Prior to the beginning of the 20th century, formalized schooling was a collaborating between families and schools. In the late 1800s, the family dynamic was clearly defined by the father’s role of being the financial supporter of the family, while the mother’s was to manage and control the home. Within the context of the societal norm of the time, children were collectively reared by a cooperative of mothers who provided a nurturing environment for children in the community. Accordingly it was in 1897 that a group of American mothers from across the nation founded the Parent Teacher Association (PTA) to support a healthy growing relationship between parents and teachers. This movement was very active in political affairs, and worked toward passing laws in support of children’s rights (e.g. child labour laws, food and drug acts, and housing legislation).

 

Parental involvement decreases as the child gets older. Single parent status and problems with maternal psycho-social health (especially depression) have a negative impact on involvement. Material poverty also has a powerful negative impact. It is shown that there are large differences between parents in the degree to which they see a role for themselves in their child’s education and in the degree to which they feel confident in being able to help. It is demonstrated that many parents feel put off from involvement by the way some teachers treat them, the children themselves are shown to have a significant effect on the degree to which their parents get involved. Parents felt very involved the more so in primary than in secondary schools. Mothers felt more involved than fathers (Guolaug, 2010).

 

Children spend more time at home than they do at school (Olatoye and Ogunkola, 2008); so parents have the opportunity for a number of interactions with their children in one-on-one situation. When parents teach their own children, they impact new skills in children and build the children’s feelings of competence. This in turn motivates the child to perform better, setting a cycle of success reinforcement in motion (Henderson, 2009). When parents are involved in the education of their children, they usually have the opportunity to know their children’s behavioural and intellectual needs better and such children in turn feel free to discuss their challenges with their parents.

Statement of the Problem

One of the problems facing secondary school education is how to involve parents in academic matters in order to enhance achievement. Parental involvement in the form of fostering interest and support has a major effect on students’ educational outcomes and attitudes. However many parents feel uninformed about current educational practices and how they can be more involved with their child’s learning. A number of initiatives have been implemented internationally to encourage home-school links, but the documentation of these initiatives; particularly to some parents are limited. Parents do not participate in school governance, but other activities like participation in fund raising, assisting teachers with academic or extramural activities are voluntary and parents must be motivated and trained to participate actively.

Parents and schools should be accountable to one another in an effort to increase parental involvement in schools because there appears to be a lack of training for parents on the requirements and needs of students. Parental training should include effective decisions making skills and knowledge on assisting their child with school related activities, as well as augmenting their learning process at home. Documented cases reflect how parents’ self-perceptions of their own academic competence affect their involvement in assisting their children.

 

Purpose of the Study

The main purpose of the study is to investigate the impact of parental involvement on students’ academic achievement in public and private senior secondary schools in Kumbotso Local  Specifically, the study seeks to:

1. find out the effect of parental involvement on students’ academic performance in secondary schools.
2. examine the effect of parental educational background on students’ academic performance in secondary schools.
3. assess the effect of parental income on students’ academic performance in secondary schools.

Research Questions

The following research questions are used to guide the study:

1. What is the effect of parental involvement on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State?
2. What is the effect of parental education on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State?
3. What is the effect of parental income on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State?

Research Hypotheses

The following hypotheses are formulated to guide the study:

H0₁:    Parental involvement has no significant effect on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State.

H0₂:    Parental education has no significant effect on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State.

H0₃:    Parental income has no significant effect on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State.

Scope of the Study

This research work focuses on the impact of parental involvement on students’ academic achievement in public and private senior secondary schools in Kumbotso Local  teachers would be randomly selected from 5 secondary schools in Kumbotso Local Government of Kano State.

A questionnaire on the effect of parental involvement on students’ academic performance in secondary schools in Kumbotso Local Government of Kano State would be described using percentage to answer question 1, while the rest research questions that have corresponding hypotheses would be tested using inferential statistics i.e. Pearson product moment correlation statistics at 0.05 level of significance.

 

 

Operational Definition of Terms

Effect: Is the capacity to have an effect on character, development or behaviour of student or the effect itself.

Decision Making: A process wherein an awareness of a problem, effectd by information, values and beliefs, it reduced to competing alternatives. From these alternatives, a choice is made.

Parent: Natural parent, legal guardian, or other person/caregiver including grandparent, step-parent, or person legally responsible for the child’s welfare.

Parental Involvement: Is knowing the teacher, knowing what assignments are due, knowing what the teacher expects and giving support. Providing materials and time to do projects, expecting quality work from your child, checking up with questionable grades and occurrences, no unnecessary absences. Expecting homework to be done or reviewed daily even when the child says there is no homework while checking backpacks regularly (Fan, Williams & Wolters (2011).

Shared Decision Making: Is a process that includes the input of parents, teachers, administrators, community members, and possible students in the decisions that affect how a school or school district operates.

Socioeconomic Status (SES): An individual’s or group’s position within a hierarchical social structure. SES status depends on a combination of variables, including occupation, education, income, wealth, and place of residence. Sociologists often use socioeconomic status as a means of predicting behaviour.

Teaching: Is the process of attending to people’s needs, experiences and feelings and making specific interventions to help them on particular things.

Learning: Is the activity or process of gaining knowledge or skill by studying, practicing, being taught or experiencing something: the activity of someone who learns.

Secondary School: Is a high school or a school of corresponding grade, ranking between a primary school and a college or university.

Performance: Is the accomplishment of a given task measured against preset known standard of accuracy, completeness, cost and speed.

Academic Performance: Includes both curricular and co-curricular performance of the students. It indicates the learning outcomes of the students.

 

 

 

Significance of the Study

The significance of this study is for the benefit of all students, parents and teachers. Students will have better achievement in and out of the classroom with reinforcement and it will keep parents better informed about their child’s learning. While there is some evidence in previous research that supports and promotes parental involvement in homework.

It is hoped that this study would provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school. This study will also be significant because the findings could stimulate parents, school managers, teachers, students and the society’s awareness on the importance of parental involvement.

The findings of the study will also assist school administrators and curriculum planners to develop strategies that would reduce negative effects of poor parental involvement on academic achievement of students. The findings of this study would be useful to school proprietors, government school administrators and parents in understanding the effect of parental involvement on academic achievement of students in secondary schools. This study would also be of importance to students themselves as it will be made known to them the effects of parental involvement on the academic performance in secondary schools.

Finally, the findings of the study will act as a reference point to other interested researchers interested in this area of research.

 

 

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Full Project – THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN KUMBOTSO LOCAL GOVERNMENT AREA, KANO STATE