Project – Impact of parental involvement and peer group on the academic performance of secondary school students
CHAPTER ONE
INTRODUCTION
- Background to the Study
Parental involvement and peer group influence are two significant factors that have been extensively studied in relation to the academic performance of secondary school students. According to Hill and Tyson (2009), parental involvement, defined as parents’ active and knowledgeable participation in their children’s educational processes, is positively correlated with students’ academic performance. They argue that when parents are involved in their children’s education, it leads to better school attendance, higher grades and test scores, and increased likelihood of high school graduation.
Similarly, peer group influence also plays a crucial role in shaping students’ academic performance. According to Ryan (2001), peers can influence both the academic motivation and achievement of students. The study found that students who associated with high-achieving peers were more likely to have high academic aspirations and performance. Conversely, students who associated with low-achieving peers were more likely to have lower academic performance.
However, the impact of parental involvement and peer group influence on academic performance is not always straightforward. Some studies suggest that the effects of these factors can vary depending on the socio-economic status of the family, the educational level of the parents, and the cultural context. For instance, Jeynes (2005) found that parental involvement had a more significant impact on the academic performance of students from low-income families compared to those from high-income families.
Moreover, the influence of peer groups can also be complex. According to Berndt and Keefe (1995), the impact of peer influence on academic performance can be both positive and negative. While high-achieving peers can motivate students to perform better, peer pressure can also lead to negative behaviors such as cheating and skipping school, which can adversely affect academic performance.
Despite these complexities, the general consensus in the literature is that both parental involvement and peer group influence are important factors that can significantly impact the academic performance of secondary school students. Therefore, strategies to enhance parental involvement and manage peer group influence should be considered in efforts to improve students’ academic performance.
- Statement of the Problem
The problem of academic underperformance among secondary school students has been a persistent issue in the educational sector. Several factors have been identified as contributing to this problem, among which parental involvement and peer group influence are significant (Hill & Tyson, 2009). However, the extent to which these factors impact academic performance is not fully understood, necessitating further research.
Parental involvement is often seen as a key to academic success. However, the nature and extent of this involvement and its impact on academic performance is not clearly defined (Jeynes, 2007). Some studies suggest that parental involvement has a positive impact on academic performance, while others indicate that the impact is negligible or even negative in some cases (Fan & Chen, 2001). This ambiguity presents a problem in understanding the role of parental involvement in academic performance.
Similarly, the influence of peer groups on academic performance is a complex issue. While some studies suggest that peer influence can have a positive impact on academic performance (Ryan, 2001), others indicate that it can lead to academic underperformance, especially when the peer group is characterized by negative behaviors (Brown et al., 2008). This inconsistency in findings presents a problem in understanding the role of peer groups in academic performance.
The lack of consensus in the literature on the impact of parental involvement and peer group influence on academic performance presents a significant problem. This lack of clarity makes it difficult for educators and policymakers to develop effective strategies to improve academic performance (Epstein, 2001).
Furthermore, most of the existing studies on this topic have been conducted in Western contexts, and there is a lack of research in other cultural contexts (Desforges & Abouchaar, 2003). This presents a problem as cultural factors can significantly influence both parental involvement and peer group influence.
The problem lies in the lack of a clear understanding of the impact of parental involvement and peer group influence on the academic performance of secondary school students. This lack of understanding hinders the development of effective strategies to improve academic performance. Therefore, further research is needed to clarify these relationships and provide a solid foundation for policy and practice (Hill & Tyson, 2009).
- Aim and Objectives of the Study
The aim of the study is to examine impact of parental involvement and peer group on the academic performance of secondary school students. The specific objectives are:
- To examine the extent of parental involvement in the academic activities of secondary school students.
- To investigate the influence of peer groups on the academic performance of secondary school students.
- To determine the correlation between the level of parental involvement and the influence of peer groups on students’ academic performance.
- To find out the strategies that can enhance parental involvement and positive peer group influence on students’ academic performance.
- Research Questions
The research questions are buttressed below:
- How much are parents involved in the academic activities of secondary school students?
- What is the impact of peer groups on the academic performance of secondary school students?
- Is there a correlation between the level of parental involvement and the influence of peer groups on students’ academic performance?
- What strategies can enhance parental involvement and positive peer group influence on students’ academic performance?
- Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: Parental involvement has no significant impact on the academic activities of secondary school students.
H1: Parental involvement has significant impact on the academic activities of secondary school students.
- Significance of the Study
The study of the impact of parental involvement and peer group on the academic performance of secondary school students holds significant value in the field of education. It provides a comprehensive understanding of the factors that influence students’ academic performance, which is crucial for educators, parents, and policymakers.
Parental involvement is often seen as a key determinant of a student’s academic success. By examining the extent of parental involvement in the academic activities of secondary school students, this study can shed light on the role parents play in their children’s education. It can also help identify areas where parental involvement may be lacking and suggest ways to improve it.
Similarly, the influence of peer groups on academic performance is another critical aspect that this study aims to investigate. Peer groups can have both positive and negative impacts on a student’s academic performance. Understanding these dynamics can help educators devise strategies to foster positive peer influence and mitigate the negative ones.
The correlation between the level of parental involvement and the influence of peer groups on students’ academic performance is another significant aspect of this study. This can provide insights into how these two factors interact and influence each other, which can be valuable in developing holistic strategies to improve students’ academic performance.
Furthermore, this study aims to identify strategies that can enhance parental involvement and positive peer group influence on students’ academic performance. These strategies can be instrumental in shaping educational policies and practices that aim to improve the overall academic performance of students.
In conclusion, the significance of this study lies in its potential to contribute to the existing body of knowledge on the factors influencing students’ academic performance. The findings can be used to inform educational practices and policies, ultimately leading to improved academic outcomes for secondary school students.
- Scope of the Study
The study examines impact of parental involvement and peer group on the academic performance of secondary school students. The study is restricted selected Secondary Schools in Ikorodu LGA, Lagos.
1.8. Operational Definition of terms
Impact: This refers to the effect or influence that one factor has on another. In this context, it refers to the effect that parental involvement and peer groups have on academic performance.
Parental Involvement: This refers to the participation of parents in their child’s education and school activities. It can take various forms, including helping with homework, attending parent-teacher meetings, and supporting their child’s learning at home.
Peer Group: This refers to a group of individuals who are of the same age, social status, or interests. In the context of this study, it refers to the group of friends or classmates that a student interacts with at school.
Academic Performance: This refers to the level of achievement of students in their studies, often measured through grades, test scores, and other academic indicators.
Secondary School: This is the stage of education following primary school and preceding tertiary education. It typically includes students aged between 12 and 18 years old.
Students: This refers to individuals who are enrolled in a school or other educational institution for learning. In this context, it refers to those attending secondary school.
Project – Impact of parental involvement and peer group on the academic performance of secondary school students