Education Project Topics

Influence of Parental Monitory on Girl Child and Its Impact on Academic Performance

Influence of Parental Monitory on Girl Child and Its Impact on Academic Performance

Influence of Parental Monitory on Girl Child and Its Impact on Academic Performance

Chapter One


The main objective of this study is influence of parental monitoring on girl child and its impact on academic performance.  But for the successful completion of the study; the researcher intends to achieve the following sub-objectives;

  1. To determine the influence of parent on a Girl-Child Education
  2. To examine the relationship between parental influence on girl child and academic performance of the child
  3. To examine the parental perception on monitory of girl child
  4. To ascertain parents’ responsibility toward their children education.




The theoretical framework for this study is based on the theory of education as a human right. The right to education is recognized as a human right and is understood to mean a universal entitlement. Abdu (2011:41) is of the view that Education is generally considered to be one of the core rights, as it is a fundamental gateway to other rights. It sets the basis for achieving other rights. The observation of the researcher as far as the assertion of Abdu on education as core right and fundamental gate way to other right can seen as a challenge to the weak in our society today because the situation today is what the wise says” the survival of the fittest” in this case the core right may be denied to some of us especially the vulnerable due to the fact that already other strong factors have affected the accessibility to education to some. Therefore, for education to really be a right and a fundamental to other right for that matter, Stakeholders must do something to make education accessible to everyone. Childhood is the beginning of our humanization, requiring care, proper attention and commitments from the family, communities and the state. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. The right to education has been universally recognized since the Universal Declaration of Human Rights in 1948 (though referred to by the ILO as early as the 1920s) and has since been enshrined in various international conventions, national constitutions and development plans. However, while the vast majority of countries have signed up to, and ratified, international conventions (such as the UN Convention on the Rights of the Child) far fewer have integrated these rights into their national constitutions or provided the legislative and administrative frameworks to ensure that these rights are realized in practice. In some cases the right exists along with the assumption that the user should pay for this right, undermining the very concept of a right. In others, the right exists in theory but there is no capacity to implement this right in practice. Inevitably, a lack of government support for the right to education hits the poorest hardest. Today, the right to education is still denied to millions around the world. Gender inequality in education is extreme. Girls are less likely to access school, to remain in school or to achieve in education. Two thirds of the world’s 781 million illiterate adults are women. There is an urgent need for affirmative action to challenge this rights abuse, and such action is encouraged through international law. For example, general comment 13, paragraph 32 of the ICESCR allows for the „adoption of temporary special measures intended to bring about de facto equality for men and women and for disadvantaged groups…so long as such measures do not lead to the maintenance of unequal or separate standards for different groups and provided they are not continued after the objectives which they were taken have been achieved‟. Moreover access to education alone is not a sufficient condition for the right to education. Discrimination within the education system must also be abolished, and educational materials and processes must not only refrain from reinforcing gender discrimination, they should actively combat it. As well as being a right in itself, the right to education is also an enabling right. Education „creates the “voice” through which rights can be claimed and protected‟, and without education people lack the capacity to „achieve valuable functioning as part of the living‟. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government‟s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders. Education is the right of every girl everywhere and key to transforming her life and the life of her community. Without education, girls are denied the opportunity to develop their full potential and to play a productive and equal role in their families, their societies, their country and their world. Finally, that schools in Africa are often substandard, especially in rural and isolated areas, means that even the few girls lucky enough to get access to an education often receive one of poor quality and limited duration. Many schools in Africa are nearly destitute, with classes being held in crowded, poorly constructed structures, in which there is very limited access to paper and pencils, and even less access to text books and computers. Weighing on the above explanation the researcher believes that seriousness and extra effort must be put in place to ensure quality education for the female child as far as access to education is concern and government policies is another crucial issue in this matter but it has not been mentioned. The above mentioned lapses that affect access to education need to be address by the Government in as much as we want to actualize these claims to better. Although much has been done to improve the caliber and existence of girls’ education in African countries, there is still much that needs to be done. The largest hurdle that needs to be overcome before all African girls can all get the education they deserve is the prevailing social thought that discourages or minimizes the importance of education for girls. To stop this, countries in Africa need to pass laws banning the early marriage practices that keep girls out of school. Finally, African governments must pass legislation that makes the education of girls mandatory for primary school, and then enforce these laws stringently in the rural communities. This theory is applicable to this study because of it importance to the advancement of women fork and the girl-child education, particularly in the discharge of her duty as the manager of her matrimonial home.





Research design

The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to influence of parental monitory on girl child and it impact on academic performance

Sources of data collection

Data were collected from two main sources namely:

(i)Primary source and

(ii)Secondary source

Primary source:

These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.

Secondary source:

These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.

Population of the study

Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on the study influence of parental monitory on girl child and it impact on academic performance. 200 staff of selected secondary schools in Akwa Ibom State was selected randomly by the researcher as the population of the study.




Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey.  This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.




It is important to ascertain that the objective of this study was to ascertain influence of parental monitory on girl child and it impact on academic performance

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of parental monitory on girl child and it impact of academic performance


This study was on influence of parental monitory on girl child and it impact on academic performance.  Four objectives were raised which included: To determine the influence of parent on Girl-Child Education, to examine the relationship between parental influence on girl child education and academic performance, to examine the parental perception on monitory a girl child, to ascertain parents’ responsibility toward their children education. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Akwa Ibom State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.


The following conclusions were made from the study: Parental involvement in girl child education is constrained with a number of factors which mostly border on poverty. Parents are committed to girl child education but are restrained by a number of factors, ranging from economic, low level of education and ignorance. Girl child education suffers from discrimination arising from question of choice in the face of scarcity of resources. Parents did not believe that their direct involvement in the academic work of their girl child will have any significant impact on their academic performance in the school.


Based on the findings of this study, the following recommendations were made:

  1. That government at various levels should engendered economic empowerment of parents by employment opportunities, provision of credit facilities for farmers and other such avenues by which local population can be made to be more productive so as to enhance their economic standard of living.
  2. Enlightenment on the need for girl child education should be embarked upon by the respective government agency to encourage parents on the need for their girl child education.


  • Abdu, H. (2011). Transforming education for girls in Nigeria; Action Aid international. /257936/Review.
  •  Achunine R.N. (2004). Barriers to access to leadership position in higher institutions with special reference to Nigerian women, Nigerian Social Scientist Vol. 7 No. 1 March.
  •  Achunine, R. (2007). Education reforms in Nigeria: implications for the girl-child. Resjournals: com/ERJ/pdf/jun/salma%
  • Adesina, (1983). Nigerian education: trend and issues, Ile-Ife, UNIFE press
  •  Blaus, P.M. (1967) The American occupational structure. New York Wiley Inc.ik/
  • Adeyemo, D. A. (2002). Parental involvement. interest in schooling and school environment as predictors of academic self-efficacy among fresh secondary school students in Oyo state, Nigeria [email protected]. Electronic journal of research in educational psychology.no5-3(1)pp.163-180.


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