The Influence of Parental Factors on the Academic Achievement of Pre-Primary School Children in Selected Nursery and Primary School
Chapter One
Purpose of the Study
In view of the problem stated above, this study is to address the extent to which some parental factors that are responsible for the academic achievement of pupils. It is assumed that the parental factors will have some implications on the academic performance of pupils in any pre-primary and primary institutions.
This study is to find out:
- The roles parents play in a child’s education.
- How parents can influence their children positively to achieve in school and
- Suggest steps to be taken by parents in order to avoid poor or low academic achievement of their children in school.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Models of parental involvement
Educators and parents play major roles in the educational success of students. Students need a positive learning experience to succeed in school: one providing support, motivation, and quality instruction. With the increasing demands on the family, parental support in the education of students extends beyond the school building. Many families are faced with overwhelming and unpredictable schedules and circumstances while juggling school, sports, family situations, family time, work schedules, and other responsibilities, allowing minimal time to provide support in any one given area (Swap, 1993). Although it seems that parental involvement is researched the topic of many domestic and foreign studies, there is still concern regarding parental involvement and what constitutes effective parental involvement in the education of students. Educators, parents, and community members may have different opinions regarding effective involvement practices and the ways each can contribute to the educational process. Parental involvement in the education of students begins at home with the parents providing a safe and healthy environment, appropriate learning experiences, support, and a positive attitude about school. Several studies indicate increased academic achievement with students that have involved parents (Epstein, 2009; Greenwood & Hickman, 1991; Henderson & Berla, 1994; Rumberger et al., 1990; Swap, 1993; Whitaker & Fiore, 2001). Studies also indicate that parental involvement is most effective when viewed as a partnership between educators and parents (Davies, 1996; Emeagwali, 2009; Epstein, 2009). By examining parents’ and teachers’ perceptions, educators and parents should have a better understanding of effective parental involvement practices in promoting student achievement. Numerous researchers such as Berger (2008), Davies (1996), Epstein (2009), and Henderson and Mapp (2002) have studied parental involvement and its effects on the educational process over the years. A leading researcher of parental involvement is Joyce Epstein, the founder and director of the National Network of Partnership Schools at Johns Hopkins University. With numerous studies and work in over 100 publications, Epstein focuses on school, family, and community partnership programmes that will improve policy and practice in an effort to increase student academic achievement and student success. Epstein has identified a framework wich containing six important factors with regards to parental involvement. This framework is based on findings from many studies of what factors are most effective with regards comes to childrens education (Epstein, 1995, 1996, 2001, 2003, 2009). Those six factors are parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community.
Parenting – includes all of the activities that parents engage in to raise happy, healthy children who become capable students. Unlike teachers, whose influence on a child’s is relatively limited, parents maintain a life-long commitment to their children. Activities that support this type of involvement provide information to parents about their child’s development, health, safety, or home conditions that can support student learning. Includes: parent education andother courses or training for parents, family support programmes to assist families with health, nutrition, and other services, home visits at transition points to elementary, middle, and secondery school.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the influence of Parental factors on the Academic Achievement of pre primary school children in selected Nursery and Primary School. Selected primary and nursery schools in Ikeja, Lagos form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the influence of Parental factors on the Academic Achievement of pre primary school children in selected Nursery and Primary School.. 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 the influence of Parental factors on the Academic Achievement of pre primary school children in selected Nursery and Primary School.
Summary
This study was on the influence of Parental factors on the Academic Achievement of pre primary school children in selected Nursery and Primary School. Three objectives were raised which included: The roles parents play in a child’s education, how parents can influence their children positively to achieve in school and Suggest steps to be taken by parents in order to avoid poor or low academic achievement of their children in school. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary and nursery schools in Ikeja, Lagos. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Parental involvement provides an important opportunity for schools to enrich current school programmes by bringing parents into the educational process. Increased parental involvement has been shown to result in increased student success, enhanced parent and teacher satisfaction, and improved school climate. To ensure effective parental involvement, schools may have partnership programmes in place that continually develop, implement, evaluate, and improve plans and practices encouraging family and community involvement. Schools can encourage involvement in several of areas including parenting, learning at home, communication, volunteering, decision-making, and community collaboration. Effective parental involvement programmes are built upon a careful consideration of the unique needs of the community. In order to build trust, effective approaches to parent involvement rely upon a strengthbased approach, emphasizing positive interactions. Though specifics may vary, all parent involvement programs share the goal of increasing parentschool collaboration in order to promote healthy child development and safe school communities.
There must be mutual trust and respect between the home, school, and community. Partnership programmes within the school can train volunteers on specific ways and strategies to assist in the classroom or school. With this type of training, all volunteers will know the expectations and have a better understanding of the operations of the school. Schools need to attempt to involve numerous parents and community members in the education of students through effective partnership programmes in an effort to express the importance of education. Finally, schools may implement involvement activities that concentrate on involving all parents. Administrators and educators must provide a welcoming and inviting atmosphere to make the school less intimidating and more comfortable for those parents who have negative experiences in the school. Interactions between the school and home need to be more positive, requiring teachers to contact families throughout the year and not just when problems arise. It is may be beneficial for administrators and educators to attempt to involve all parents in the education of their children and make the educational experience more positive for everyone involved.
Recommendation
Parents are therefore advised to establish a good environment that does not encourage only the growth of the physical, social but also the psychological, emotional and intellectual of children. It has been proven that with adequate (not necessarily perfect) parenting coupled with quality education, adequate academic facilities, better educational policies and programmes, any children irrespective of the gene could attain the best academic level.
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