Parental involvement as a correlate of academic achievement of primary school pupils in Edo State, Nigeria

This study investigated the relationship between parental involvement in children's education and the academic achievement of primary six pupils in Edo State, Nigeria. The ex-post facto research design was employed in this study. The sample consisted of 1895 primary six pupils (1024 males and 8...

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Bibliographic Details
Published in:Research in education (Manchester) 2016-05, Vol.95 (1), p.33-43
Main Authors: Fajoju, Samuel A., Aluede, Oyaziwo, Ojugo, Augustine I.
Format: Article
Language:English
Subjects:
Academic Achievement
Benue-Congo languages
Correlation
Correlation analysis
Data analysis
Elementary education
Elementary School Students
Elementary schools
English (Second Language)
English language
Foreign Countries
Likert Scales
Mathematics
Mathematics Achievement
Multiple Regression Analysis
Nigeria
Parent Participation
Parent School Relationship
Parent Student Relationship
Questionnaires
Research design
Science Achievement
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Summary:This study investigated the relationship between parental involvement in children's education and the academic achievement of primary six pupils in Edo State, Nigeria. The ex-post facto research design was employed in this study. The sample consisted of 1895 primary six pupils (1024 males and 863 females drawn from 37,908 primary six pupils in Edo State, Nigeria. An instrument labeled (PIRS) was used to collect data from the sample. Data analysis indicated that parental involvement significantly influenced pupils' academic achievements in three core subjects, English Language, Mathematics and Integrated Science, in primary school and that the higher the parental involvement, the higher the achievement of pupils in the three core subjects. Based on these findings, it was recommended that parents be more involved in the education of their children/wards and that parents monitor their children's school attendance. In addition, school counsellors and educational psychologists should employ diverse approaches to achieve greater parental involvement in their schools.
ISSN:0034-5237
2050-4608
DOI:10.7227/RIE.0023