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Impact of Parental Involvement on Academic Achievement in Primary Schools
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Impact of Parental Involvement on Academic Achievement in Primary Schools

This page presents an excerpt of the available research material, including the Preliminary Pages, Table of Contents, Abstract, Chapters One to Five, and References. It provides a comprehensive overview of the study, enhancing readability and accessibility for students, and researchers seeking complete material on the topic stated above.

ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Primary Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Impact of Parental Involvement on Academic Achievement in Primary Schools provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies
    • 2.5 Research Gaps
    • 2.6 Summary of Literature Review

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”


    ABSTRACT

    The study examined the impact of parental involvement on academic achievement in primary schools with a sample of 200 respondents. The research explored the relationship between parental engagement and pupils’ academic performance, the forms of involvement most positively influencing achievement, factors limiting participation, and strategies to enhance engagement. The demographic data revealed that 55% of respondents were female, and 42.5% were aged 30–39 years. In terms of educational background, 35% held NCE/OND certificates, while 25% possessed B.Sc./HND degrees, reflecting a diverse range of parental capacities to engage in their children’s education.

    The findings indicate a strong positive relationship between parental involvement and pupils’ academic performance. A total of 60% of respondents reported high to very high parental engagement, corresponding with 50% of pupils achieving excellent to very good academic results. Conversely, 15% of respondents indicated low to very low parental involvement, which corresponded with fair to poor academic outcomes among pupils. Assisting with homework (30%) and attending parent-teacher meetings (25%) emerged as the forms of parental engagement most positively influencing academic achievement, while monitoring academic progress online (20%) and providing learning materials at home (15%) also contributed significantly.

    The study identified factors limiting parental involvement, including busy work schedules (30%), low educational background (20%), financial constraints (15%), and lack of awareness of school programs (12.5%). Other challenges included distance to school (10%), poor access to technology (7.5%), and cultural beliefs (5%). Socio-economic and educational backgrounds were observed to affect participation levels, with parents having high socio-economic status and tertiary education showing the highest engagement (25%), while parents with low socio-economic status and primary education demonstrated very low involvement (15%). The outcome of this research shows that active, consistent, and meaningful parental engagement significantly improves pupils’ academic achievement in primary schools. Based on the findings, it was recommended that schools should actively encourage and facilitate parental involvement by organizing regular parent-teacher meetings, workshops, and seminars to educate parents on effective ways to support their children’s learning.


    CHAPTER ONE

    1.1 Introduction

    Parental involvement refers to the active participation of parents or guardians in their children’s educational experiences, both at home and within the school environment. It encompasses a wide range of activities, including assisting with homework, attending parent-teacher meetings, engaging in discussions about school progress, and providing emotional and material support that fosters learning (Epstein, 2018). The role of parents in shaping the academic outcomes of their children has been widely acknowledged, as children whose parents are actively involved in their education tend to achieve higher academic performance, display positive attitudes toward learning, and develop better social and behavioral skills (Fan & Chen, 2001).

    As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.

    1.2 Background of the Study

    Parental involvement in education is widely regarded as a fundamental factor influencing children’s academic performance, particularly at the primary school level. According to Epstein (2018), parental involvement encompasses a broad spectrum of activities, including participation in school programs, supervision of homework, and fostering learning-supportive environments at home. Such involvement is reported to enhance pupils’ motivation, self-confidence, and overall academic achievement, establishing a strong link between family engagement and educational success.

    Researchers have asserted that children whose parents actively participate in their education are more likely to develop positive attitudes toward learning and exhibit better cognitive and social skills (Fan & Chen, 2001). It is further stated that parental involvement is not limited to academic support alone but also includes emotional and psychological backing, which helps children navigate challenges within the school environment. Hill and Tyson (2009) affirmed that the quality and consistency of parental engagement directly affect the effectiveness of learning, suggesting that pupils whose parents are actively involved show higher academic outcomes compared to those with minimal parental support.

    Some studies contend that socio-economic status, parental education levels, and cultural factors play a significant role in determining the level of parental involvement. According to Wilder (2014), parents from higher socio-economic backgrounds are more likely to engage meaningfully in school-related activities, providing both material and intellectual resources that support learning (Wilder, 2014).

    On the other hand, parents facing economic constraints or limited educational backgrounds may struggle to participate effectively, which can negatively influence their children’s academic performance. Furthermore, schools that fail to encourage collaborative engagement between parents and teachers may limit the potential impact of parental involvement on student achievement (Fan & Chen, 2001). Reportedly, excessive parental pressure or over-involvement can sometimes lead to stress and anxiety among pupils, indicating that the nature and quality of engagement are as crucial as its presence. This study is set against the backdrop of investigating the impact of parental involvement on academic achievement in primary schools.

    1.3 Statement of Problems

    Investigation revealed that some parents are either unable or unwilling to participate meaningfully in their children's academic life due to factors such as economic constraints, limited educational background, or work commitments (Fan & Chen, 2001). Additionally, schools often fail to implement strategies that encourage and facilitate meaningful parental participation, which contributes to the gap between home support and academic achievement.

    Furthermore, differences in parental involvement are evident across socio-economic, cultural, and gender lines, which affect the consistency and quality of the support provided to children (Hill & Tyson, 2009). In some cases, excessive involvement or pressure from parents can lead to anxiety and reduced motivation among pupils, showing that the nature of parental participation is as significant as its presence. It is against this backdrop that this study seeks to investigate the impact of parental involvement on the academic achievement of primary school pupils.

    1.4 Aim and Objectives of the Study

    The aim of this study is to examine the impact of parental involvement on academic achievement in primary schools. The specific objectives of this study include:

    1. To determine the relationship between parental involvement and pupils’ academic performance.
    2. To identify the types of parental engagement that most positively influence learning outcomes.
    3. To examine the factors that limit or hinder effective parental participation in primary education.
    4. To assess how socio-economic and educational backgrounds of parents affect their involvement.
    5. To provide recommendations for improving parental engagement in schools.

    1.5 Research Questions

    Based on the stated objectives, the study will address the following research questions:

    • What is the relationship between parental involvement and pupils’ academic performance?
    • Which forms of parental engagement most positively influence academic achievement?
    • What factors limit parental involvement in primary education?
    • How do socio-economic and educational backgrounds of parents affect their level of participation?
    • What strategies can be implemented to enhance parental involvement in primary schools?

    1.6 Significance of the Study

    The outcome of this research will benefit educators by accentuating the specific forms of parental engagement that most effectively enhance learning outcomes, enabling teachers to develop strategies that foster stronger collaboration with parents.

    Furthermore, policymakers will find the study useful as it will provide evidence-based recommendations for formulating educational policies that integrate parental involvement as a key component of primary education.

    Finally, pupils will benefit indirectly as increased and effective parental involvement will foster motivation, confidence, and better academic performance.

    1.7 Research Hypotheses

    In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

    • H01: There is no significant relationship between parental involvement and pupils’ academic achievement in primary schools.
    • H02: Types of parental engagement significantly influence pupils’ learning outcomes.
    • H03: Socio-economic and educational backgrounds of parents significantly affect the level of parental involvement.

    1.8 Scope of the Study

    The scope of this research is focused on the Impact of Parental Involvement on Academic Achievement in Primary Schools. The study is limited to primary school pupils and their parents in Lagos State, Nigeria, and may not fully represent other regions.

    1.9 Limitations of the Study

    A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:

    1. Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
    2. Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
    3. Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
    4. Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.

    1.10 Definition of Terms

    Parental Involvement:

    This refers to the active participation of parents or guardians in their children’s educational experiences, including assisting with homework, attending meetings, and engaging in school-related activities (Epstein, 2018).

    Academic Achievement:

    This is the measurable performance of pupils in their educational tasks, such as examinations, tests, and assignments, reflecting their mastery of knowledge and skills (Fan & Chen, 2001).

    Primary School:

    This is the first stage of formal education, typically for children aged 5 to 12 years, designed to provide foundational literacy, numeracy, and social skills (Hill & Tyson, 2009).

    Socio-Economic Status:

    This refers to the social and economic standing of parents, including income, education, and occupation, which affects their ability to participate in educational activities (Wilder, 2014).

    Home-School Collaboration:

    This is the cooperative relationship between parents and schools aimed at supporting pupils’ learning and development (Epstein, 2018).

    …

    CHAPTER TWO

    LITERATURE REVIEW

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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