1.1 Introduction
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Parental involvement is defined as the participation of parents in their children’s educational processes both at home and in school-related activities (Epstein, 2018). It includes a wide range of behaviors such as assisting with homework, attending school meetings, communicating with teachers, providing learning materials, and fostering a positive learning environment at home. According to Hoover-Dempsey and Sandler (2016), parental involvement is one of the most significant factors that contribute to a child’s academic achievement and overall development. The degree to which parents engage in their children’s education often determines the student’s motivation, discipline, and performance in school.
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In the Nigerian educational context, parental involvement is increasingly being recognized as a vital component for improving academic success among students. However, many parents in Nigeria, particularly those with demanding work schedules or limited educational backgrounds, find it challenging to maintain consistent engagement with their children’s academic activities. Studies have shown that children whose parents are more involved in their education tend to have higher levels of academic success, better attendance, and improved behavior compared to those whose parents are less involved (Jeynes, 2012).
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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.
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1.2 Background to the Study
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Parental involvement has long been recognized as a critical factor in determining the academic success and overall development of students. According to Epstein (2018), parental involvement refers to the active participation of parents in the educational activities of their children, both at home and in school. This includes supporting learning through supervision of homework, attending school meetings, encouraging academic efforts, and maintaining communication with teachers. Epstein further asserted that when parents are actively engaged in their children’s education, students demonstrate higher levels of achievement, improved behavior, and greater motivation to learn.
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Hoover-Dempsey and Sandler (2016) reported that parental involvement is one of the most powerful influences on student learning outcomes. They affirmed that students whose parents participate actively in their academic activities tend to perform better than those whose parents show little or no interest in their education. The family environment, they added, provides the initial foundation for learning and sets the stage for children’s attitudes toward education. Similarly, Jeynes (2012) stated that consistent parental engagement positively affects students’ academic performance, regardless of socioeconomic status or family background. His findings emphasized that parental support, when integrated with school efforts, creates a holistic approach to student development.
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Hornby and Lafaele (2011) contended that although the importance of parental involvement is widely acknowledged, several barriers hinder its effective implementation. They identified factors such as parents’ educational background, time constraints, low income, and lack of understanding of educational processes as major challenges that limit meaningful participation. They also reported that schools themselves sometimes contribute to the problem when teachers fail to create welcoming environments or view parental input as interference. As a result, the collaboration between parents and schools becomes weak, affecting the consistency and effectiveness of educational support for students.
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In the Nigerian context, Okeke (2014) asserted that the role of parents in their children’s education is often undervalued, as many parents believe that education is the sole responsibility of teachers and schools. This misconception has led to a situation where many children receive limited academic support from home, which in turn affects their performance in school. Similarly, Adewumi (2017) reported that while the Nigerian government and educational stakeholders have emphasized the importance of home-school partnerships, implementation remains weak due to social and economic pressures faced by families.
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The Nigerian Breweries Foundation Schools, established as part of corporate social responsibility initiatives, were designed to provide quality education and promote community development. However, the extent of parental involvement within these schools remains unclear. Some parents may be fully engaged in their children’s educational progress, while others show minimal participation, often due to lack of awareness, time constraints, or financial limitations. On the other hand, some teachers and school administrators may not fully recognize the value of parental collaboration in enhancing student outcomes.
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Scholars such as Fan and Chen (2001) have reported that academic success is not solely determined by intelligence or teaching quality but is strongly influenced by the level of family support and encouragement. When parents show interest in school activities and provide necessary academic and emotional support, students are more likely to achieve academic excellence. Conversely, limited parental involvement often results in poor academic performance, low motivation, and weak study habits. This study is set against the backdrop of assessing how parental involvement contributes to, or limits, students’ academic success within these schools.
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1.3 Statement of the Problem
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Investigation revealed that the issue of students’ academic success remains a major concern to educators, parents, and policymakers in Nigeria. Over the years, there has been a growing recognition of the role that parental involvement plays in shaping children’s educational outcomes. Parental involvement is often seen as a vital component in improving students’ motivation, learning habits, and overall academic performance. However, in many Nigerian schools, especially in private and foundation schools such as Nigerian Breweries Foundation Schools, the extent and nature of parental participation in educational processes vary widely.
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In addition, limited empirical evidence exists on how parental involvement specifically impacts academic success within the Nigerian Breweries Foundation Schools system. While previous studies have examined this relationship in public and private schools, few have explored foundation schools, which often operate with unique educational and administrative frameworks.
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Furthermore, many parents tend to believe that once their children are enrolled in school, the responsibility of ensuring academic success rests solely on the teachers and school administrators. Studies have shown that students whose parents are actively involved in their learning processes tend to perform better academically and display higher levels of discipline and motivation (Epstein, 2018; Hoover-Dempsey et al., 2016). It is against this backdrop that this study seeks to evaluate the effect of parental involvement on students’ academic success in Nigerian Breweries Foundation Schools in Nigerian Breweries Foundation Schools.
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1.4 Aim and Objectives of Study
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The main aim of this study is to evaluate the effect of parental involvement on students’ academic success in Nigerian Breweries Foundation Schools.
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The specific objectives of the study include:
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\r\n- To identify the factors influencing the level of parental involvement in Nigerian Breweries Foundation Schools.
\r\n- To examine the relationship between parental involvement and students’ academic success.
\r\n- To determine the impact of home-based parental support on students’ academic performance.
\r\n- To assess how school-based parental participation affects students’ motivation and discipline.
\r\n- To suggest strategies that will improve parental engagement for enhanced student achievement.
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1.5 Research Questions
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The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
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\r\n- What is the relationship between parental involvement and students’ academic success in Nigerian Breweries Foundation Schools?
\r\n- What factors influence the level of parental involvement in Nigerian Breweries Foundation Schools?
\r\n- How does home-based parental support affect students’ academic performance?
\r\n- In what ways does school-based parental participation influence students’ motivation and discipline?
\r\n- What strategies will enhance parental engagement for better academic performance?
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1.6 Research Hypothesis
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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.
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\r\n- H0: Parental involvement does not have a significant impact on students’ academic success in Nigerian Breweries Foundation Schools.
\r\n- H1: Parental involvement has a significant impact on students’ academic success in Nigerian Breweries Foundation Schools.
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1.7 Significance of the Study
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It is believed that at the completion of the study, the findings will serve as a guide for parents, teachers, and educational administrators in developing effective collaboration for improved learning outcomes. The study will also help them develop policies that will strengthen home-school partnerships and improve academic performance.
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Furthermore, the study will add to the body of existing literature and provide a foundation for further research in the area of parental engagement and student achievement. The research will also supply evidence-based information that will inform decisions on educational programs promoting parental involvement across schools.
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Lastly, the study will assist in assessing the effectiveness of their educational initiatives and will guide the development of sustainable community-based education programs.
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1.8 Scope of the Study
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The study will cover Nigerian Breweries Foundation Schools in Lagos State, focusing on both primary and junior secondary levels.
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The scope will include parents, teachers, and school administrators as respondents to know different perspectives on parental involvement.
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1.9 Limitation of the Study
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During the course of this study, many things militated against its completion, some of which are:
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\r\n- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
\r\n- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
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1.10 Definition of Terms
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Parental Involvement:
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According to Epstein (2018), parental involvement refers to the active engagement of parents in their children’s learning processes both at home and at school, including supervision of assignments, participation in school events, and communication with teachers.
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Academic Success:
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As stated by Jeynes (2012), academic success refers to the measurable performance of students in educational activities, often represented through grades, test scores, and overall school achievement.
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Home-Based Support:
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Hoover-Dempsey and Sandler (2016) defined home-based support as parental efforts to assist children’s education outside the school setting through homework guidance, provision of learning materials, and emotional encouragement.
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School-Based Participation:
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Hornby and Lafaele (2011) described school-based participation as parents’ direct involvement in school-related activities such as meetings, parent-teacher conferences, volunteering, and decision-making processes.
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Foundation Schools:
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According to Adewumi (2017), foundation schools are educational institutions established by corporate or non-governmental organizations as part of their social responsibility initiatives to promote quality education and community development.
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Academic Performance:
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Okeke (2014) affirmed that academic performance represents the extent to which a student has achieved specific educational goals, often determined by assessments, examinations, and teacher evaluations.
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