1.1 Introduction
Education is universally recognized as the cornerstone of personal and societal development. According to Okeke (2018), education is the process through which individuals acquire knowledge, skills, attitudes, and values that enable them to function effectively in society. Primary education, being the foundation of formal learning, plays a crucial role in shaping a child's intellectual, social, and moral development (Nwachukwu, 2016). The success of pupils at this stage is influenced by various factors, among which the educational background of parents holds significant importance.
Parental education refers to the highest level of formal schooling attained by a child's parents. It is widely acknowledged that parents with higher educational qualifications are more capable of providing an environment that promotes learning, encourages curiosity, and develops problem-solving skills (Ogbonnaya, 2019). The influence of parental educational background on pupils' academic achievement is observable in various aspects of learning. Pupils whose parents are well-educated often demonstrate better literacy and numeracy skills, higher levels of motivation, and improved overall academic performance (Adebayo, 2020).
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 Study
The academic performance of primary school pupils is shaped by a wide range of factors, including the home environment, teacher quality, school facilities, and parental background. Among these, parental education is widely recognized as a critical determinant of pupils' learning outcomes. According to Ogbonnaya (2019), children whose parents have higher educational qualifications are more likely to perform better academically because such parents provide supportive home environments that foster learning. These parents are able to assist with homework, create structured routines, and offer educational resources that promote intellectual growth.
It has been reported that parental educational background significantly affects pupils' cognitive development and motivation toward learning (Adebayo, 2020). Pupils whose parents possess limited education may face challenges in understanding schoolwork, maintaining consistent study habits, and developing a positive attitude toward education. This often translates into lower academic achievement, especially in foundational subjects such as reading, writing, and numeracy. On the other hand, some pupils from less-educated households achieve success due to external support from teachers, mentors, or peer groups, suggesting that while parental education is influential, it is not the sole factor determining academic success.
Several scholars have asserted that the level of parental education influences the value parents place on education, their expectations of their children, and their engagement with school activities (Ogunyemi, 2017). Parents with higher education levels are more likely to encourage regular school attendance, monitor academic progress, and participate in school programs. Conversely, parents with little or no formal education may lack the knowledge or confidence to provide the necessary support, resulting in pupils' underachievement.
Nwachukwu (2016) stated that socio-economic status often intersects with parental education, amplifying its effects on academic outcomes. Well-educated parents are more likely to be economically stable, enabling them to provide better learning materials, access to private tuition, and a conducive home environment for studying (Nwachukwu, 2016). Researchers have affirmed that early parental involvement, especially by educated parents, positively influences pupils' academic trajectories and fosters lifelong learning habits (Okeke, 2018). This study is set against the backdrop of examining how parents' educational background affects the academic achievement of primary school pupils.
1.3 Statement of Problems
Investigation revealed that the academic achievement of primary school pupils is widely influenced by a variety of factors, with parental background being one of the most significant. Research indicates that children whose parents have higher levels of education often show better performance in school, as these parents are more likely to engage in educational activities, provide learning resources, and foster a supportive learning environment at home (Ogbonnaya, 2019).
Furthermore, some pupils with less-educated parents perform well academically due to other supportive factors such as mentorship, or peer influence, indicating that parental education is not the sole determinant of success. In addition, the influence of parental education is more pronounced in certain subjects, particularly literacy and numeracy, where early exposure and parental involvement are critical (Adebayo, 2020). It is against this backdrop that this study seeks to examine the influence of parents' educational background on the academic achievement of primary school pupils.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the influence of parents' educational background on the academic achievement of primary school pupils. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the relationship between parents' level of education and pupils' academic performance.
- To examine how parental involvement, influenced by education, affects pupils' learning outcomes.
- To identify challenges faced by pupils from less-educated households in achieving academic success.
- To propose strategies that can improve academic achievement among pupils, regardless of parents' educational level.
1.5 Research Questions
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:
- What is the relationship between parents' level of education and pupils' academic performance?
- How does parental involvement, influenced by education, affect pupils' learning outcomes?
- What challenges do pupils from less-educated households face in achieving academic success?
- What strategies can be implemented to improve academic achievement among pupils regardless of parental education?
1.6 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.
Hypothesis One
- H0: There is no significant relationship between parents' educational background and the academic achievement of primary school pupils.
- H1: There is a significant relationship between parents' educational background and the academic achievement of primary school pupils.
Hypothesis Two
- H0: Parents' educational background does not significantly influence the academic achievement of primary school pupils.
- H1: Parents' educational background significantly influences the academic achievement of primary school pupils.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will benefit parents by accenting the critical role they play in their children's academic success. Also, parents will become more aware of how their educational background influences their children's learning and will be encouraged to engage more actively in their children's education.
Furthermore, the research will inform government agencies and education policymakers about the need to support parents and guardians, particularly through adult education programs and community-based initiatives that enhance parental capacity to contribute to their children's education.
Lastly, the study will serve as a reference point for developing strategies that ensure all pupils, regardless of their parents' educational background, have the opportunity to achieve their full academic potential.
1.8 Scope of Study
The scope of the research is focused on the influence of parents educational background on the academic achievement of primary school pupils in Lagos State primary schools.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- 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.
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted.
1.10 Definition of Terms
Parental Education: Refers to the highest level of formal schooling attained by a child's parents (Ogbonnaya, 2019). It influences the guidance, supervision, and resources parents provide for their children's learning.
Academic Achievement: The level of success a pupil attains in school, usually measured by grades, examination results, and classroom performance (Adebayo, 2020).
Primary School Pupils: Children enrolled in the first six years of formal education in Nigeria, generally aged between 5 and 11 years (Nwachukwu, 2016).
Parental Involvement: The active participation of parents in their child's learning process, including supervision, support, and engagement with teachers and school activities (Ogunyemi, 2017).
Home Environment: The physical, social, and intellectual setting in which a child grows, including availability of learning materials, parental guidance, and encouragement (Okeke, 2018).
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