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PARENTAL
STATUS AND STUDENT ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
Study
The
development of any nation or community depends largely on the quality of
education of such a nation. It is generally believed that the basis for any
true development must commence with the development of human resources (Akanle,
2007). Hence formal education remains the vehicle for social-economic
development and social mobilization in any society. The difference between
developed and developing nations is not on the basis of colour, race or any
other criteria, but on the basis of education and knowledge. Even in a society
itself, people are differentiated on the basis of the quality of education,
received by them (Mumthas, 2006). Education therefore has an immense impact on
the development human society. It is through education that knowledge and
information is received and spread throughout the world. In other words “without education, man is as
though in a closed room and with education he finds himself in a room with all
its windows open towards outside world” (Khan, 2003). Parents play an immense
and significant role in the academic performance of their children. Educated
parents would have increased emphasis on educational excellence. Educated
parents are equipped by virtue of their education to take cognizance of the
fact that parent- student- school- community relationship is important in order
to promote educational attainment and academic achievement of their children
and so they make the partnership a priority (Okantey, 2008).
Parent has
vital roles to play in the life of a child. The involvement of a parent on a
child determines the future of such child.
Parenting involvement is a catch-all term for many different activities
including at ‘home,’ good parenting, helping with homework, talking to
teachers, attending school functions, through to taking part in school
governance. When schools work together
with families to support learning, children tend to succeed not just in schools
but throughout life. To say the fact, the most accurate prediction of a
student’s performance in school is not income or social status, but the
extent to which that student’s parent is
able to create a home environment that
encourage learning and to express high expectations for their children’s
achievement and future careers.
Academic achievement is directly related
to students’ growth and development of knowledge in an educational situation
where teaching and learning process takes place. Academic achievement is
defined as the performance of the students in the subject they study in the
school (Pandey, 2008). Academic performance determines the student’s status in
the class. It gives children an opportunity to develop their talents, improve
their grades and prepare for the future academic challenges. Parental
involvement in promoting children’s school success has been identified as a
vital factor affecting students’ academic performance in school. In particular,
various aspects of parental involvement although, parents of different occupation classes often
have different styles of child rearing, different ways of disciplining their
children and different ways of reacting to their children. These differences do
not express themselves consistently as expected in the case of every family; rather
they influence the average tendencies of families for different occupational
classes. (Rothestein, 2004).
Family is the primary cell of
society where the child's upbringing must begin since his birth, still in
cradle. According to V. Hugo, the person's principles established since childhood are like letters engraved in
the bark of a young tree, which grow, enlarge with it making its integral part.
Therefore, right beginning makes the most important part of
upbringing/education. Nobody ever said that children were easy to rise. They
don't come with guidelines or instructions, and they certainly don't come with
a pause button (I've looked!). What they do come with is a crucial set of
physical and emotional needs that must be met. Failure of the parents to meet
these specific needs can have wide-ranging and long-lasting negative effects
(Christheisen, 2009). This is because
parent in the home are children first teacher. As a child move from infant to toddler
and then to a pre-schooler, he learns how to speak, listen, write and read
which latter develop the child to achieve academically.
The influence of parents on children school
performance is well documented in numerous studies. Gadsden (2003) says greater
parental involvement at early stage in children’s learning, positively affects
the child’s school performance including higher academic achievement. Harderves
(1998) review that family whose children are doing well in school exhibit the
following characters:
• Establish a daily family routine by
providing time and a quiet place to study with the children and assigning
responsibility for house hold chores.
• Monitor out-of-school activities, for
example setting limits on television watching, reduce time of playing, monitor
the groups of friends the pupils walk with.
• Encourage children’s development and
progress in school; that is maintaining a worm and supportive home, showing
interest in children’s progress at school, helping him or her with homework,
discussing the value of a good education and future career with children.
Upon this
background, this study sets out to investigate the parental status and student
academic performance in Lagos State secondary schools.
Statement of
the problem
The role of
a parent to a child at any given time cannot be over emphasized. The home is
very germane and crucial to a child’s well-being and development in later
life. Izzo et al (1999) studied 1205 US
children from kindergarten through to grade 3 in a 3 year longitudinal research
programme. Teachers rated four forms of involvement; frequency of
parent-teacher contact; quality of parent teacher interaction; participation in
educational activities in the home; and participation in school activities.
These factors, as well as family background variables were examined to find any
relationship they might have with school achievement as indexed by school
grades. Consistent with other studies, Izzo et al showed that all forms of
parental involvement declined with child’s age and that involvement in the home
‘predicted the widest range of performance variance. In another longitudinal
study, Dubois, (1994) showed that
family support and the quality of parent child relationships significantly
predicted school adjustment in a sample of 159 young US adolescents (aged 10
–12) followed in a two year longitudinal
study. At-home parental involvement clearly and consistently has significant
effects on pupil achievement and adjustment which far outweigh other forms of
involvement. When schools work together with families to support learning,
children tend to succeed not just in school, but throughout life. The challenges
of single parenthood,
family crises and the ever
increasing involvement of women in various areas of
community and national
development makes one to ask questions as to whether parents are still able to be
committed to their
wards; or whether
they are putting enough
efforts towards effective
learning and performance of their
children.
The
foregoing discussion had established that socio – economic status and host of
other factors relating to home environment of students, such as educational
background of parents, health status of students, parental occupation and
family size could have effects on children academic achievement.Given the importance
of education to development, why then it is not taken seriously as indicated by
low pass rates. What then mainly determines academic performance in the
specific case of secondary school students in Lagos State? Well, in factual
context, many ideas come to mind if we think why some students perform better
than others: is it because they study more at home? Do they have a higher
capacity to learn? Does the personal background, way of life and environment of
the student favour his/her performance?
Research
Questions
In
addressing this problem, the following research questions will be raised:
1). to what
extent is the effect of parental socio – economic status on students' academic
performance?
2). what is
the effect of parental involvement on student academic performance?
3). is there
any impact of family background on students' academic performance?
4).whatis
effect of parent authoritativeness on student academic performance?
Research
Objectives
The purpose
of this study is to investigate the parental status and academic performance in
secondary school. Specifically, it seeks to find out;
1). the
effect of parental socio – economic status on students' academic performance.
2). the
effect of parental involvement on student academic performance.
3). the
impact of family background on students' academic performance.
4).the
effect of parent authoritativeness on student academic performance.
Research
Hypotheses
The
following research hypotheses will be tested:
1). There is
no significant relationship between parental socio – economic status and
students' academic performance.
2). There is
no significant correlation between parental involvement and student academic
performance.
3). There is
no significant relationship between family background and students' academic
performance.
4). There is
no significant influence between parent authoritativeness and student academic
performance
Significance
of this Study
It is
envisaged that the findings of this study may expose some factors that might be
responsible for poor performance of students in school. The identified areas
where government at different levels could come in will be brought into focus
in other to bridge the gap of educational attainment of children of low and
high income earners in the society. The importance of achieving the objectives
of education programme among the general populace cannot be over emphasized. A
researcher, Laosa, (2005) had posted as follows: "The educational
achievement gap has deep root; it is evident very early in child's lives; even
before they enter schools. Socio–economic differences – such as health and
nutrition status, home environments that provide access to academically related
experiences, mobility rates, and financial assets can certainly influence academic
achievements" (Laosa, 2005). The responsibility of training a child always
lies in the hand of the parents. This is congruent with the common assertion
sociologist that education can be an instrument of cultural change which is
being taught from home is relevant in this discuss. It is not out of place to
imagine that parental socio–economic background can have possible effects on
the academic achievement of children in school. Whatsoever affect the
development environment of children would possibly affect their education or
disposition to it. The outcome of this study will no doubt serve as a means of
enlightening on the relevance of parental status and student academic
performance in Lagos State secondary schools.
Scope and
Limitations of the Study
This study
focuses on the issue of parental status and student academic performance in
Lagos State secondary schools. Sourcing of good materials for literature
review, limited finance, time frame and other logistics will pose hindrance to
the study.A problem with surveys of this kind is that the survey or instrument
is limited to the responses and the time each respondent put into their
answers. Some respondents might have
answered all the questions thoughtfully and some might have answered quickly
providing little (most especially the student) information about the processes
used in their school.
Definition
of Operational Terms
In this
study the following terms are used as defined below:
Educational
Resources are the materials use for teaching, learning, research that support
the creation, delivery, use and improvement of learning content, searching and
learning management systems, content development tools and on-line learning
such as computer, textbooks, laboratory equipment’s, chalk, television and any
other tools, materials or techniques used to support access to knowledge.
Parent
involvement, in general, refers to parental interactions with the schools and
with their children in order to encourage academic progress and offer support
with school activities (Hill & Tyson, 2009).
Human
Resources are knowledge, skills, attitudes, physical and managerial efforts
required to manipulate capital, technology and land amongst others to produce goods
and services for human consumption (UNESCO, 1990).They are students, teaching
staff, non-teaching staff, bursar, librarian, laboratory attendants, clerks,
messengers, gatekeepers, gardeners and cooks as well as educational planners
and administrators.
Teacher: A
teacher is a person who provides education for pupils (children) and student
(Adults). The roles of teacher are often formal and on-going carried out at a
school or other place of formal education
Academic
performance is the ability to study and remember facts and being able to
communicate your knowledge verbally or down on paper.
Education
can be referred to as an act or process of developing and cultivating, (whether
physically, mentally, or morally) ones mental activities or senses; the expansion,
strengthening, and discipline, of one’s mind, faculty, etc.; the forming and
regulation of principles and character in order to prepare and fit for any
calling or business by systematic instruction
Public
School: These are school that are funded by government and are not based on the
ability to pay privately instituted fees.
Research:
This is the orderly and systematic investigation of a phenomenon for the
purpose of adding to knowledge.
Evaluation:
This involves the general weighing of the value or worth of something in terms
of the objective sought or in comparison with other programs, curricula,
organizational schemes
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