THE INFLUENCE OF PARENTAL FACTORS ON THE ACADEMIC ACHIEVEMENT OF PRE-PRIMARY SCHOOL CHILDREN IN SELECTED NURSERY AND PRIMARY SCHOOLS
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THE INFLUENCE
OF PARENTAL FACTORS ON THE ACADEMIC ACHIEVEMENT OF PRE-PRIMARY SCHOOL CHILDREN
IN SELECTED NURSERY AND PRIMARY SCHOOLS
ABSTRACT
The study
examined the effect of parental care on children’s academic performance at the
primary levels in selected public primary schools in Ikeja Local Government
Area of Lagos State. Also, this study reviewed some relevant and related
literatures under sub-headings.
The
descriptive research survey was applied in this study for the assessment of the
opinions of the selected respondents for this study, with the use of the
questionnaire and the sampling technique.
A total of
200 (two hundred) respondents were sampled for this study. Four null hypotheses
were formulated and tested, with the application of the Pearson Product Moment
Correlation tool at 0.05 level of significance.
At the end
of the analyses, the outcome indicated that:
1. A significant relationship exists
between parental level of education and child’s academic performance in the
schools.
2. Hypothesis two revealed that there
is a significant relationship between parent’s supervision of school work and
the academic performance of their children.
3. Also, it was found in hypothesis three
that a significant relationship exists between parental provision of remedial
lessons and academic performance of pupils in school.
4. Finally, it was revealed that there
is no significant relationship between family size and academic performance of
pupils in school.
CHAPTER ONE
INTRODUCTION
1.1Background
to the Problem
The problem
of decline in the academic achievement of children in the pre-primary and
primary school levels has become a social problem for the Nigerian educators
today.
The
importance of the early years intellectual development in the individual’s life
cannot be over emphasized. A successful education of the child during the
schooling periods depends a great deal on the king of environment the child is
exposed to, the experiences the child had and most of all, the kind of
assistance the child gets from his/her parents.
What a
person becomes later in life depends largely on the acceptance or welcoming as
well as the attention the child or the individual receives from the parents and
the environment in which the child grows. This could make or mar the academic
performance or achievement of such an individual all through the stages/levels
of education.
Osanyin
(2002) has it that “A child’s intellectual or academic achievement is dependent
on the active engagement the child is involved in the environment”.
This means
that the child therefore needs things to play with, talk about, look at, reach
out for and kick. The child also needs to be exposed to objects of different
colours, sounds, shapes, sizes and materials. There is also the need for an
adult to play with, talk to, touch, suspense, attend to and respond to the
child in question. It was also stated that the quality of intervention and
stimulation the child is provided with go a long way to influence the child’s
total development be it physically, socially, academic etc.
As the child
grows, his parents, siblings, peers and other members of his immediate
environment have a great influence on him. They help the child to develop or
form attitude, beliefs and habits.
In Nigeria
today, just like in many other countries in the world, comes the pressure by
organizations like United Nations Organisation (UNO) or its agencies United
Nations Educational, Scientific and Cultural Organisation (UNESCO) and the
government that parents should be more concerned and committed to the care and
well-being of their children. In 1973, Nigeria’s former Head of State Genera
Yakubu Gowon expressed the Nation’s concern during his address on the occasion
of the children’s day celebration:
“Children
constitute the most important assets to a nation as the future building of any
nation defends on how well they have been groomed at different stages of
development until adulthood. It is here that our responsibilities for the
children whether as parents, guardian, institutions/schools or guardians or
institution/schools or government come into play.
Our foremost
tasks therefore, is to provide the child to the best of our ability with all
the essential needs for his or her harmonious and healthy development” (General
Yakubu Gowon, 1973).
An
individual is expected to make his or her contributions towards the children’s
development in any given society. But whatever societal expectations are, there
is need for a strong and functional support as well as motivation from the
home, since it seems that the role of parents in the education of their
children have been ignored. The family role with particular reference to
parental involvement in the child’s education has long be recognized in
writings.
For
instance, Hess and Caft (1981) qualified parents as “first school”. Also
parental influences seem to children (Olneck and Bills, 1979; Musgroe, 1968).
Several
reasons are associated to either positive or negative academic performance
(Hess and Caft, 1981). These include the influence of the home such as social
class, parental education, occupation, family size, economic status, parental
attitude towards education, instability at home and emotional disturbance.
Other factors are school’s distance and change one school to the other,
non-provision of extra moral coaching and so forth. However, whatever the
factors or influences are always in the centre of the picture is the child; but
on each side of him is a parent. This brings closer to us what this study is
all about; that is the influence of some parental factors on academic
performance of the child.
It seems
some parents are careless about their children’s progress in school. This
concern is greatest about the time of transition from the earliest to the
latest level of education. Therefore, parents should be more concerned about
the nature of the influence they have on their children. Dale et al (1965)
supported by saying: although the school provides the machinery, the main
spring comes from the home. Therefore, behind the failure of a child often lies
the failure of a home, conversely, the success of a child often springs from
the support given by understanding and loving parents.
Parents fare
varied as human race. Some are not, some are educationists and some would
refute the description with vigour but nearly all are interested in the
children.
It now
depends on how the interest is being dispensed by different parents on their
children to enhance intrinsic motivation towards effective learning in
children.
Spedek
(1973) identified certain limitations among parents with respect to their
contributions towards the education of their children. He observed that some
parents do not know that they are or should be their children’s teachers to
complement the effort of the school.
Some do not
understand what behaviours on their part help a child to learn things and what
they can do to inhibit learning.
Furthermore,
the parents who seem endowed with many material possessions may also fail to
provide specific opportunities that might enable their children and develop to
match their aspirations. Some parents own needs and concern sometimes take
precedence over their children’s need and this may prevent them from providing
what one will think so natural.
1.2Statement
of the Problem
Having
experience and having close contact with children in my few years as a teacher,
this has given the researcher this opportunity to encounter children with
different intellectual abilities. It was observed that some children have
problems with identifying objects or numbers (figures), reading, writing and
manipulation of objects while some children can manipulate toys and other play
materials, read and write very well compared to some other children.
This has
motivated the researcher to go into this study in order to find out some likely
factors responsible for the shortcoming in these children and suggest possible
solutions that will help the children that have poor or low academic
achievement and encourage or motivate those that are doing well with their
academics.
1.3Purpose
of the Study
In view of
the problem stated above, this study is to address the extent to which some
parental factors that are responsible for the academic achievement of pupils.
It is assumed that the parental factors will have some implications on the
academic performance of pupils in any pre-primary and primary institutions.
This study
is to find out:
2. The roles parents play in a child’s
education.
3. How parents can influence their
children positively to achieve in school and
4. Suggest steps to be taken by parents
in order to avoid poor or low academic achievement of their children in school.
1.4Research
Questions
This study
will profer solutions or provide answers to the following questions:
1. Does the parental level of
education have any effect on their children’s academic performance?
2. Do pupils whose parents surprise
their school work perform better than students who do not have that privilege?
3. Do pupils whose parents provide
remedial lessons perform better than pupils who do not have such attention?
4. Do pupils from small family size
perform better than those from large family size?
1.5Hypotheses
Going by the
above research questions, the following hypotheses will be tested at in null
forms:
2. There will be no significant
relationship between the academic performance of pupils and parental level of
education.
3. There will be no significant
relationship between parental supervision of school work and academic
performance of pupils.
4. There will be no significant
relationship between parental provision of remedial lessons and academic
achievement of pupils.
5. There will be no significant relationship
between family size and academic performance of pupils.
1.6Significance
of the Study
Investigation
into the past performance of pupils in the pre-primary and primary has shown
that some children still find it difficult to perform above average in their
academics.
This study
is aimed at finding out the effect that parental factors have on the academic
achievement of their children and suggest possible solutions to these factors.
It is hoped
that the findings of this research will help parents to realize their roles
towards the performance of their children in schools. Hence, it is to enable
them identify these important aspects of parental factors that influence
academic performance of children in school. It will therefore be left to parents
to create favourable home environment within their limit or reach.
It will also
contribute to help them identify and examine the extent to which parents
influence the academic performance of their children in school.
This
investigations or findings will also be beneficial to teachers, educators and
school counsellors in their dealings with pupils’ problems during their school
time.
1.7Limitations
of the Study
Time,
personnel and finance have really limited the scope of the study. Time is seen
as a constraint because of the short period within which the study is to be completed.
Lack of
personnel and finance to carry out the research on a large population has also
restricted the study to a few locations in Ikeja Local Education District of
Lagos State, it is hence recommended that the result of this study should be
generalized to other local government areas within Lagos and its immediate
environs.
Care should
be applied when making generalization beyond this scope.
1.8Scope of
the Study
The research
was carried out using parents from four locations in Ikeja Local Government
Education District.
1.9Definition
of Terms
Some term
require vivid clarification for ease of comprehension in their contextual use.
The terms are defined and delimited for this study only. They include the
following:
Parental
Factors: This refers to parental educational qualification, occupation,
supervision of children homework, provision of remedial lessons and family
size.
Academic
Performance: This is the display of knowledge attained on a skill developed in
school subjects, usually designated by test scores, by marks assigned by
teachers or by both. For the purpose of this study academic performance will be
used interchangeably with academic achievement.
Family Size:
This means the number of people in a family, which includes the father, mother,
the children and other family dependents.
Reinforcement:
The process of adding a stimuli into a situation or remaining a stimulus from
situation.
Positive
Reinforcement: This is a process of adding any stimulus (reward) into a
situation to increase the probability of its re-occurrence.
Negative
Reinforcement: This is a process whereby a stimulus is removed from a situation
to increase the probability of its occurrence.
Parental
Supervision of Homework: This means when parents create enough time to review
the children’s academic activities.
Remedial
Lessons This is the provision of extra-moral classes apart from the children’s
registered school lessons.
Parental
Occupation: Is parent’s job or profession through which the family earns their
living.
Parental
Education Qualification: This is the level of educational attainment of
parents.
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