AN EXAMINATION OF THE RELATIONSHIP BETWEEN PARENTAL ATTITUDE AND STUDENT ACADEMIC PERFORMANCE IN PLATEAU STATE’S LANGTANG SOUTH LGA
Abstract
An research into the association between parental attitude and pupils’ academic achievement in Langtang South LGA of plateau state was the focus of this study.
The study’s total population is 200 staff members from selected secondary schools in Langtang South LGA, plateau state. The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research approach. The survey included 133 respondents who included principals, teachers, senior personnel, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.
chapter one
Introduction
1.1The Study’s Background
The family is an important aspect in the development of a child. A child’s first social and educational environment is his or her family. As a result, a good start is the most vital aspect of a child’s education. Families’ educational influences on children can manifest either directly, through more or less directed activities, or indirectly, through behavior models supplied by family members and the family’s current psychosocial climate. Families’ more or less conscious educational techniques heavily influence children’s personality development and scholastic accomplishment.
The phrase attitude refers to a positive or negative evaluative reaction to something or someone expressed by one’s beliefs, feelings, or intentional actions. It is a social orientation, an inherent tendency to respond favorably or adversely to something. The attitude of parents toward education determines their involvement in educational activities.
Parental involvement in education is defined as parents’ participation in regular meaningful communication involving student academic learning and other school activities, as well as ensuring that parents play a vital role in aiding their children’s learning at home and at school (Starkey & Kleir, 2000).
When parents fail to involve themselves in their children’s education to the required levels, the law considers this to be parental negligence. Parental negligence, according to Kafas (2009), is the failure of a parent to provide a child’s basic, physical, or psychological needs, which is likely to result in substantial harm of the child’s health or development.
According to Kafas (2009), if a parent fails to give adequate food, shelter, clothes, and protection for the kid from bodily injury or danger, or fails to ensure access to necessary medical care or treatment, that parent has failed in his or her duty. A parent should be able to meet a child’s educational, emotional, psychological, physical, material, social, and spiritual requirements (Chrispell & River, 2001).
Furthermore, Hountenvilli and Conway (2008) investigated how parental participation affects academic attainment. The findings revealed that parental involvement in school has a significant favorable impact on student accomplishment. According to Hountenvilli and Conway (2008) of the University of New Hampshire, higher academic achievement of pupils was caused by parents spending more time talking to their children around dinner time to understand their anxieties and fears.
The study found that the most successful kinds of parental participation involve parents interacting directly with their children in learning activities at home. Decades of research by Hountenvilli and Conway (2008) demonstrated that when parents are fully involved in the education process,
students get higher grades, graduation rates are high, better school attendance is realized, increased student motivation to self-driven academic orientation is realized, students have a better self-esteem, lower rates of suspension are evident, use of drugs and alcohol is reduced, and there are fewer instances of violent behavior.
Various studies have indicated that the majority of children who are successful, high achievers, and well adjusted come from families with a maintaining, wholesome relationship. As a result, it is the home that establishes a child’s attitude toward people and society, fosters intellectual growth, and supports his dreams and successes.
Academic achievement and family scores have been found to have a highly substantial, favorable association (Shasha and Shama, 1984). Based on this context, the researcher wishes to explore the association between parental attitudes and academic performance in students.
Problem identification
Nowadays, it is expected that every individual aspires to be an achiever, and the fundamental criterion for judging one’s level of potentialities and capacities is possibly scholastic academic success. It has become an indicator of a child’s future, putting a lot of strain on the minds of both the youngsters and their parents. Academic success is a function of both cognitive and non-cognitive parts of personality, and it is influenced by a variety of factors such as economic, political, social, personal, and other environmental factors. As a result, the researcher wishes to explore the association between parental attitudes and pupils’ academic achievement in the plateau state’s Langtang south LGA.
The study’s objective
The study’s aims are as follows:
To determine if parental attitudes affect student academic performance in the plateau state’s Langtang south LGA.
To determine the amount of parental participation in student academic performance in Langtang South LGA of plateau state.
To investigate the association between low parental involvement in their children’s education and student academic achievement in Langtang South LGA of plateau state.
Hypotheses for research
1.H0: Parental attitudes cannot influence student academic performance in the plateau state’s Langtang South LGA.
H1: Parental attitudes can influence student academic success in the plateau state’s Langtang South LGA.
H0:There is no association between low parental involvement in their children’s education and student academic performance in Langtang South LGA of plateau state.
H1: There is a link between poor parental involvement in their children’s education and student academic achievement in Langtang South LGA of plateau state.
The study’s significance
The study will be extremely beneficial to both pupils and the Ministry of Education. The study will provide a comprehensive picture of an investigation into the relationship between parental attitude and students’ academic achievement in the plateau state’s Langtang south LGA. The study will also be used as a resource for other academics who will be working on a similar topic.
The study’s scope and limitations
The study’s scope and limitations include An examination investigating the association between parental attitudes and pupils’ academic achievement in the plateau state’s Langtang south LGA. The researcher comes upon a constraint that limits the scope of the investigation;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
Term definitions
Parental attitudes: Parental attitudes are the primary social influences that a child encounters during his early years. These attitudes, along with the frustrations they impose, the control tools they supply, and the provocatives they offer, serve as generative forces in the child’s behavior, particularly during the formative years.
Academic performance, sometimes known as “academic achievement,” refers to the extent to which a student, instructor, or institution has met their short or long-term educational objectives. Academic achievement is demonstrated by the completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees.
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AN EXAMINATION OF THE RELATIONSHIP BETWEEN PARENTAL ATTITUDE AND STUDENT ACADEMIC PERFORMANCE IN PLATEAU STATE’S LANGTANG SOUTH LGA