Influence Of Parental Involvement On The Promotion Of Family Life Education
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
Influence Of Parental Involvement On The Promotion Of Family Life Education
Abstract
This study looked into the impact of parental involvement on the promotion of family life education in Mushin Local Government Area, Lagos State, Nigeria. The goal of this study was to identify the level of family success in promoting family life education and to assess the issues impacting family life education.
The study presented five questions and hypotheses, and it used a descriptive survey research design. The study’s pertinent data was collected using an instrument termed “Influence of Parental Involvement on the Promotion of Family Life Education” (IPIPFLE).
The sample respondents were chosen using a basic random sampling procedure, and statistical tools were used to assess the data collected, including frequency counts and percentages, to test the stated research topic. From each establishment, 50 people were chosen at random.
The sample size is one hundred and fifty workers (150). The study’s objective was to develop and formulate five research questions and hypotheses. The study found a substantial relationship between parental involvement in family education and the success of family life education.
It also found a considerable disparity between parents’ occupational position and the promotion of family life education. The study also found a substantial association between educational level and participation in family life education.
According to the data, 71% of respondents strongly agreed that parents should be more involved in promoting family life education. The recommendations were made based on the findings of this study, which include the following: parents should be involved in their children’s education by volunteering at school;
parent involvement theory and exemplary parent involvement programs recognise the value of creating meaningful partnerships between homes and schools to enhance parent involvement; act as teachers: Parents should build a home environment that encourages learning, reinforces what is taught in school, and develops life skills.
Chapter one
INTRODUCTION
1.1 Background for the study
Individuals and families have long been prepared for the tasks and obligations that come with family living. Because information about human development, interpersonal connections, and family living is not innate, civilisations have had to devise methods for passing down family wisdom and experience from one generation to the next.
Some communities pass on their knowledge through formal mechanisms, such as puberty initiation rites. For the most part, people learn about family living by observing and participating in family activities and interactions in their own and other families.
As societies evolve and become more complicated, this informal learning model for family life becomes inadequate.
The creation of new information, technological improvements, and changing social and economic conditions have created a situation in which previous generations’ teachings are no longer applicable or sufficient. In this case, society must find or develop new ways to prepare people for their family duties and obligations.
Clark (2003) believes that when parents and families get more involved in education, their children perform better in school and grow up to be more successful in life.
According to Clark, parental participation involves a wide range of activities. Some parents have time to participate in a variety of activities, while others may only be able to commit to one or two.
According to Aluede (2000), the earlier in a child’s educational process parent involvement in family life education begins, the more significant the impacts. The most effective forms of parental participation involve parents engaging directly with their children at home to help them develop. Parents can get active in family life education by assuring their children’s improved school attendance, motivation, and self-esteem.
Although most parents are unsure of how to help their children with their education, with their supervision and support, they may become more involved in home learning activities and find themselves with possibilities to teach, model, and guide them. Parental involvement in education was twice as predictive of academic achievement as family socioeconomic position (Uwakwe, 2000).
When schools encourage children to practise reading at home with their parents, the children’s reading achievement improves significantly compared to those who only practise at school.
The more actively involved parents are, the better the accomplishment outcomes. Parents who read to their children, keep books on hand, go on excursions, limit TV time, and provide stimulating activities help their children succeed academically.
The more parents participate in family life education on a consistent basis at all levels–advocacy, decision-making and monitoring responsibilities, and as home teachers–the better their children’s academic performance.
The family institution is primarily responsible for the creation of children, who make up the society’s youth. Furthermore, the family is viewed as the major agent of socialisation, in which the norms and values of a society are internalised by new members of the community, namely children, through education, behavioural patterns, and ways of living. Furthermore, the family is responsible for meeting fundamental human needs such as food, shelter, clothes, and education.
As Arqqawal (1981) puts it: “It is the home not the school that determines the quality of the direction of any child’s life, and that teacher’s works is fulfilled or destroyed by the operation, for good or ill this major factor in the education of any child.” (page 19)
Adeyemo (1998) and Akinboye (2000) found that children from unstable households show less adaptability to school situations, less initiative, and a lower level of emotional self-control.
The level of tension at home and the structure of parental interactions with children may influence learning. For example, a youngster who is constantly disturbed by parental disagreements is at risk of lower levels of educational attainment (Krohn and Bogan, 2001).
Infants whose parents lack warmth and stability and fail to give educational stimulation (e.g., teaching the kid new words) are more likely to experience learning and emotional difficulties (Werner and Smith, 1992: 24). Infants who are neglected may experience health and developmental issues (Kenpe and Goldbloom, 2007: 312).
In a study of young people from low-income black homes with diverse family arrangements,
Clark (1993) discovers that parents of high academic achievers establish tough but not harsh regulations, enquire about their children’s academic development, improve literacy skills through activities such as reading and word games, and model an optimistic assertive attitude towards life.
Clark’s research found that two-parent and single-parent households with these traits generated higher-achieving pupils, whereas two-parent and single-parent families without these characteristics created less successful students.
Similarly, Goldenberg (2009) demonstrates how aggressive parental participation can have a major impact on student progress. Throughout Goldenberg’s case study, children who improved their reading skills got encouragement and/or home tutoring from their parents.
Preparing individuals and families for the roles and responsibilities of family living is not a new concept. Because relationships and family living are not innate, societies have had to develop ways to transfer the wisdom and experience of family living from one operation to the next.
Some communities pass on this information through formal ways, such as puberty or initiation rites. Individuals learn about family living in the family setting by observing and participating in family activities and interactions in their own and other families (Aluede, 2002). As societies evolve and become more complicated, the pattern of informal learning in families becomes insufficient.
The development of new knowledge, technological advances, and changing social and economic conditions have resulted in situations in which previous generations’ teachings are no longer appropriate or sufficient; in these circumstances, societies must find or create new ways to prepare individuals for their family roles and responsibilities. One of these innovative approaches is family life education (Alueze and Ikechukwu, 2002).
Need help with a related project topic or New topic? Send Us Your Topic