Parental Status And Academic Performance In Secondary School
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Parental Status And Academic Performance In Secondary School
Chapter one
INTRODUCTION
Background Study
The development of any nation or society is heavily influenced by the quality of education available to it. Human resource development is widely regarded as the foundation for any meaningful progress (Akanle, 2007). As a result, formal education continues to be the primary vehicle for social-economic development and social mobilisation in all societies.
The distinction between developed and developing countries is not based on colour, race, or any other factor, but rather on education and knowledge. Even within a culture, people are distinguished according on the kind of education they receive (Mumthas, 2006). Education thus has a significant impact on the development of human society.
Education is how knowledge and information are received and transmitted around the world. To put it simply “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; emphasis added).
Parents have a tremendous impact on their children’s academic success. Educated parents would place a greater focus on educational achievement. Educated parents are equipped by virtue of their education to recognise the importance of the parent-student-school-community relationship in promoting their children’s educational attainment and academic achievement, and they prioritise the partnership (Okantey, 2008).
A parent has an important function to perform in the life of their child. A parent’s involvement in their child’s life determines that child’s future. Parental involvement encompasses a wide range of activities, including effective parenting, homework assistance, communication with instructors, attendance at school functions, and participation in school government.
When schools collaborate with families to foster learning, children achieve not only in school but throughout their lives. To be more specific, the most accurate predictor of a student’s academic performance is not income or social status
but rather the extent to which that student’s parent can create a home environment that encourages learning and expresses high expectations for their children’s achievement and future careers.
Academic accomplishment is intimately tied to students’ knowledge growth and development in educational settings where teaching and learning take place. Academic achievement is defined as students’ performance in the subjects they learn in school (Pandey, 2008). Academic performance determines the student’s standing in class.
It allows students to hone their talents, enhance their grades, and prepare for future academic challenges. Parental involvement in boosting children’s school achievement has been highlighted as an important element influencing pupils’ academic performance at school.
In particular, many facets of parental engagement, despite parents from different occupational groups frequently have distinct styles of child parenting, different methods of disciplining their children, and different reactions to their children.
These inequalities do not manifest themselves consistently as predicted in every family; rather, they influence the average inclinations of families across occupational classes. (Roothestein, 2004).
The family is the primary unit of society in which a child’s upbringing must begin as soon as he is born. According to V. Hugo, a person’s principles set from childhood are like letters inscribed in the bark of a young tree, which grows and enlarges with it, becoming an intrinsic part. As a result, the most crucial aspect of upbringing/education is a solid foundation.
Nobody ever claimed that children were simple to raise. They do not include guidelines or instructions, and there is no pause button (I checked!). What they do bring is a critical set of physical and emotional demands that must be addressed.
Failure of parents to address these individual demands can have far-reaching and long-lasting consequences (Christheisen, 2009). This is because parents are the children’s first teachers.
As a child progresses from newborn to toddler to pre-schooler, he learns to speak, listen, write, and read, all of which help the child achieve academic success.
Numerous studies have proven parents’ influence on their children’s school success. According to Gadsden (2003), increased parental involvement in children’s learning improves school performance, especially academic accomplishment. According to Harderves (1998), families with academically successful children demonstrate the following characteristics:
• Establish a daily family schedule by setting aside time and a quiet area for children to study, as well as assigning responsibility for household chores.
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