PARENTAL STATUS AND ACADEMIC PERFORMANCE IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
Background Research
The development of any nation or community is heavily reliant on the quality of that nation’s education. It is widely assumed that the foundation for any true development must begin with the development of human resources (Akanle, 2007). As a result, in any society, formal education remains the vehicle for social-economic development and social mobilization.
The distinction between developed and developing countries is not based on skin color, race, or any other criterion, but on education and knowledge. Even within a society, people are differentiated based on the quality of education they receive (Mumthas, 2006).
As a result, education has a huge impact on the development of human society. Education is the means by which knowledge and information are received and disseminated throughout the world. In other words, “without education, man is as if in a closed room, whereas with education, he finds himself in a room with all its windows open to the outside world” (Khan, 2003).
Parents play a huge and significant role in their children’s academic performance. Educated parents would place a greater emphasis on academic excellence. Educated parents are equipped by their education to recognize the importance of the parent-student-school-community relationship in promoting educational attainment and academic achievement of their children, and they make the partnership a priority (Okantey, 2008).
A parent’s role in a child’s life is critical. The involvement of a parent in the life of a child determines the child’s future. Parenting involvement is a catch-all term for a variety of activities ranging from ‘at home,’ good parenting, homework assistance, talking with teachers, attending school functions, and even participating in school governance.
When schools and families work together to support learning, children tend to succeed not only in school but also in life. To put it bluntly, the most accurate predictor of a student’s academic performance is not income or social status, but the extent to which that student’s parent is able to foster a learning environment at home and express high expectations for their children’s achievement and future careers.
Academic achievement is directly related to students’ knowledge growth and development in an educational setting where the teaching and learning process occurs. Academic achievement is defined as students’ performance in the subjects they study in school (Pandey, 2008).
The student’s standing in the class is determined by his or her academic performance. It allows children to hone their skills, improve their grades, and prepare for future academic challenges. Parental involvement in promoting children’s academic success has been identified as an important factor influencing students’ academic performance in school.
Various aspects of parental involvement in particular, despite the fact that parents from different occupational classes frequently have different styles of child rearing, different ways of disciplining their children, and different ways of reacting to their children.
These differences do not manifest themselves consistently in every family, as one would expect; rather, they influence the average tendencies of families across occupational classes. (Rothestein, 2004)
The family is the primary social cell in which the child’s upbringing must begin from the moment he is born, even if he is still in the cradle. According to V. Hugo, a person’s principles are like letters engraved in the bark of a young tree that grow and enlarge with it, becoming an integral part of it.
As a result, the most important aspect of upbringing/education is a good start. Nobody ever said that raising children was easy. They don’t come with any guidelines or instructions, and there isn’t even a pause button (I looked!). They do, however, bring with them a critical set of physical and emotional needs that must be met.
Failure of parents to meet these specific needs can have far-reaching and long-term negative consequences (Christheisen, 2009). This is due to the fact that parents are the children’s first teachers at home. As a child grows from an infant to a toddler and then to a pre-schooler, he learns to speak, listen, write, and read, which prepares him for academic success.
Numerous studies have found that parents have a significant impact on their children’s academic performance. According to Gadsden (2003), greater parental involvement in children’s learning at an early age has a positive impact on the child’s school performance, including higher academic achievement. According to Harderves (1998), families with successful children exhibit the following characteristics:
• Establish a daily family routine by providing time and a quiet place for the children to study, as well as assigning responsibility for housekeeping chores.
• Monitor out-of-school activities, such as limiting television viewing, limiting playing time, and monitoring the groups of friends with whom students walk.
• Encourage children’s development and progress in school by maintaining a worm and supportive home, showing interest in children’s school progress, assisting with homework, and discussing the importance of a good education and future career with children.
With this context in mind, the purpose of this study is to look into the relationship between parental status and student academic performance in Lagos State secondary schools.
The problem’s statement
At any given time, the role of a parent to a child cannot be overstated. The home is very important and crucial to a child’s future well-being and development. In a three-year longitudinal study, Izzo et al (1999) studied 1205 US children from kindergarten to grade three.
Teachers evaluated four types of parental involvement: frequency of parent-teacher contact, quality of parent-teacher interaction, participation in educational activities at home, and participation in school activities. These factors, as well as family background variables, were investigated to see if they had any relationship with school achievement as measured by school grades.
Izzo et al found that all forms of parental involvement declined with child age and that involvement in the home predicted the widest range of performance variance, which was consistent with other studies. In another two-year longitudinal study, Dubois (1994) discovered 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).
At-home parental involvement has clear and consistent effects on pupil achievement and adjustment that far outweigh other forms of involvement. When schools and families work together to support learning, children tend to succeed not only in school, but throughout their lives.
The challenges of single parenthood, family crises, and the ever-increasing involvement of women in various areas of community and national development make one wonder whether parents are still able to be committed to their wards; or whether they are putting enough effort into their children’s effective learning and performance.
The preceding discussion established that socioeconomic status and a variety of other factors relating to students’ home environment, such as parents’ educational background, students’ health status, parental occupation, and family size, could have an impact on children’s academic achievement.
Given the value of education to development, why is it not taken seriously, as evidenced by low pass rates? What, then, primarily determines academic performance in the specific case of Lagos State secondary school students? In a factual context, many ideas come to mind when we consider why some students outperform others: is it because they study more at home? Do they have a greater ability to learn? Is the student’s personal background, way of life, and environment beneficial to his or her performance?
Research Issues
In order to address this issue, the following research questions will be raised:
1) How much influence does parental socioeconomic status have on students’ academic performance?
2) What effect does parental involvement have on student academic performance?
3). Does a student’s family background have an effect on his or her academic performance?
4).How does parental authority affect student academic performance?
Objectives of the Study
The goal of this study is to look into the relationship between parental status and academic performance in secondary school. Its specific goal is to discover;
1) the influence of parental socioeconomic status on students’ academic performance
2) The impact of parental involvement on students’ academic performance.
3). the influence of a student’s family background on academic performance.
4).The impact of parental authority on student academic performance.
Hypotheses for Research
The research hypotheses listed below will be put to the test:
1) There is no statistically significant link between parental socioeconomic status and students’ academic performance.
2) There is no statistically significant link between parental involvement and student academic performance.
3). There is no significant relationship between students’ academic performance and their family background.
4). There is no significant relationship between parental authority and student academic performance.
The Importance of this Research
It is hoped that the findings of this study will shed light on some of the factors that may be to blame for students’ poor academic performance. The identified areas where government at various levels could intervene will be prioritized in order to bridge the educational attainment gap between children of low and high income earners in society.
The significance of achieving the educational program’s objectives among the general public cannot be overstated. Laosa (2005), a researcher, had posted the following: “The achievement gap in education has deep roots; it is visible very early in children’s lives, even before they enter school.
Socioeconomic differences, such as health and nutrition status, home environments that provide access to academically related experiences, mobility rates, and financial assets, can all have an impact on academic performance ” (Laosa, 2005).
The responsibility for educating a child is always in the hands of the parents. This is consistent with the common sociologist assertion that education can be a tool for cultural change, which is relevant in this discussion. It is not unreasonable to believe that parental socioeconomic background may have an impact on children’s academic achievement in school.
Whatever influences children’s development environment may have an impact on their education or disposition to it. The findings of this study will undoubtedly shed light on the relationship between parental status and student academic performance in Lagos State secondary schools.
The Study’s Scope and Limitations
The purpose of this study is to investigate the relationship between parental status and student academic performance in Lagos State secondary schools. The study will be hampered by a lack of good materials for the literature review, as well as a lack of funds, time, and other logistics.
The survey or instrument is limited to the responses and the time each respondent put into their answers, which is a problem with this type of survey. Some respondents may have thoughtfully answered all of the questions, while others may have responded quickly, providing little (especially the student) information about the processes used in their school.
Operational Term Definition
The following terms are used in this study and are defined below:
Educational Resources are materials used for teaching, learning, and research that support the creation, delivery, use, and improvement of learning content, search and learning management systems, content development tools, and on-line learning, such as computers, textbooks, laboratory equipment, chalk, television, and any other tools, materials, or techniques used to support access to knowledge.
Parental involvement, in general, refers to parental interactions with schools and their children in order to encourage academic progress and provide assistance with school activities (Hill & Tyson, 2009).
Human Resources are the knowledge, skills, attitudes, physical, and managerial efforts required to manipulate capital, technology, and land, among other things, in order to produce goods and services for human consumption (UNESCO, 1990).
Students, teaching staff, non-teaching staff, a bursar, a librarian, laboratory attendants, clerks, messengers, gatekeepers, gardeners, and cooks, as well as educational planners and administrators, are among them.
A teacher is someone who provides education to pupils (children) and students (Adults). At a school or other place of formal education, teachers’ roles are frequently formal and ongoing.
Academic performance is defined as the ability to study and remember facts, as well as the ability to communicate your knowledge verbally or on paper.
Education can be defined as the act or process of developing and cultivating one’s mental activities or senses (whether physically, mentally, or morally); the expansion, strengthening, and discipline of one’s mind, faculty, etc.; the formation and regulation of principles and character in order to prepare and fit for any calling or business through systematic instruction.
Public schools are funded by the government and are not based on the ability to pay privately instituted fees.
Research is the systematic and orderly investigation of a phenomenon for the purpose of adding to knowledge.
Evaluation is the general weighing of something’s value or worth in relation to the goal sought or in comparison to other programs, curricula, or organizational schemes.
Parental status Parental Status Influence Relevance of Parental Status Evaluation of Parental Status Students’ academic performance Student academic performance evaluation
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