CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Â Background Of The Study
Parents are thought to exert a disproportionate amount of influence upon their offspring. As a result, parental interest and participation in their children’s (students’) academic experience is critical. Parental involvement in education, according to Hill (2004), refers to parents’ engagement and participation with schools and their children in order to encourage intellectual development. These interactions extend beyond school engagement to family expectations and educational standards that are transmitted to pupils both directly and indirectly. Individual students, their families, and schools are the emphasis of these conceptions. In other words, parental involvement is a mix of parental dedication and active participation in school and student-related schools, particularly those involving their involvement in schools (Kozy, 2014). Hornby and Lafaele (2011) assert that parental involvement in schools, like several other types of community collaborations such as the Parent Teacher Association (PTA) or Parent Teacher Organization (PTO), contributes to learners’ achievement. However, for at least 40 years, insufficient or absent parental involvement has been cited as one of the weaknesses of children’s education (Hornby & Lafaele, 2011). Additionally, different facets of parental involvement, such as participation, collaborations, and other types of connection, have varying impacts on adolescents’ academic success (Domina, 2005; Fan, 2001; Fan & Chen, 2001; Jeynes, 2005, cited in Fan & Williams 2010).
Furthermore, parental involvement has been consistently associated with an improvement in a child’s academic performance (Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987). While the relationship between parental involvement and academic performance is widely known, no study has examined how parental involvement improves academic performance. McLoyd (2005) and Annette Lareau (1999) claims that since education affects parents’ knowledge, attitudes, values, and aspirations towards child raising, it has a large impact on their (parents’) behaviours that are directly connected to their children’s academic performance.
Thus, students whose parents have a higher education of education may have a greater appreciation for learning, more positive capabilities, and a more positive work attitude, and they may use more effective learning practices than children of lower-level parents. According to these academics, parental involvement benefits students. This kind of involvement benefits students, instructors, the school, the parents, the community, and other children within families. When parents speak to their offspring about schooling, they inquire about what they do in school, which all indicates that parents are monitoring their children’s school life and the critical nature of their children’s academic achievement (Borgonovi & Montt, 2012). Therefore , it benefits pupils’ performance when parents emphasize the importance of schoolwork and speak with their children about what they have learned. Furthermore, it has been shown that parents’ interactions with their children about non-school-related topics such as political or social concerns, books, movies, or television programs have a good influence on children’s motivation and academic abilities (Borgonovi & Montt, 2012). Therefore, this study focuses on the effect of parental involvement on academic performance of secondary school students.
1.2Â Â Â Â Statement Of The Problem
Parental involvement, as Hornby & Lafaele (2011) define it, is a mix of parental dedication and active participation in students’ academic concerns, particularly those connected to their engagement in schools. On the contrary, any insufficiency or lack of parental involvement might result in educational difficulties. of pupils As Mokete (1997) and Maphorisa (1987) stress, parents’ lack of interest in the operation and administration of schools is alarming, as the influence on nurturing learners toward educational success is enormous. Thus, parental involvement is one aspect that has consistently been associated with an improvement in a child’s academic performance attainment (Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987). While the correlation between parental involvement and academic success is widely documented, no study has examined how parental involvement improves academic performance. Moreover, few research have studied parental involvement as the major socializing agent and as a direct predictor (or predictors) of learners’ self-efficacy perceptions. Upon this background, this study tends to examine the effect of parental involvement on academic performance of secondary school students.
1.3 Objective Of The Study
The overall aim of this study is to critically examine the effect of parental involvement on academic performance of secondary school students. Hence, the study will be channeled to the following specific objectives;
1.       Ascertain whether commitment and active participation of parents in school matters promotes students’ academic success.
2.       Ascertain the extent to which the parents participate in the academic activities of students in secondary schools.
3.       Ascertain whether lack of adequate parental involvement contribute to the shortcomings of children’s education.
4.       Ascertain whether any relationship exist between parental involvement and students performance in school examination.
