CHAPTER ONE
INTRODUCTION
1.1 Background To The Study
Parental participation has a significant impact on children’s academic performance. According to social cognitive theory, adolescents acquire signals about proper conduct and socially acceptable objectives via observation and conversation with significant adults in their life (Bandura, 1977). Parents have the capacity to model good attitudes and actions toward school based on this idea. According to Epstein (2015), parental engagement may be classified into six categories: fundamental parenting, enabling home learning, communicating with the school, volunteering at the school, engaging in school decision-making, and working with the community. Parental participation has been demonstrated to contribute to teenage academic performance in industrialized nations such as the United States (Fan & Chen, 2001; Houtenville & Conway, 2008; and Jeynes, 2007). Indeed, when parents demonstrate an interest in their children’s schooling, are ready to help them with homework, and are willing to hold their children responsible for the completion of school tasks, children are more likely to devote themselves and do better in school.
Additionally, when parents actively display their respect for school via engagement, adolescents who are not working hard at school may learn to regard school as worthwhile. Parental participation in their children’s academic performance has drawn the attention of several educators and academics in the area of education worldwide. Epstein (2002) maintained that no school development would be possible without parental participation, which built relationships between teachers, administrators, and students, helping students, improving schools, supporting teachers, and strengthening families. In light of the above, this research will examine the link between parental participation and secondary school kids’ academic performance.
1.2 Statement Of The Problem
Parental engagement, as Hornby & Lafaele (2011) define it, is a mix of parental dedication and active participation in school and student concerns, particularly those pertaining to their involvement in schools. On the contrary, any education of insufficiency or lack of parental participation might result in educational difficulties. Since Mokete (1997) and Maphorisa (1987) emphasize, parents’ lack of interest in the operation and administration of schools is concerning, as the influence on nurturing students toward academic accomplishment is enormous. Thus, parental participation is one aspect that has consistently been 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 participation and academic performance is widely known, no study has examined how parental involvement improves academic performance. Additionally, few research have studied parental engagement as the major socializing agent and as a direct predictor (or predictors) of learners’ self-efficacy perceptions. Upon this background, this study tends to evaluate the relationship between parental involvement and students’ academic performance in secondary school.
1.3 Objectives Of The Study
The overall aim of this study is to evaluate the relationship between parental involvement and students’ academic performance in secondary school. Hence, the study will be channeled to the following specific objectives;
1. Ascertain whether a positive relationship exist between talking to children about the importance of schooling by parents and their academic achievement of students.
2. Ascertain whether a positive relationship exist between parental engagement with academic activities of children and their academic performance.
3. Identify the factors affecting parents involvement in school matters of their children.
1.4 Research Hypotheses
The following statements will be validated in the course of this study;
H01: There is no positive relationship between talking to children about the importance of schooling by parents and their academic achievement of students.
H02: There is no positive relationship between parental engagement with academic activities of children and their academic performance.
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