Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background of the Study.. 5
1.2 Statement of the Problem... 6
1.3 Objectives of the Study.. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 10
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 10
1.10 Definition of Terms. 11
CHAPTER TWO.. 14
REVIEW OF RELATED LITERATURE.. 14
2.1 Introduction.. 14
2.2 Theoretical Review.. 14
2.2.1 Ecological Systems Theory. 14
2.2.2 Social Capital Theory. 15
2.2.3 Expectancy-Value Theory. 15
2.2.4 Self-Determination Theory. 16
2.3 Conceptual Review.. 16
2.3.1 Overview of Key Concepts. 16
2.3.2 Home Environment and Academic Success. 17
2.3.3 Types of Parental Involvement. 17
2.3.4 Socio-Economic Status and Parental Involvement. 18
2.3.5 Cultural Influences on Parental Guidance.. 18
2.3.6 Psychological Impact of Parental Support. 18
2.3.7 Barriers to Effective Parental Involvement. 19
2.3.8 Role of Technology in Parental Engagement. 19
2.3.9 School Policies and Practices. 19
2.4 Empirical Review.. 20
2.5 Summary of Chapter. 23
Chapter Three.. 24
Research Methodology.. 24
3.1 Introduction.. 24
3.2 Research Design.. 24
3.3 Population of the Study.. 24
3.4 Sample and Sampling Techniques. 25
3.5 Instrumentation.. 25
3.6 Validity and Reliability of the Instrument. 25
3.7 Data Collection Procedures. 26
3.8 Data Analysis Techniques. 26
3.9 Ethical Considerations. 26
3.10 Limitations of the Study.. 27
3.11 Summary.. 27
CHAPTER FOUR.. 28
DATA ANALYSIS AND INTERPRETATION.. 28
4.1 Preamble.. 28
4.2 Socio-Demographic Characteristics of Respondents. 28
TABLES BASED ON RESEARCH QUESTIONS.. 32
4.3 Analysis of the Respondents’ Views on Research Question one:. 32
Discussion of findings. 47
CHAPTER FIVE.. 50
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 50
5.1 Summary of Findings. 50
5.2 Conclusion.. 51
5.3 Recommendations. 51
References. 53
Questionnaire.. 58
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The impact of parental guidance on pupils’ academic achievement in schools has been a subject of considerable research and discussion. Parental involvement is widely recognized as a crucial element in the educational development of children. Studies indicate that children who receive substantial support and guidance from their parents tend to perform better academically compared to those who do not. The presence of engaged and supportive parents often correlates with higher grades, improved test scores, and better overall academic outcomes (Hill & Tyson, 2009; Fan & Chen, 2001). This relationship underscores the importance of understanding the specific ways in which parental guidance influences educational success.
One significant aspect of parental guidance is the establishment of a home environment that fosters learning. This includes providing a quiet and conducive space for homework, setting consistent routines, and promoting the value of education (Jeynes, 2005). Parents who actively engage in their child's education by attending school meetings, assisting with homework, and encouraging educational activities at home, help to reinforce the learning that takes place in school. Such an environment not only enhances the child's academic skills but also builds a positive attitude towards education (Epstein, 2001).
Moreover, the nature of parental involvement can vary significantly across different cultural, socio-economic, and educational backgrounds, which in turn influences its effectiveness. For example, research by Hill and Craft (2003) suggests that parental involvement in the form of academic socialization—communicating expectations, discussing learning strategies, and fostering educational aspirations—has a more profound impact on academic achievement than merely helping with homework. This highlights the need for parents to engage in meaningful and strategic interactions with their children regarding their education.
Furthermore, the psychological support provided by parents plays a pivotal role in shaping pupils’ academic trajectories. Positive reinforcement, encouragement, and emotional support from parents can significantly boost a child's self-esteem and motivation, leading to better academic performance (Grolnick & Slowiaczek, 1994). Conversely, a lack of parental support or negative reinforcement can result in decreased motivation and lower academic achievement. Therefore, the quality of parental guidance, characterized by warmth, responsiveness, and encouragement, is essential for fostering an environment that promotes academic success (Pomerantz, Moorman, & Litwack, 2007).
1.2 Statement of the Problem
Despite the well-documented benefits of parental guidance on pupils’ academic achievement, significant disparities exist in the level and quality of parental involvement, which can adversely affect educational outcomes. Many students, particularly those from socio-economically disadvantaged backgrounds, do not receive the necessary support at home to excel academically. This lack of parental engagement can result in lower academic performance, reduced motivation, and diminished educational aspirations. Research indicates that when parents are either uninvolved or inadequately involved in their children's education, the students are more likely to experience academic difficulties and exhibit lower levels of school engagement (Jeynes, 2005; Hill & Tyson, 2009). Therefore, understanding and addressing the barriers to effective parental guidance is crucial for enhancing educational equity and improving academic outcomes for all students.
Moreover, there is a need to explore the specific mechanisms through which parental guidance impacts academic achievement to develop targeted interventions that can support parents in their role as educators. Current educational policies and programs often fail to account for the diverse ways in which parental involvement can manifest and the varying needs of different families. Without a clear understanding of the most effective forms of parental guidance, schools and educators may struggle to provide the necessary support and resources to foster meaningful parental involvement. Consequently, research that identifies the key factors influencing parental guidance and its impact on student achievement is essential for informing practices and policies aimed at closing the achievement gap and promoting academic success for all pupils (Fan & Chen, 2001; Pomerantz, Moorman, & Litwack, 2007).
1.3 Objectives of the Study
The main objective of the study is to examine the impact of parental guidance on pupils’ achievement in schools. Specific objectives of the study are:
- To assess the extent and nature of parental involvement in the academic activities of pupils in primary and secondary schools.
- To examine the correlation between different forms of parental guidance and pupils' academic performance.
- To identify the barriers to effective parental involvement and propose strategies to enhance parental engagement in students' education.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the current level and nature of parental involvement in the academic activities of pupils in primary and secondary schools?
- How do different forms of parental guidance (such as academic support, communication of expectations, and emotional encouragement) correlate with pupils' academic performance?
- What are the key barriers that hinder effective parental involvement in pupils' education, and what strategies can be implemented to overcome these obstacles?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant impact of parental guidance on pupils’ academic achievement.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Tower of Ivory Schools, Uyo, Akwa Ibom state, Nigeria. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Parental Guidance: The active involvement and support provided by parents or guardians in their children's education, including activities such as helping with homework, attending school meetings, and fostering a conducive learning environment at home.
2. Academic Achievement: The measurable performance of a pupil in their educational endeavors, typically assessed through grades, test scores, and other formal evaluations in school settings.
3. Parental Involvement: The participation of parents in various aspects of their children's education, which can range from attending parent-teacher conferences to engaging in educational activities at home and volunteering at school.
4. Socio-Economic Status (SES): The social and economic position of a family, often measured by income, education level, and occupation, which can influence the level and type of parental involvement in a child's education.
5. Educational Equity: The principle of fairness in education, ensuring that all students have access to the same opportunities and resources, regardless of their socio-economic background, race, or other personal characteristics.
6. Academic Socialization: The process through which parents influence their children's academic attitudes, values, and aspirations by communicating expectations, discussing learning strategies, and fostering a positive outlook towards education.
7. Barriers to Parental Involvement: Factors that hinder parents' ability to effectively participate in their children's education, which may include time constraints, lack of knowledge or resources, language barriers, and cultural differences.
