Faculty
Year of Publication
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Publication Type
Abstract
This study explored the impact of parent-child relationship on the academic achievement of their children in Ovia North East local government area of Edo State In order to achieve the intended objectives of this study, three research questions were raised and hypothesized and tested at 0.05 chi level. The survey research design was used for the study. The population of the study comprised all SSS2 students in all the secondary schools in Ovia North East L.G.A. of Edo State. A total of 100 students were used as the sample size and the simple random
sampling technique is used to select the sample size. The technique used involved the random selection of five (5) schools within the study area. For each schools, 20 students were randomly selected, totaling 100, which made up the sample size. The instrument used for data collection was a structured questionnaire titled “The Impact of Parent-Child Relationship on Academic Achievement”. A well-structured questionnaire was the instrument used to elicit information for the study. The questionnaire was validated by the researcher’s project supervisor and two other lecturers in the Department of Educational Evaluation and Counseling Psychology, Faculty of Education University of Benin. The instrument was administered to 20 respondents who were not part of the study and a reliability coefficient of 0.64 was obtained which shows that the instrument is reliable. The questionnaire was administered to respondents personally by the researcher and retrieved at the spot. The data collected were analysed using one sample t-Test statistics for all the hypotheses.
The findings of the study revealed that favorable home environments positively influence academic outcomes, also, differences in the quality of home environments or other external factors influences academic performance of students. Equally, that the home environment impacts academic achievement and significantly influences secondary school students' academic success. Furthermore, the research revealed that there is a slightly negative perception of the effectiveness of parent-school communication on academic achievement, that parent-school communication does not significantly influence students' academic achievement, rather it is an integral aspect of school dynamics, but may not independently drive academic achievement. Hence other contributing factors such as home-based parental support, teacher-student interactions, peer influence, etc. should be explored. Finally, that the level of parental involvement positively influences students' academic achievement, that is, parents who are actively engaged in their children's educational activities tend to foster better academic outcomes. It was recommended that Schools and educators should work closely with families to ensure that the home environment supports educational success, that is, families should be encouraged and guided to create structured and nurturing environments for learning
sampling technique is used to select the sample size. The technique used involved the random selection of five (5) schools within the study area. For each schools, 20 students were randomly selected, totaling 100, which made up the sample size. The instrument used for data collection was a structured questionnaire titled “The Impact of Parent-Child Relationship on Academic Achievement”. A well-structured questionnaire was the instrument used to elicit information for the study. The questionnaire was validated by the researcher’s project supervisor and two other lecturers in the Department of Educational Evaluation and Counseling Psychology, Faculty of Education University of Benin. The instrument was administered to 20 respondents who were not part of the study and a reliability coefficient of 0.64 was obtained which shows that the instrument is reliable. The questionnaire was administered to respondents personally by the researcher and retrieved at the spot. The data collected were analysed using one sample t-Test statistics for all the hypotheses.
The findings of the study revealed that favorable home environments positively influence academic outcomes, also, differences in the quality of home environments or other external factors influences academic performance of students. Equally, that the home environment impacts academic achievement and significantly influences secondary school students' academic success. Furthermore, the research revealed that there is a slightly negative perception of the effectiveness of parent-school communication on academic achievement, that parent-school communication does not significantly influence students' academic achievement, rather it is an integral aspect of school dynamics, but may not independently drive academic achievement. Hence other contributing factors such as home-based parental support, teacher-student interactions, peer influence, etc. should be explored. Finally, that the level of parental involvement positively influences students' academic achievement, that is, parents who are actively engaged in their children's educational activities tend to foster better academic outcomes. It was recommended that Schools and educators should work closely with families to ensure that the home environment supports educational success, that is, families should be encouraged and guided to create structured and nurturing environments for learning
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