NATIONAL OPEN UNIVERSITY OF NIGERIA

Private Mail Bag 80067, Victoria Island, Lagos.

SEMINAR PRESENTATION

On

SEMINAR PRESENTATION ON PARENTAL INVOLVEMENT IN PUPILS ACADEMIC

PERFORMANCE IN OSHODI-ISOLO LOCAL GOVERNMENT AREA OF LAGOS

STATE

BY

ISHOLA NOFISAT FOLASHADE

NOU201013891

SUBMITTED TO FACULTY OF EDUCATION

IN PARTIAL FUFILMENT OF THE REQUIREMENT FOR THE AWARD

OF BACHELOR OF EDUCATION EARLY CHILDHOOD EDUCATION

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 Abstract
This seminar was conducted to parental involvement in pupils’ academic performance in Oshodi-

Isolo local government area of Lagos State . The objectives of the study were to To find out the

influence of parental involvement of pupils academic performance in Oshodi-Isolo Local

Government Area of Lagos State. To find out the influence of family structure on pupils’

academic performance in Oshodi-Isolo Local Government Area of Lagos State. To find out the

effects of parent academic background on pupils’ academic performance in Oshodi-Isolo Local

Government Area of Lagos State Five research questions were raised to guide the study. The

study adopted a survey research design. The study adopted Pupils’ Questionnaire as instrument

for data collection. The study found out that a single parenthood had a negative relationship with

academic performance and parental quality functions had a very supportive performance on the

children’s academic performance both scholastic educational attainment and other healthy related

issues. On the issue of parental educational level, it was concluded that the level of education of

parents had an impact on their children’s academic performance. It was also concluded that the

educational level of parent had a consistent direct relationship on the children’s cognitive and

behavioral outcomes. In other words, the socio-economic status of parents necessitates the

assistance provided to the children as well as the basic needs of the children and the facilities

available for learning. The researcher also recommended that a family size should also be

average size if the parent must meet all the basics needs of their children if the children were to

have a very sound academic upbringing.

Keywords: Parents Status, Performance, Pupils, Primary Schools

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1.0 Introduction

1.1 Background to the Study

Education is the best legacy a nation can give to its citizens, especially the youth. This is because

education is very important in the development of any nation or community. Education is the

process of transmitting what is worthwhile to members of society. According to Okafor (2014).

Education embraces all those experiences of the individual through which knowledge is acquired

and intellect enlightened. For Nwabachili and Egbue (2018), education is what goes on from one

generation to another generation. In this context, education is the process of socializing the child

to grow up as a fulfilled member of society through informal, formal and non-formal processes.

Informal education is the process of acquiring knowledge about the environment and beyond

through living with one another.

According to Nwabachili and Egbue (2018), formal education is a consciously planned form of

socialization in a formal setting such as school. They stressed that non-formal education involves

all those systematic programmed and processes of education and training that is done outside

formal education setting. All these forms of education cannot be achieved without the influence

of the family. Family is the first social environment the child finds itself. According to Clifford

(2019), family remains the primary environment of the child. The author emphasized that family

environment has more chances of increasing or decreasing the intellectual performance of the

child. Akubue and Okunniyi (2014), defined family as a small kinship structural group with the

key function of natural socialization of the new-born. Similarly, in Okunniyi (2014), family is

defined as a primary social group of parents, offspring and possibly other members of the

household.

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Parental status refers to all the conditions and circumstances in the family which influence the

child physically, intellectually and emotionally (Muola, 2010). Children coming from different

family backgrounds are affected differently by such family conditions that is why some children

have good family background while some have poor family background. Citing Eke (2009),

noted that with some families, the background may vary from time to time for the same

individuals. Formal education therefore remains the vehicle for human development which must

start from the family. There are different categories of families. The major categories of families

according to Anderson & Taylor (2010) includes: Traditional families–where the father is the

major breadwinner and mother at home rearing children; divorced families–families that have

been reconstituted following the breaking of marriage; single parent families–likely headed by

women; stepfamilies–with new siblings and new parents stemming from re-marriage. A family

could also be categorized as extended or nuclear. Extended families are those in which large

groups of related kin in addition to parents and children live together in the same household. This

is the type of families prevalent in African countries. Nuclear families are families where

married couples live together with their children. This type of family is common in Western

countries (Andersen & Taylor 2010).

1.2 Statement of the Problem

Societies all over the world strive to achieve qualitative and quantitative education for their

citizens. To achieve this noble course, many factors must be put into consideration. Among them

is the parental status of the child. The family has a great role to play in the overall development

of the child and his educational upbringing in particular. The gap in performance between pupils

and academic excellence constitute a great source of worry and serious concern as well as

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discomfort to both parents, school mangers, policy makers and various governments responsible

for the education of primary school pupils.

Experience has shown that among the primary school pupils, there are some differences which

influence pupils’ academic performance, such as some pupils’ being unable to pay their school

fees promptly, while others are often sent away for non-payment. Likewise, some pupils were

motivated by their parents through the provision of educational materials like textbooks and

exercise books, others were not, whereas some pupils come to school properly fed, others are

not.

1.3 Objectives of the Study

There is no gain for any country whose educational planners and policy makers stands and watch

the falling standard and steady decline of education at a given rate. They must identify the causes

for such decline with a view to proffering solution to them. This research work is set to

accomplish the following objectives:

1. To find out the influence of parental involvement of pupils academic performance in

Oshodi-Isolo Local Government Area of Lagos State.

2. To find out the influence of family structure on pupils’ academic performance in Oshodi-

Isolo Local Government Area of Lagos State.

3. To find out the effects of parent academic background on pupils’ academic performance

in Oshodi-Isolo Local Government Area of Lagos State.

4. To find out if the socio-economic status of parents influences pupils’ academic

performance in primary school.

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 5. To find out the influence of parents’ occupation on the academic performance of pupils in

primary schools

1.4 Research Questions

For this research work the following research questions have been formulated:

1. To what extent does parents involvement affects pupils’ academic performance in

Oshodi-Isolo Local Government Area of Lagos State?

2. To what extent does family structure affect pupils’ academic performance in Oshodi-Isolo

Local Government Area of Lagos State?

3. To what extent does parents' educational attainment affect pupils’ academic performance

in Oshodi-Isolo Local Government Area of Lagos State?

4. To what extent does the socio-economic status of parents affect pupils’ academic

performance in Oshodi-Isolo Local Government Area of Lagos State?

5. To what extent does parents’ occupation affect pupils’ academic performance in Oshodi-

Isolo Local Government Area of Lagos State?

1.5 Significance of the Study

The work of this nature when completed may help the parents to be aware of the effect parental

involvement on pupils' academic performance in primary schools in Oshodi-Isolo Local

Government Area of Lagos State. From the available recommendations, they would be able to

adopt measures of bringing up their children in such a way that they will perform well

academically.

Similarly, it would encourage parents to make their children relatively comfortable in schools.

This study also could aid children of various families to be aware and bear in mind with their

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parents the ability to provide them with all the necessary requirements in schools and sympathize

with them in family problems and situations.

Moreover, educational and curriculum planners could be guided in planning the curriculum

without rigidity to suit diverse cultural environments. In addition, the teachers would be aware

that a cordial teacher-parent relationship may in a way improve on parental involvement on the

academic performance of a pupils in school. A study of this nature is likely to help the state,

nation and the world at large benefit from the adherence to the recommendations and

implementation which will help produce youths who would be better leaders of tomorrow.

Finally, the research, when completed, may add to available literature and may encourage further

research on the topic.

1.6 Scope of the Study

The geographical scope of this study was Oshoid-Isolo Local Government Area of Lagos State.

This area was chosen because of the high concentration of pupils from different parental

upbringing in the area.

1.7 Operational Definition of Terms

As words may mean differently in different contexts, the following definitions are given as the

words used as intended to be understood for the purpose of this study.

Family: Is a unit comprising of husband, wife and children.

Family Size: The number of people in the family.

Family System: This includes monogamy and may be nuclear or extended family.

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Home Environment: This refers to parental experience and aspirations for children, objects and

material conditions in the home for comfort and specific behavioral processes conducive to

learning.

Educational Upbringing: This refers to the education of children and how they perform in

academics when subjected to tests or examinations.

Educational Status: This term is used for social processes in which one achieves social

competence and individual growth, carried on in a selected, controlled setting which can be

institutionalized as a school or college.

Occupational Status: Person’s trade, vocation or principal means of earning living.

Socio-Economic Status: This refers to the position of recognition in which one finds himself in

society. Such a position maybe not and may be hereditary but acquired through personal efforts

like education, wealth, occupation and social class.

Academic Performance: This refers to the pupils’ performance, scores within the class and his

position relative to all those subjected to the same test.

Effects: the result or outcome of anything be it positive or negative.

Home Situation: This refers to the prevailing atmosphere in the home whether violent, resentful

or in disarray.

Parental Attitude: Parents disposition to respond in a characteristic way to some stimulus in

their social environment. Some responses determine the way and manner their children are

brought up by them.

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2.0 Review of Related Literature

2.1 The concept of parental Involvement

Parental involvement in pupils' academic pursuits has been recognized as a pivotal factor in

shaping educational outcomes, particularly in primary school settings. Defined as the active

engagement of parents in their children's schooling, parental involvement encompasses various

forms of support, communication, and participation in school-related activities. This multifaceted

concept has garnered significant attention from researchers, educators, and policymakers due to

its potential to positively influence pupils' academic performance and overall school experience.

Epstein (2001) emphasizes the importance of establishing partnerships between schools,

families, and communities to enhance student achievement. Such collaborations involve not only

parental participation in school events but also ongoing communication between educators and

parents regarding students' progress and educational goals. Fan and Chen's meta-analysis (2001)

corroborates the positive correlation between parental involvement and students' academic

achievement, underscoring the impact of parental support on educational outcomes.

Middle school-focused research by Hill and Tyson (2009) identifies specific strategies, such as

parental monitoring and academic socialization, as instrumental in promoting academic success

among adolescents. These findings resonate within primary school contexts, where parental

guidance and reinforcement of learning habits can profoundly influence children's academic

trajectories. Similarly, Jeynes' meta-analysis (2005) sheds light on the significance of parental

involvement in urban elementary school settings, emphasizing its role in mitigating educational

disparities and fostering academic excellence among diverse student populations.

Parental involvement in pupils' academic pursuits encompasses a spectrum of activities,

including homework assistance, communication with teachers, and participation in school

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events. By fostering collaborative relationships between schools and families, parental

involvement not only supports students' learning but also promotes a sense of community and

shared responsibility for educational attainment. As educators and policymakers seek to enhance

primary education outcomes, understanding the concept of parental involvement and its

multifaceted impact on pupils' academic performance remains essential in shaping effective

educational policies and practices.

2.1.1 The Concept of Academic Performance

Academic performance has been defined as excellence in all academic discipline, in class as well

as extracurricular activities. It includes excellence in sporting behavior, confidence,

communication skill, punctuality, assertiveness, Art, Culture and the like (Teecee, 2015).

Academic performance encompasses student ability and performance, it is intricately related to

human growth and cognitive, emotional, social, and physical development; it reflects the whole

child, it is not related to single instance, but occurs across time and levels, through a student’s

life in public school and into post-secondary years and working life (Steiherger, 2016).

Morrish (2013), defined performance as “the quality and quantity of a student's work”. This

second definition is the one that more or less applies to this research, the former being too

exhaustive. What we need here is the quality of the pupils’ work. In that case academic

performance could be poor or good. A child is said to be performing well in his academic year

when he is scoring above average say 50% and above while children who score below 50% are

said to be performing poorly.

2.1.2 Meaning and Definition of Parent/Parenting

Parenting simply means father and mother/any of the two taking care of his/her child/children

and others in the house (Ukpai, 2018). The goals of parents are the provision of children’s

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physical needs, protect them from harm, and impart in them skills and cultural values until they

reach legal adulthood, usually after adolescence. There is general causes around parent providing

the basic necessities, with increasing interest in children’s right within the home environment, for

example physical security, the safety of the child’s body and life, which includes; safety, shelter,

clothes, nourishment, security, intellectual security: intellectual development, emotional security,

emotional development, physical development: the ability of child to love, care, help younger

and older ones, weak and sicker etc. the degree of attention parents invest on the child is largely

inversely proportional to what the children reciprocate back to them (Santrock, 2017).

Types of Parents:

There are various types of parents, viz:

Biological Parents: A biological parent is the one who has a direct genetic relation to a child.

Adoptive Parents: This is done through legal action whereby a man takes voluntary

responsibility for another person’s children and takes the child as his/her own.

Foster Parents: This is a situation where one nurtures a child that does not relate to him/her.

Single Parents: This single parent might be the biological father, biological mother or adoptive,

he or she takes the sole responsibility of nurturing a child.

Stepparents: This is when the mother or father has remarried, the child becomes a stepchild in

the new house (Nnanna, 2010).

Parenthood is another serious commitment a person makes for the future of another human

being. It is a promise to devote time, resources and best effort to emotional physical and social

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development of a child. To have a dynamic and effective parenting, parents should have these as

their responsibilities:

a. Parents should be financially responsible. This is one obligation a parent must take to

ensure security in the child’s development.

b. Parents should provide love, guidance and acceptance for their children. This means that

parents should love their children, guide them in whatever they are doing so that the

children will not go astray.

c. Parents should provide supervision, protection and shelter for their children’s safety. If

parents can provide protection and supervise their children and shelter them, they will not

mingle themselves in some deviant behaviors like cultism, stealing, smoking etc.

d. Parents should provide proper nutrition, health care and a safe environment for their

children.

e. Parents should provide opportunity for education, create intellectual and social

development for their children

These needs range from the physical to emotional needs of a child. Even when parent had little

money to take care of the above needs of the child, there are other things parents need to do to

promote and ensure their children total development;

a. Parents should teach their children to love and respect other people and oneself.

b. Parents should clearly communicate their expectation of their child’s conduct.

c. Parents should provide unconditional love and acceptance.

d. Parents should allow the child to have a full range of emotional experience.

e. Parents should teach their children skills to resolve conflict.

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 f. Parents should allow their children to make decisions based on their own learned

experience.

g. Parents should be good models for their children.

h. Parents should give their best in providing for their children’s material needs

i. Parents can serve as regulators of opportunities for their adolescents’ social contact with

peers, friends and adults. Okunniyi, (2014).

Whether biological or otherwise the most important issue is the parental influence on the

academic performance and upbringing of their children. This influence is determined by the

quality of parenting a child receives from the parent. Parenting is the process of promoting and

supporting the physical emotional, social, and intellectual development of a child from infancy to

adulthood. Parenting refers to the activity of raising a child rather than the biological relationship

(Larean, 2002). This is usually done by the biological parent of the child in question (Bernstein,

2008) stressed, although government and society take a role as well. In many cases orphanage or

abandoned children receive parental care from non-parent blood relations. Others may be

adopted, raised by foster, or be placed in an orphanage.

2.2 Factors Affecting Pupils’ Educational Performance in Primary Schools

Agu (2016) outlined some factors that affect pupils’ performance in schools. Such factors are;

income of parents, social and educational background of parents, family size, question of broken

home, and parental interest.

However, Aghameu (2017) affirmed that the level of academic attainment of people determines

their exposure and influences their understanding and behavior toward certain issues in life. He

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further stated that parents’ level of education is a better predictor of success in pupils’ level of

education and determines their income level. Stressing the effect of parents’ level of education on

the length of time their children spend in school, Joyce (2018) opined that the working class

parents with lowest educational attainment want their children to leave school earlier than the

parents with middle class of education. Thus, parents concern, help interest encouragement and

punishment, school choice and expressed opinion for the children academic success have effect

on children performance in school.

However, parents’ level of education determines the social group to which the home could be

classified. Higher parental level of education brings about higher paid occupation that places

parents in the upper class thereby affording opportunity to invest more in children’s education,

ensure facilitative and conducive environment that enhances educational performance of their

children.

Aghametu (2017), reported a positive relationship between parental occupation and student’s

academic performance. He found out that the type of work one’s parents do determines to a large

extent whether the child will attend secondary school or not. Parents of relatively higher socio-

economic classes are able to provide their children with more opportunities to learn those things

which will aid their learning in schools. Stressing on this point, Douglas (2014), affirms that

fathers’ occupational level adversely affected thereby leading to poor performance and

performance in his class work.

Wilkings (2000), in his own view said that children's educational opportunities depend on where

they live which is of course determined by their parents' socio-economic background. This

means that the child’s education aspirations and attainment are closely linked with family socio-

economic status.

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Wedde (2018), stated that individual families or groups of people can be said to be in poverty

when they lack the resources to obtain the type of diet, participate in activities, and lack better

conditions and amenities. According to him children who belong to low social class status face

problems in the educational system, they receive low education and because they are not

properly socialized, they lack broad based knowledge and are not exposed to wide learning

experience as their privileged counterparts.

Unachukwu (2021), threw more light on this that post-natal environment which affects any

human organization include; socio-economic exposure, socialization medical attention, birth

order to the child, family size, disease, accordant, and geographical location of family. Ekeruo

(2004), agrees with Unachukwu by saying that the socio – economic state of parents determines

their level of education, care and sanitation of their children. He further stated that children from

high socio-economic homes are lucky to get good diet and good education compared to children

from low socio-economic homes. He also noted that the birth order to the child and family size

will determine the amount of balanced diet, level of education, adequate medical care and

sanitation the child will get. It is widely held that the availability of these factors to the child will

affect his educational performance and performance in school positively, while lack of these

factors will affect his education performance and performance adversely.

2.3 Parents’ Level of Educational Attainment and Academic Performance of Pupils.

Education has to do with the process of training, one through school from one level to another in

order to obtain knowledge and skill which is required for effective living. As Jacques maintain

(2013), observed that the word “education” has a triple yet intermingled connotation, and refers

either to (in is broad sense) any process by means of which man is shaped and led towards

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fulfillment or the task of formation which adult intentionally undertake with regard to youth, or

in its strictest sense, special task of schools and universities.

Parents’ level of education is a better predictor of success in pupils’ academic pursuit. This is

because parents’ level of education determines parents’ level of occupation which in turn

determines parents’ income level. Parents that are well educated are today able to ensure, by their

wealth and ability to understand and manipulate the school system, that their own children

received good and better education than themselves and that they will constitute the educated

elite of the coming generation. This means that educated parents would always do their best do

ensure that their children as educated too.

Joyce (2018) posited that educational status of parents affects the demand they make on their

children. She added that elite parents understand the role of individual differences among their

children, and this helps them to accommodate and encourage their children. As a result, children

whose parents are educated stand a better chance to be motivated by parents and that aids their

academic performance.

Dore (2006) holds that the enormous educational advantage occur to the children of university

educated parents and leads to sharply entrenched class division very rapidly. He further stated

that, the educational system cannot bring about these advantages by itself, but there are important

variables which come to play an important role in establishing these enormous educational

advantages.

The most educated parents are those in the best jobs and some with the material resources to

assure the education of all their children and provide them with quality education. Furthermore,

it allows them to disperse with the demands of their children at all times. Also, household labors

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such as looking after young children, cooking, cleaning etc. are performed by his servants

instead of their children. This offers the children the opportunity to study at home, do their

assignments and as a result enhances their performance at school.

Adetunji and Oledeji (2007), affirmed that parents with high literacy level are always conscious

and know when to reduce the house chores of their children so as to enhance their performance

in school. However, parents’ level of education determines the social class to which the home

could be classified. Higher parental level of education brings about higher paid occupation that

places parents in the upper class, thereby affording them opportunity to invest more in their

children of academic success.

Obasi (2018), state that besides the conferral of social status in the society; the family in which a

child is born exerts a considerable influence on his life chance; the type and level of education he

receives, his career prospects and host of other social privileges and opportunities. Thus, the

child of an illiterate village farmer could have lesser chances of succeeding in school and hence,

professionally than the child of the university professor. Hence, the child of the illiterate village

farmer seems most likely to attend an ill–equipped and perhaps poorly staffed rural primary and

secondary schools.

Retsel and Miltans (2016), established that children from more educated homes score higher than

less privileged children on the intellectual curiosity test which positively correlates with grades.

According to Hieynemn (2006), there is a positive relationship between parents' education and

pupils' academic performance.

Onyema (2010), suggests that level of education influences parents’ knowledge, beliefs, values,

and goals about childrearing, so that a variety of parental behaviors are indirectly related to

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children’s school performance. For example, higher levels of education may enhance parents’

facility at becoming involved in their children’s education, and also enable parents to acquire and

model social skills and problem–solving strategies conducive to children’s school success. Thus,

pupils whose parents have higher levels of education may have an enhanced regard for learning,

more positive ability beliefs, a stronger work orientation, and they may use more effective

learning strategies than children of parents with lower levels of education.

Uche (2018), in the same vein opined that parents with higher levels of education are also more

like to believe strongly in their abilities to help their children learn. A recent study exploring the

relationships between level of parent education, parent self–efficacy, children’s academic

abilities, and participation in a Head start program found that level of parent education and

programmed participation was significantly related to parental self–efficacy. In turn, parental

self-efficacy beliefs significantly predicated children’s academic abilities.

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3.0 Research Methodology

3.1 Research Design

The research design adopted in this study was descriptive survey research design. Descriptive

survey design is used when a researcher decides to collect information on certain phenomena or

examine a situation by describing relevance factors relating to attitude, behavior, experiences and

knowledge in order to establish specific parameters in a population as well as describe their

collections (Kelly,Clark,Brown & sitzia,2003).

3.2 Population of the Study

The population of the study comprised of all primary five (5) pupils (male and female) in public

primary schools in Oshodi-Isolo Local Government Area of Lagos State.

3.3 Sample and Sampling Technique

The sample size is an important feature of any empirical study in which the goal is to make

inferences about a population from the sample.

3.4 Instruments for Data Collection

For the purpose of this study, the researcher made use of Pupils’ Questionnaire (PQ) as an

instrument for data collection. The instrument consists of three parts:

3.5 Method of Data Analysis

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The data collected were summarized using descriptive statistics such as simple

frequency/percentage table, arithmetic mean (average) together with their respective standard

deviations as deemed appropriate. Each of the items were given marks and calculated based on

the number of questionnaires returned while mean score was used for questionnaire analysis. The

analysis of finding in this study is because of the collected questionnaire on the empirical

investigation on the impact of family background as a predictor of students’ performance in

selected public primary schools in Oshodi-Isola Local Government Area of Lagos State. The

research made use of Statistical Package for Social Science (SPSS) for data analysis.

4.0 Analysis of Research Questions

Research Question 1: To what extent does parents involvement affects pupils’ academic

performance in Oshodi-Isolo Local Government Area of Lagos State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Children whom parents are involved in their 192(65.53% 101(34.47%) 2.5
academics performance better in school )
2. Children whom parents give supervise teaching and 204(69.62% 89(30.38%) 3.1
learning materials do better in their academics )
3. First born children usually do better academically 117(39.93%) 176(60.07%) 2.1
than last born children in the family
4. First born children often get more parental attention 194(66.21% 99(33.79%) 2.5
and time than last born )
5. There is significant difference in intelligence 114(38.91%) 179(61.09%) 2.2
capacity between first born children and last born
Grand Total/Mean 707(60.32% 456(39.68%) 2.6
)
Research With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured)

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 From the table above, the result shows 192(65.53%) agreed, 101(34.47%) and 2.5=25 as the

mean score for Children whom parents are involved in their academics performance better in

school, 204(69.62%) agreed, 89(30.38) disagreed and 3.1 > 2.5 as the mean score for Children

whom parents give supervise teaching and learning materials do better in their academics,

117(39.93) agreed, 117(60.07) disagreed and 2.1< 2.5 as the mean score for First born children

usually do better academically than last born children in the family, 194(66.21%) agreed,

99(33.79) disagreed and 2.5 = 2.5 as the mean score for first born children often get more

parental attention and time than last born children finally, 114(38.91%) agreed, 179(61.09%)

disagreed and 2.2 as the mean score for there is significant difference in intelligence capacity

between first born children and last born.

Question 2: To what extent does family structure affect pupils’ academic performance in

Oshodi-Isolo Local Government Area of Lagos State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Children from two-parent families get more time, care, 198(67.58%) 95(32.42%) 2.7
affection and supervision than those from single parent
2. Children from two-parent families get more social and 219(74.74%) 74(25.25%) 3.6
emotional supports for effective socio-psychological
developments than children from a single parent
3. Children from homes that are intact (both parents) 114(38.91%) 179(61.09%) 2.2
generally have more opportunities due to financial ease
than children from broken/single homes.
4. Children from single parent are delinquent of security, 197(67.24%) 96(32.76%) 2.7
love and protection and does affect their academic
performance than children from both parents
5. Single parent finds it really challenging to meet up with 218(74.74%) 75(25.26%) 3.6
the academic needs of their children due to averagely low
income earning compared to children with both parents
Grand Total/Mean 728(62.12%) 444(37.88%) 2.8

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With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured )

The result from the table above shows 198(67.58%) agreed, 95(32.42%) disagreed and 2.7>2.5

as the mean score for children from two-parent families get more time, care, affection and

supervision than those from single parent, 219(74.74%) agreed, 74(25.25%) disagreed and

3.6>2.5 as the mean score for children from two-parent families get more social and emotional

supports for effective socio-psychological developments than children from a single parent,

114(38.91) agreed, 179(61.09%) disagreed and 2.2<2.5as the mean score for Children from

homes that are intact (both parents) generally have more opportunities due to financial ease than

children from broken/single homes, 197(67.24%) agreed, 96(32.76%) disagreed and 2.7>2.5 as

the mean score for Children from single parent are delinquent of security, love and protection

and does affect their academic performance than children from both parents and 218(74.74%)

agreed, 75(25.26%) disagreed and 3.6 >2.5 as the mean score for Single parent finds it really

challenging to meet up with the academic needs of their children due to averagely low income

earning compared to children with both parents

Research Question 3: To what extent does parents' educational attainment affect pupils’

academic performance in Oshodi-Isolo Local Government Area of Lagos State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Children from working middle class families 200(68.26%) 93(31.74%) 2.7
are educated and know the importance of
birth control method and this can control the
number of children they have and affect their
learning abilities
2. Children whose parents are educated stands a 219(74.74%) 74(25.26%) 3.6
better chance to be motivated and this aids

22
 their academic performance and achievement
3. Highly literate parents are always conscious 115(39.25%) 178(60.75%) 2.2
and knows when to reduce the house chores
of their children in order to enhance their
performance in school
4. Children from more educated homes score 218(74.40%) 75(25.60%) 2.9
higher than the less privileged children on
intellectual curiosity test which positively
correlate with grades
5. Parents with higher levels of education are 123(41.30%) 171(58.70%) 2.4
also more likely to believe strongly in their
abilities to help their children learn
Grand Total/Mean 752(64.16%) 420(35.34%) 2.9
With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour ofwhat is being measured)

The table above shows 200(68.26%) agreed, 93(31.74%)disagreed and 2.7>2.5 as the mean score

for children from working middle class families are educated and know the importance of birth

control method and this can control the number of children they have and affect their learning

abilities 219(74.74%) agreed 74(25.26%) disagreed and 3.6>2.5 as the mean score for Children

whose parents are educated stands a better chance to be motivated and this aids their academic

performance and achievement, 115(39.25%) agreed, 178(60.75%) disagreed and 2.2<2.5 as the

mean score highly literate parents are always conscious and knows when to reduce the house

chores of their children in order to enhance their performance in school and 218(74.40%) agreed,

75(25.60%) disagreed and 2.9>2.5 as the mean score for Children from more educated homes

score higher than the less privileged children on intellectual curiosity test which positively

correlate with grades and 123(41.30%) agreed, 171(58.70%) disagreed and 2.4 as the mean score

for parents with higher levels of education are also more likely to believe strongly in their

abilities to help their children learn.

23
Research Question 4: To what extent does the socio-economic status of parents affect pupils’

academic performance in Oshodi-Isolo Local Government Area of Lagos State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Children of parents from low socio- 119(40.61%) 174(59.39%) 2.3
economic status do not have extra
learning facilities and may find it very
difficult to get to their top educational
ladder
2. Low-income parents are limited to 219(74.74%) 74(25.26%) 3.6
meeting their children’s basic and social-
emotional needs which account for the
failure of the academic pursuit of such
children
3. Children who belong to the low 115(39.25%) 178(60.75%) 2.2
economic level/class are often least well-
served by the school system
4. Children and family living in poverty are 198(67.58%) 95(32.42%) 2.8
at great risk of physical and mental
disabilities which will in turn affect the
children’s academic performance
5. Children from high and middle economic 196(67.24%) 97(32.76%) 2.7
class parents are better exposed to a
learning environment at home due to
availability of extra learning facilities
Grand Total/Mean 651(55.55%) 521(44.45%) 2.7
With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured

24
The table above shows 119(40.61%) agreed, 74(59.39%) disagreed and 2.3<2.5 as the mean

score for Children of parents from low socio-economic status do not have extra learning facilities

and may find it very difficult to get to their top educational ladder, 219(74.74%) agreed,

74(25.26%) disagreed and 3.6>2.5 as the mean score for Low-income parents are limited to

meeting their children’s basic and social-emotional needs which account for the failure of the

academic pursuit of such children, 115(39.25%) agreed, 178(60.75%) disagreed and 2.2<2.5 as

the mean score children who belong to the low economic level/class are often least well-served

by the school system, 198(67.58%) agreed, 95(32.42%) disagreed and 2.8>2.5 as the mean score

Children and family living in poverty are at great risk of physical and mental disabilities which

will in turn affect the children’s academic performance while 196(67.24%) agreed, 97(32.76%)

disagreed and 2.7 as the mean score children from high and middle economic class parents are

better exposed to a learning environment at home due to availability of extra learning facilities

Research Question 5: To what extent does parents’ occupation affect pupils’ academic

performance in Oshodi-Isolo Local Government Area of Lagos State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. The type of work one’s parent does 119(40.61%) 174(59.39% 2.3
determine to a large extent how far the )
children will go in their academic pursuit
2. Parents of high social economic class are 212(72.35%) 81(27.65%) 2.9
able to provide their children with more
opportunities to learn those things that will
aide their learning in school
3. Children of middle-class families have 115(39.25%) 178(60.75% 2.2
stimulating homes, perform better in class )
work and stay longer in school than
childrfen of low-class families.
4. Children of parents in professional and 121(41.30%) 172(58.70% 2.4
managerial occupation are much more )

25
 likely to be successful than children of
unskilled manual workers
5. Parents’ occupation, social status and 199(67.58%) 94(32.42%) 2.8
lifestyle of the family have a considerable
influence on the ease or difficulty with
which the children can gain a place in
school and length of time they are willing
to devote to school and studies
Grand Total/Mean 567(48.38%) 605(51.62% 2.5
)
With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured)

The table above show 119(40.61%) agreed, 174(59.39%) disagreed and 2.3<2.5 as the mean

score for the type of work one’s parent does determine to a large extent how far the children will

go in their academic pursuit, 212(72.35%) agreed, 81(27.65) disagreed and 2.9 > 2.5 as the mean

score Parents of high social economic class are able to provide their children with more

opportunities to learn those things that will aide their learning in school, 115(39.25%) agreed,

178(60.75%) disagreed and 2.2<2.5 as the mean score Children of middle-class families have

stimulating homes, perform better in class work and stay longer in school than children of low-

class families. 121(41.30%) agreed 172(58.70%) disagreed and 2.4 as the mean score children of

parents in professional and managerial occupation are much more likely to be successful than

children of unskilled manual workers while 199(67.58%) agreed, 94(32.42%) disagreed and

2.8>2.5 as the mean score for parents’ occupation, social status and lifestyle of the family have a

considerable influence on the ease or difficulty with which the children can gain a place in

school and length of time they are willing to devote to school and studies.

26
5.0 Summary, Conclusion and Recommendations

5.1 Summary

This research work was conducted to investigate parental involvement in pupils’ academic

performance in Oshodi-Isolo Local Government Area of Lagos State. The study was conducted

in Oshodi-Isolo Local Government Area of Lagos State. Five public primary schools in Oshodi-

Isolo Local Government Area of Lagos State were selected for data collection. The analysis was

presented and discussed while some important observations as evident from the tables and

statistically computed values are of interest in explaining the influence parental involvement in

pupils’ academic performance. The study generally observed that home parents’ involvement has

a significant influence on the academic performance of the child.

The study revealed that differences still exist in the performance between the children of wealthy

parents and the children of the other lower-class parents. The socio-economic status of parents

provides an enabling environment for conducive learning. In other words, the socio-economic

status of parents necessitates the assistance provided to the children as well as the basic needs of

the children and the facilities available for learning. All these have a great influence on the

academic performance of the students in school. Other factors or variables such as size of the

27
family, home situation have statistically been proven that academic performance of students in

school is highly dependent on them.

5.2 Conclusion

The study investigated the role of parental status on the academic performance of pupils in

primary schools in Oshodi-Isolo Local Government Area of Lagos State. From the findings of

the study, it was concluded that parents’ involvement influence academic performance of pupils

in schools. Prominent among the family factors include; parental education level, parental

income and parental motivation. Educational statuses of the parents and students’ academic

performance have direct close relationship between them. They stand a better chance to support

their children for better academic achievement. On parental motivation, it was found that

students who received encouragement and motivation from the family perform better in school

than their counterparts from non -encouraging families. The major reasons for the observed

differences in performance are the motivation and the positive attitude of the parents towards

their children’s academic progress.

The study found out that a single parenthood had a negative relationship with academic

performance and parental quality functions had a very supportive performance on the children’s

academic performance both scholastic educational attainment and other healthy related issues.

On the issue of parental educational level, it was concluded that the level of education of parents

had an impact on their children’s academic performance. It was also concluded that the

educational level of parent had a consistent direct relationship on the children’s cognitive and

behavioral outcomes.

28
On family financial situation, it was concluded that there is a direct relationship between parental

financial and human capital on the successful learning experience of their children and their

academic success and equally low income of parents had a negative academic performance

expectation on their children.

On matters of family size, it was concluded that in most big families the size of the family had no

relationship with the academic performance of their children but on the other hand it was

revealed that children from large families were found to perform poorly in schools than children

from small families.

5.3 Recommendations

In view of the findings discussed in this study, the following recommendations were made.

i. The researcher recommended that the families should be structured on a functionality

level to avoid single parenthood if academic performance has to be achieved.

ii. The researcher recommended that parents should endeavor to be also academically sound

if they must influence their children’s academic performance.

iii. The researcher also recommended that a family size should also be average size if the

parent must meet all the basics needs of their children if the children were to have a very

sound academic upbringing.

iv. It was also recommended that pupils should give serious attention to their studies at

home, in addition to other various works done, since the amount of effort they put into

their studies influences academic performance.

29
 v. Parents should create a good learning atmosphere for their wards, such as providing good

study space, adequate lighting and time for children to engage in academic activities.

vi. The entire home should be stimulating such that children would naturally develop an

undying interest in their academics.

vii. Parents should take more interest in the various aspects of their children's education. This

can be achieved if they collect more information about their children and seek adequate

guidance about the subjects they take in school. This is necessary because a pupil

impression of what their parents think is likely to be particularly relevant for their

academic attainment.

viii. Also, it is recommended that parents should diversify their sources of income so that they

can be able to provide funds for their wards in school for better academic achievement.

Also, educational materials like journals, textbooks, and Mathematics laboratory

equipment among others should be provided to improve pupils’ performances.

30
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