CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Learning of mathematics is a national problem in Nigeria (Howie, 2001). A number of approaches have been taken to remedy the problem, including in-service training conducted by higher education institutions and education departments. Included in the list of multiple factors that influence the students success in mathematics is parental involvement (Jeynes, 2010).There is little research about the underlying mechanisms through which parental involvement influences children’s academic performance. The present study thus sought to extend the literature by examining potential pathways from parental involvement to students’ achievement. Research findings suggest that parents’ attitudes, together with their behaviour and activities with regard to their children’s education, have an effect on academic achievement (Guðlaug, 2010). Parental involvement in schooling is a powerful force, and that ‘parents are a child’s first and most enduring educator, and their influence cannot be overestimated’ (Department for Children, Schools & Families, 2008, p.67). The study specifically intends to establish the relationship between parental involvement and students’ mathematics performance. Parents have the distinct advantage over anyone else in that they can provide a more stable and continuously positive influence that could enhance and complement what the school fosters on their children. In this regard, parental involvement is undeniably critical (Mji & Makgato, 2006). However, with regard to the content of what children learn, many fall short because in general they do not possess the necessary education and therefore find it difficult to determine and understand what was done at school (Mji & Mbinda, 2005). This is a point also raised by a learner in a related study, “... my parents don't know maths and physics so how can they be involved...?” (Mji & Makgato, 2006, p.259). Parental involvement, defined as motivated parental attitudes and behaviours intended to influence children’s educational well-being. It is a multidimensional and bidirectional construct (Christenson, 2004; Fantuzzo, Tighe, & Childs, 2000) that has been shown to have clear links with social and academic outcomes for children (Dearing, McCartney, Weiss, Kreider, & Simpkins, 2004; El Nokali, Bachman, & Votruba-Drzal, 2010). Traditionally parental involvement has been defined as engaging parents in school-based activities and events related to their child’s education (Epstein, 2001). However, a more comprehensive view of parental involvement envisaged in this study goes beyond just parent activities in school settings but in subject- oriented participations. This comprehensive view of parental involvement is grounded in the understanding that children’s success in mathematics is influenced by multiple contexts (e.g., home, school, and community) in a dynamic and bidirectional manner (Vukovic, Roberts & Wright, 2013). Parenting involvement is one factor that has been consistently related to a child's increased academic performance (Topor, 2010; Kgosidialwa, 2010). While this relationship between parent involvement and a child's academic performance is well established, studies have yet to examine how parent involvement increases a child's academic performance. The goal of the present study was to test three variables that may mediate, or explain how, parent involvement is related to a child's academic performance. Parent involvement was defined as the teacher's perception of “the positive attitude parents have towards their child's education, teacher, and school” (Topor, Susan & Keane, 2010). Many researchers recognise the important role of a strong positive bond between homes and schools play in the development and education of children (Sanders & Sheldon, 2009; Richardson, 2009; Sheldon, 2009). Research has also shown that successful students have strong academic support from their involved parents (Sheldon, 2009). Furthermore, research on effective schools, those where students are learning and achieving, has consistently shown that these schools, despite often working in low social and economic neighbourhoods, have strong and positive school-home relationships (Sanders & Sheldon, 2009; Sheldon, 2009). More importantly, these effective schools have made a real effort in reaching out to their students’ families in order to bring about liaison and cooperation. Guy, Tali and Mordechai (2008) hypothesized that parental involvement primarily influences children’s attributes and behaviours, which in turn affect mathematics achievement. Similarly, the theoretical framework provided by HooverDempsey and Sandler (1997) suggests that parental involvement enhances children’s academic self-efficacy, intrinsic motivation to learn, self-regulatory use, and social self-efficacy, which in turn operate to enhance achievement. Similarly, Chowa, Masa and Tucker (2013) found that parental involvement (i.e., home involvement, school involvement, parent– teacher communication) was predictive of children’s school engagement and socio-emotional adjustment. If parental involvement does indeed buffer the effects of children’s mathematics anxiety on children’s mathematics achievement, the importance of supporting parental involvement initiatives becomes even more evident. Studies have shown that students performed better academically and had more positive school attitudes if they had parents who were aware, knowledgeable and involved (Anthony & Walshaw, 2007). Rich learning environments that incorporate meaningful mathematical experiences are associated with higher achievement and genuine home/school collaboration has also been found to lift children’s achievement significantly (Biddulph, Biddulph & Biddulph, 2003). Results from a study conducted by Cai (2003) indicated that parental involvement is a statistically significant predictor of their children mathematical achievement and also promoted positive behaviours and emotional development.

1. STATEMENT OF THE PROBLEM

One of the problems facing Nigeriansecondary school mathematics teachers is how to involve parents in academic matters in order to enhance achievement. Parental involvement in the form of fostering interest and support has a major influence on pupils’ educational outcomes and attitudes. However many parents feel uninformed about current educational practices and how they can be more involved with their child’s learning. A number of initiatives have been implemented internationally to encourage home-school links, but the documentation of these initiatives; particularly in the area of mathematics education is limited. Parents are supposed to participate in school governance, but other activities like participation in fund raising, assisting teachers with academic or extramural activities are voluntary and parents must be motivated and trained to participate actively. According to Shinn (2002) parents are usually very involved in their children’s early education but this involvement tends to decrease when children proceed to high school. Therefore the study of this nature will seek to shed more light on the importance of parental involvement on students’ performance at high school level.

1.3 AIM AND OBJECTIVES OF THE STUDY

The main aim of the research work is to determine the effect of parent involvement on academic achievement of senior secondary school students in mathematics in abuja metropolis. The objectives of the study are:

1. To determine the relationship between parent involvement and academic achievement of senior secondary school students in mathematics in abuja metropolis
2. To determine the need for parent involvement in academic achievement of senior secondary school students in mathematics in abuja metropolis
3. To determine the role of parents in academic achievement of senior secondary school students in mathematics in abuja metropolis
4. To identify the factors affecting the role of parents in academic achievement of senior secondary school students in mathematics in abuja metropolis

1.4 RESEARCH QUESTIONS

The following research questions guide the objectives of the study:

1. What is the relationship between parent involvement and academic achievement of senior secondary school students in abuja metropolis?
2. Is there any need for parent involvement in academic achievement of senior secondary school students in abuja metropolis?
3. What are the roles of parents in academic achievement of senior secondary school students in abuja metropolis?
4. What are the factors affecting the role of parents in academic achievement of senior secondary school students in abuja metropolis?

1.5 STATEMENT OF THE HYPOTHESIS

H0: there is no significant relationship between parent involvement and academic achievement of senior secondary school students in mathematics in abuja metropolis

H1: there is significant relationship between parent involvement and academic achievement of senior secondary school students in mathematics in abuja metropolis

1.6 SIGNIFICANCE OF THE STUDY

The study on the effect of parent involvement on academic achievement of senior secondary school students in mathematics in abuja metropolis will be of immense benefit to the entire secondary schools in Abuja. The study will establish a correlation between parent involvement and academic achievement of senior secondary school students in mathematics in abuja metropolis. The findings of the study will educate the entire management of secondary schools in Abuja on the benefit of parent involvement in academic performance of students. The study will also serve as a repository of infromation to other researchers and students that desire to carry out similar research on the above topic. Finally the study will contribute to the body of the existing literature on the effect of parent involvement on academic achievement of senior secondary school students in mathematics in abuja metropolis.

1.7 SCOPE OF THE STUDY

The study covers on the effect of parent involvement on academic achievement of senior secondary school students in mathematics in abuja metropolis

1.8 LIMITATION OF THE STUDY

FINANCIAL CONSTRAINT- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

TIME CONSTRAINT- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

1.9 DEFINITION OF TERMS

PARENT INVOLVEMENT: Parent involvement is when parents participate in school events or activities, and teachers provide learning resources or information about their student's grades. Unlike in parent engagement, teachers hold the primary responsibility to set educational goals

ACADEMIC ACHIEVEMENT: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.