PARENTAL HOME-BASED INVOLVEMENT AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ENGAGEMENT AMONG SECONDARY SCHOOL STUDENTS IN NNEWI NORTH LGA, ANAMBRA STATE, NIGERIA
Keywords:Parental involvement, Academic self-efficacy, Student engagement, Secondary school students
This study investigated parental home-based involvement and academic self-efficacy as correlates of academic engagement among secondary school students in Nnewi North LGA, Anambra State, Nigeria. Correlational design was employed for the study. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The population comprised 1065 SS2 students in eight public secondary schools in Nnewi North LGA, of the state. The entire population was used for the study. Three instruments were used for data collection, namely: Parental Home-Based Involvement Questionnaire (PHBIQ; Academic Self-Efficacy Questionnaire (ASEQ); and Student Engagement Questionnaire (AEQ). Three experts, two in the field of Educational Psychology and one in Measurement and Evaluation validated the instruments. The reliability of the instruments were determined using the Cronbach Alpha and alpha coefficient of 0.72 was obtained for PHBIQ, 0.79 for AEQ and 0.74 for ASEQ. Data collected were analyzed using Pearson Product Moment Correlation (r) for answering the research questions and the t-test of significance of r for testing the hypotheses. Findings indicated that parental involvement has a moderate and positive relationship with student engagement in secondary school. It was also revealed that academic self-efficacy has a high and positive relationship with academic engagement among secondary school students. Based on the findings, it was recommended among others that parents should continue getting involved in their childrenâ€™s academic lives as this promotes studentsâ€™ academic engagement.