RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT IN THEIR CHILD’S LEARNING ANDACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL IN ANAMBRA STATE

Abstract

The study investigated the relationship between parental involvement in their child’s learning and academic achievement in English language and Mathematics among secondary school students in Anambra state, Nigeria. The study was guided by five research questions and two null hypotheses, tested at 0.05 level of significance. The design for the study was correlational research design. The population of the study consisted of all the 4,682 SS2 students in Awka education zone of Anambra state and the sample size for the study was 873 students. Three instruments were used for data collection; namely Parental Involvement in Child Learning Questionnaire (PICLQ) and Students Academic Achievement Scores in English Language and Mathematic in their internal examination. Research questions 1 and 2 were analyzed using aggregate scores while Pearson Product Moment correlation coefficient (Pearson r) was used to answer research questions 3to9. The t-test of correlation was used to test the six null hypotheses at P<0.05 level of significance.

The findings from the study revealed that the type of relationship existing between the parental involvement in their children’s learning and their children’s achievements in mathematics in secondary schools is not significant and the type of relationship existing between the parental involvement in their children’s learning and their children’s achievements in English language in secondary schools is not significant. Based on the findings of the study, it was recommended that Guidance Counsellors and the school administrators should work together to help come up with stimulating and engaging activities in school, bearing in mind the needs of the individual and collective needs of the students as this would help improve their academic achievement