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The Relationship Between Parental Academic Background And Primary School Pupils’ Academic Performance
[A CASE STUDY OF SAKI-WEST.]
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2.1.2 Parental Support and Academic Achievement
Fan (2001) demonstrated that parents' educational aspiration for their children proved to be strongly related to students' academic growth. Research studies have found that parental educational level has a significant impact on child’s learning, (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the academic success of the East Asian students to the values and aspirations they share with their parents, and also to the home learning activities in which their parents involve with them. In fact, all parents have desired to do something better for their children according to their available resources. But the extent and effectiveness of parental support depends on a variety of reasons, such as, ethnicity, family income, and home environment and their awareness about the importance of education.
Research studies indicated that socio economic status is correlated strongly with parents' educational ambition for their children. Khan, Khan and Zubairi (1999) stated that “interacting with and sharing the child’s activities is affected by level of parents’ education and income†(p.92). In the families with low socioeconomic status, majority of the illiterate parents do not have understanding of the requirements of their children’s education. Some poor parents make some arrangements for helping their children in studies and to do their home assignments, while others rely on school for the education of their children, as they do not have enough resources to spend extra money on home tuitions etc. This results poor performance in academic achievement of their children.
The findings of the study was conducted by, Okpala, and Smith (2001) also supports the view that economic circumstances are significantly correlated with academic achievement.
Research studies indicated that the nature of the parental support change at different age levels of children. Gonzalez-Pienda et al. (2002) have found that parental support is likely to decrease as children move from primary to middle and then to high school grades. Similarly, a research study by Fan, (2001) showed that children also develop sense of responsibility and perform better as they grow older. The study indicated that those students whose parents had higher expectations for their children's academic achievement performed better from the beginning of their academic career and accelerated faster in their academic progress during the transition period of middle to high grades.
The children also seek emotional support from parents when they face some academic problems at school. Educated and sensible parents always encourage their children and give proper guidance in school related matters, but illiterate and economically deprived parents may act violently and thus upset their child more. A study by Repetti,(1996) indicated that “children described themselves as more demanding and difficult with their parents on days in which they had earlier perceived more problems with peers, such as being teased by another child or feeling excluded by friends, or more academic problems, such as receiving a poor grade or having difficulty with schoolworkâ€,(p.1477)
2.2 Parents’ Economic Status and Primary School pupils’
Academic Performance
Significant studies have suggested that economic status is one of the best predictors of student achievement (Bryk, & Smith, 1993). Hill and O’Neil (1994) found that, increasing family income in USA by $10,000 per year is associated with an increase in student achievement of 2.4 percentile points. Grissmer, Kirby, Berends, and Williamson (1994) had similar findings on the relationships between income and mathematics as well as income and reading achievement.
Parent educational status is considered one of the most stable aspects of Socio Economic Status (SES) because it is typically established at an early age and tends to remain the same over time (Sirin, 2005).To date, many studies have established the effect of parent’s socioeconomic status on parental involvement. One consistent finding is that parents from the higher economic status are more involved in their child’s education. In this case, the higher the parent’s education level, occupation status, income and their household income, the higher would be the parent’s involvement in their child’s education. As a result, the strength of parental involvement enables the children to achieve education success at school (Katsilis & Rubinson’s 1990).
Lueptow (1975) in his study found that students who achieve high performance in education at school were from urban areas, who had educated parents with a higher occupation status and a higher income home. Consistent to Lueptow (1975), and Sui- Chu & Willms’s (1996) study indicated that the parent’s socioeconomic status has a significant and positive relationship with parent’s involvement in their child’s education. These studies found that the parent’s from higher socioeconomic status exert greater parental involvement in their child’s education.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
CHAPTER ONE - [ Total Page(s): 2 ]CHAPTER ONEINTRODUCTION 1.1 Background to the Study So many reasons have been advanced for the poor performance of pupils in schools prominent, among them is the role of the teachers and Parents seem to depend only on teachers with the belief to change or transform their children to academic experts overnight and anything that falls below this expectation makes the teachers conduct unacceptable. Few people care to think of other factors resp ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]CHAPTER THREE3.0 RESEARCH METHODOLOGY3.0 IntroductionThis chapter deals with all the activities involved in the collection of all necessary data and information required for the research project. The chapter is set out to describe in full the following:The research designThe source of dataThe characteristics of the population of studyThe sample and sampling techniquesThe method of data collection3.1 Research Design Research design is a detailed plan outlin ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 12 ]Key: SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly Disagree Pupils Response on Parent’s Attitude to Education SA A D SD ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ] CHAPTER FIVE5.0 SUMMARY, CONCLUSION AND RECOMMENDATION5.1 IntroductionThis chapter discusses summary of the findings, conclusions, recommendations, and suggestions for further research following research objectives.5.2 Summary of the findingsThe purpose of this study was to investigate the influence of parental academic background on pupil’s academic performance in primary schools in SWLG, Saki. Data were collected using the questionnaires as the main res ... Continue reading---
REFRENCES - [ Total Page(s): 4 ]REFERENCESAdewale, A. M. (2002). Implication of parasitic infections on school performance among school-age children. Ilorin Journal of science education. Vol.2 Pp.78-81.Alberta Education & Patricia Makenzie . (2003) .Alberta’s commission on learning.Alldred, P., & Edwards, R.. (2000). A Tlogy of parental involvement in education Centering on children and young people: Negotiating familiarization, Institutionalization and individualization. British Journal of Sociology of ... Continue reading---
