Pupils Perception Of The Influence Of Parental Involvement On Their Motivation To Learn And School Outcome
[A CASE STUDY OF ABEOKUTA METROPOLIS’]

2.10     Type of School and Parental Involvement in Children Education
As well as socio-economic status, research has shown the importance of the type of school a child attends in influencing educational outcomes. While research in the US has found that SES variables continue to influence educational attainment even after controlling for different school types, the school context tends to affect the strength of the relationship between SES and educational outcomes (Portes and MacLeod, 1996).
Similarly, research in Britain shows that schools have an independent effect on student attainment (Sparkes, 1999). While there is less data available on this issue in Australia, several studies using the Longitudinal Surveys of Australian Youth have found that students attending private non-Catholic schools were significantly more likely to stay on at school than those attending state schools (Long et al., 1999; Marks et al., 2000). Students from independent private schools are also more likely to achieve higher end of school scores (Buckingham, 2000a). While school-related factors are important, there is again an indirect link to SES, as private schools are more likely to have a greater number of students from high SES families, select students with stronger academic abilities and have greater financial resources. The school effect is also likely to operate through variation in the quality and attitudes of teachers (Sparkes, 1999). Teachers at disadvantaged schools, for instance, often hold low expectations of their students, which compound the low expectations students and their parents may also hold (Ruge, 1998).
2.11    Importance of Parental Involvement in the Children’s Homework
In 2001 we reviewed research on parental involvement in children’s homework (Hoover Dempsey et al., 2001). The review focused on understanding why parents become involved in their children’s homework, what strategies they employ, and how involvement contributes to student learning. The review supported theoretical arguments that parents choose to become involved in homework because they believe they should be involved, believe their involvement will make a positive difference in their children’s learning, and perceive that their involvement is invited, expected, and valued by school personnel (Hoover-Dempsey & Sandler, 1995, 1997). The review also suggested that parents engage in a wide range of activities in this effort, from establishment of basic structures for homework performance to more complex efforts focused on teaching for understanding and helping students develop effective learning strategies. Since then, our work (Hoover-Dempsey, Walker, & Sandler, in press; Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, in press) and that of others (e.g., Epstein & Van Voorhis, 2001; Kohl, Lengua, & McMahon, 2002; Simon, 2004) has underscored the importance of teacher invitations in motivating parent involvement. In this paper we draw on findings from the 2001 review and suggest several ways in which schools can invite parents’ involvement in homework. Involvement in pupils’ homework can be influenced by several members of the school community: teachers, professionals who work with Pupils and families in before and after school programs, and parent leaders. After school providers are often ideally positioned to act as a bridge of communication between home and school on issues related to student learning and homework (Cosden, Morrison, Albanese, & Macias, 2001). Further, because information about schools is often communicated through informal parent networks (Delgado-Gaitan, 1992; Sheldon, 2002), parent leaders also can support parents’ involvement in homework.
2.12   Empirical Literature Review
2.12.1     International Studies
Dennis et al (2005) looking at this topic find out that parents assistance drive learner to go hard and being prouder where they perform higher. The parent’s proper involvement raises the motivation of pupils which is the tool for achievement in their scholarship. Baker (2003) writes that parent participation is a central component of learning success while Fulton and Turner (2008) find out that most scholars who receive funding from parents have better achievement than others who do not been added.