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

According to those papers, parents’ involvement in education is a tool for motivating pupil to achieve higher. Bansal et al (2006) working in India, asserted that parents who deliver better economy their involvement in school is more lofty than those with a depressed economy in the society, from this point it was better to link the researcher and the parents' business to see which group has more contribution to their pupils. Parent involvement in a child's education is consistently found to be positively connected with a child's academic performance (Topor, et al, 2010). Also Fan and Wasiams (2010), in their study of the effects of parental involvement on pupils’ academic self-efficacy, engagement and intrinsic motivation which was done in America, analysed the various dimensions on parental participation and the outcomes. They report proved that both parents’ educational aspiration for their youngsters and school-initiated contact with parents on benign school issues had strong positive effects for motivational outcomes and functioning. The task of this research was to demonstrate the importance of parent involvement to the pupils' academic performance/skills. When the parents put more efforts on their child's academic the result the expected to be better. Marphatia et al (2010) reports of a collaborative research done in 2008 by Action Aid in Burundi, Malawi, Senegal and Uganda, to explore the part of parents in education. Analysis of data from a questionnaire that was administered on pupils shows that few parents understand the importance of aiding their children in learning and need by participating in school activities. In some country like Senegal parents are really participating in school activities make special efforts to reduce domestic chores for their children. Muola (2010) looks at the relation between home environment and parent involvements and its impact on academic performance. The study used questionnaire on standard eight pupils in Machakos district in Kenya and its results show that parental encouragement has low significant correlation with academic achievement motivation while the home environment shows higher correlation. The report urges that parents need to be aware of the importance of their role in their children’s academic achievement motivation so that they can supply the necessary facilities at home.
2.12.2     The Level of Parental Involvement in Africa
The researcher wants to find out the place of maternal participation in other country in Africa. Looking the situation in Namibia, Hamukwaya (2009) said that, the San parents in Namibia are uneducated and do not value the importance and quality of education, children find it difficult to learn because of the lack of academic support at home. But in general, he averred that after the abolition of fees parents now have to pay and to participate in other bodily functions. The work of Kimu (2012) investigated the parental involvement in Kenya and report that, parental involvement in education in Kenya is mainly limited to financial contributions and teacher-parent meetings. Passed on the high monetary value of training and the need to improve quality of education, parental participation is significant. The effectiveness of educational restructuring initiatives therefore would depend on more comprehensive parental involvement in schools.
The status of parents in level of education and occupation was another ingredient which was a contributor of parent in helping their pupils to achieve better in school. The parents who had better position financially were happy to choose a school for their kid comparing to those who make less. In the same school, parent differs on their level of donations. Also the issue of parental level of education was seen to be another contributor for assisting pupils, Akinsanya and Salomi (2011) working in TSUEN, in their employment, they pointed out that the education level of parents is one of most contribute rod pupil achievement in school, besides the mentioned occupation and economic condition of the parents that have input to the learning. In those two states, the issue of contribution was taking a major level of maternal participation in schools. The relation of parents and teachers was another area where parents involve encouraging their pupils to learn.
2.13     Conceptual Framework
The conceptual framework in Figure 2.1 shows how the variables are interrelated. Parental involvement takes over at home and during the school term. The involvement has an effect on pupils’ academic performance. However, there are variables which may intervene in the achievement of pupils like age, gender, parental care (living with whom), parents' educational background, school types and even the size of a class where a pupil attend.