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

4.3    Summary of Findings
    Pupils’ perception of influence of parental involvement through provision of materials and emotional supports on their motivation to learn and school outcome is positive.
    Pupils’ perception of influence of parental involvement through home discussion on their motivation to learn and school outcome is positive.
    Pupils’ perception of influence of parental involvement through home supervision on their motivation to learn and school outcome is positive.
    Pupils’ perception of influence of parental involvement through school communication on their motivation to learn and school outcome is positive.
    Pupils’ perception of influence of parental involvement through school participation on their motivation to learn and school outcome is positive.
4.4    Discussion of Findings
    The finding of the study showed that pupil’s socio-economic class is one of the major causes of unnatural inequalities in education cited by Fraser (1978). In most western countries, all types of public and private schools serve different social class. She further explain that inequality of educational opportunities results when there is keen completion to enter an institution and their need to pay high fees.
    According to Disgorges and Abouchaar (2003), the result revealed that, the parental interest is a catch all term for many different actions, including ‘at home’ good parenting, helping with homework, talking to teachers, and attending school functions governance. The parents’ involvement in the inner and outside activities is true child motivation in training.
    One of the findings of the study according to Baker (2003), further studies showed that different home environments vary in many aspects such as the parents’ degree of education, economic status, occupational status, spiritual background, attitudes values, interests, parents’ expectation for their baby birds, and family size among others. Parents’ involvements differ from one family to another, and so it affects the pupils academic performance.
    The family as a key motive for pupil to excel in academic work as an activating force, a cause or an urge to achieve sound affect and recognition which to some degree accounts to lead on in school, confirmed by Sandven (1975).
    In agreement with Fager and Brewter (1999), they discussed the benefits associated with paternal involvement as involving improved academic performance, improved school behaviour greater academic motivation and lower dropout rates.
    Okano & Tsuchiya (1999) are not in agreement with permissive or neglectful parenting cited by Japanese media as the causes of recent problems in the schools, including bullying, absenteeism, and disruptive behaviour in the classroom.
    Afghan parents are not in line with authoritarian style where parents have high expectations from their children and expect their children to obey them unconditionally. Parents with this type of parenting styles may resort to punishment but are willing to explain the reason behind the rules they enforce