European Scientific Journal August 2017 edition Vol.13, No.

22 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431

Extent of Parental School Involvement for Improved

Student Performance in Awka South Local
Government Area of Anambra State

Eboatu, V. N., PhD

Igboka, Doris Oluchukwu
Department of Educational Management and Policy,
NnamdiAzikiwe University, Awka, Nigeria

doi: 10.19044/esj.2017.v13n22p192 URL:http://dx.doi.org/10.19044/esj.2017.v13n22p192

Abstract
Academic achievement of students does not depend only on school,
environmental factors and teacher characteristics, but also on the level of
home involvement. This study therefore sought to establish the extent of
parental school involvement for students’ improved academic achievement
in Awka South Local Government Area of Anambra State. The descriptive
survey design was used for this study, with six (6) research questions guiding
the study. The population for the study comprised 417 public secondary
school teachers from which a sample of 125 teachers using simple random
sampling technique. The instrument for data collection was a researcher
designed, structured questionnaire which was duly validated by experts in
educational management and measurement and evaluation. The
questionnaire was tested for reliability using test-retest method. The tool for
correlation was the Pearson Product Moment Correlation and this yielded a
co-efficient of 0.82. Data collected was analysed using mean and standard
deviation statistics to answer the 6 research questions while ANOVA with
Friedman’s Test was used to test for significant difference in the six indices
of parental involvement. The findings show among others that teachers
perceive that parents in Awka South Local Government Area effectively
communicate with school and coach their children for improved academic
achievement to a moderate extent. There was no significant difference in the
teacher’s perception of parental involvement based on the six indices of
involvement. Based on the findings, the researchers recommended among
others, that parents and the school use social media and other devices to
communicate more effectively with the school for improved students’
academic performance.

Keywords: Parental school involvement, student performance, Nigeria

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Introduction
Parents are central figures in their children’s socialization and
education (both formal and informal) to become responsible and productive
members of the society. This is because the training of the child begins at
home before the school and the larger society come in to continue the
education of the child to make him or her, the best he/she could become. The
type of child upbringing practiced in a home, has a major impact on the
child’s life, including his/ her academic performance in school. Parental
school involvement, like many other variables such as the student, teacher
and school variables, is an important determinant of students’ academic
performance. Driessen and Sleegers (2008) report that parental school
involvement improved student’s academic performance. The positive impact
of parental involvement is understandable because it helps to maintain the
much-needed bridge for effective learning between the home and the school.
Parents, in the context of this study, are students’ biological parents, adoptive
parents and guardians.
The importance of parental school involvement cannot be
overemphasized since it is the home that first socializes the child before he
or she is sent to school. A healthy family background with good child-
upbringing practices offers the child emotional stability (Barry, 2016) and
helps maintain the much-needed bridge between the home and school for
effective learning and improved students’ academic performance. Henderson
and Mapp (2002) in their analysis of parental involvement and student
achievement reports that when schools, families and community groups work
together to support learning, children tend to do better in school, stay in
school longer and like schooling more. Regardless of the level of family
income and background, students whose parents are involved, are more
likely to earn higher grades and test scores, be promoted, enroll in higher
level programmes, pass their classes, earn credits, attend school regularly,
have better social skills, show improved behavior, adapt well to school and
graduate to post-secondary education. In other words, parental school
involvement in addition to improved academic performance engenders
positive school attitude in students. Failure of parents to be involved in their
children’s school activities can result to poor academic performance which
Annunziata and Liddle (2006) linked with risky behavior and negative
outcomes such as substance abuse, delinquency and emotional and
behavioural problems.
Epstein (1995) model of parental school involvement outlined six
different indices of school involvement covering the following areas:
parenting (which helps families at child upbringing and parenting skills);
communicating (that develops effective home-school communication);
volunteering (creating ways for families to be engaged in school activities);

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learning at home (supporting learning activities at home that will reinforce

school curriculum); decision making (including families in decision making
at school meetings and associations); and collaborating with the community
(tailoring family needs to meet community services). Each of the six
constructs encompasses a variety of practices which lead to improved
academic performance. The Epstein model is a widely accepted mode of
parental school involvement which guides school managers and
administrators to develop educational programmes that engender school-
family partnerships. This study therefore adopted this model for the
assessment of parental school involvement for improved academic
performance of students in Awka South Local Government Area. Awka
South is in the Awka Capital Territory of Anambra State and its residents
consist mainly of public/ civil servants, business people in self-employ and
farmers.
Academic performance is what a learner is able to accomplish by
execution of class work in school. Academic performance entails how
students deal with their studies and how they cope with or accomplish
different tasks given to them by the teacher in a fixed time or academic year
(Dimbisso, 2009). The idea behind academic performance is to determine
one’s ability by the degree of attainment in tasks, projects, courses or
programmes. Academic performance shows the effectiveness of a
programme in terms of students’ outputs and in terms of understanding in the
acquisition of knowledge and skills. Academic performance of students
cannot be separated from their family situation and the degree of family-
school connectedness.
Different causal factors determine how involved parents are in their
children’s school activities (Khan and Malik, 2012). One aspect of this is the
parents’ variable such as parental occupation, parental income, parental
education level, parental aspiration and support for education. Abubakar
(2014) opines that the education a child receives from his/her parents, is
likely to be a significant dominant factor on his / her behavior later in life.
Other factors that contribute to the students’ academic performance after the
initial socialization that begun at home are the teachers’ variables (such as
experience, education, gender, etc.); school variables such as environment,
structures, location, facilities), and student factors (such as study habits,
interests, etc.). It could thus be surmised that students’ academic
performance is also dependent on factors other than the student.

Statement of the Problem

Good educational performance is a construct of many factors of
which the influence of the students’ home background and the level of
parental school involvement is an important one. The families have to work

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closely with the school if the students’ academic performance is to continue

improving in secondary schools in Awka South Local Government Area of
Anambra State.
The nature of parental school involvement will differ from one family
to the other and amongst different communities. Awka town is the capital of
Anambra State and is located within the state’s Capital Territory and so
consists mainly of public/ civil servants in addition to people in private or
self-employment, businesspeople, farmers and artisans. Majority of the
citizens are enlightened and literate, but there is little or no extant
information on how parents participate in enhancing their children’s’
academic performance. This gap in knowledge informed the decision to
undertake the study.
The economic recession in Nigeria has affected parents in Awka
South Local Government Area in so many ways that many of them are now
so busy trying to make ends meet that they do not seem to have time to
involve themselves in their children’s school activities. It is not uncommon
to observe house-helps taking children to school and parents absenting
themselves from Parent-Teacher Association (PTA) meetings. The PTA is a
major forum for parent-teacher interaction in Nigerian schools. Some parents
leave home so early to work that they don’t get to prepare their children for
school. The problem of this study, therefore, was to establish the level of
parental school involvement for improved student academic performance in
Awka South Local Government Area.

Purpose of the Study

The general purpose of this study was to establish the extent of
parental school involvement for improved academic performance in Awka
South Local Government Area. Specifically, the study ascertained:
1. The extent parents practice good parenting or child upbringing for
improved students’ academic performance in Awka South Local
Government Area.
2. The extent parents communicate with the schools for improved
students’ academic performance in Awka South Local Government
Area.
3. The extent parents practice volunteering for improved students’
academic performance in Awka South Local Government Area.
4. The extent parents practice home learning for improved students’
academic performance in Awka South Local Government Area.
5. The extent parents are involved in school decision-making for
improved students’ academic performance in Awka South Local
Government Area.

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6. The extent parents practice school-community collaboration for

improved students’ academic performance in Awka South Local
Government Area.

Research Questions
The following research questions were formulated to guide the study:
1. To what extent do parents practice good parenting or child upbringing
for improved students’ academic performance in Awka South Local
Government Area?
2. To what extent do perents practice home-school communication for
improved students’ academic performance in Awka South Local
Government Area?
3. To what extent do parents practice school volunteering for improved
students’ academic performance in Awka South Local Government
Area?
4. To what extent do parents practice home learning for improved
students’ academic performance in Awka South Local Government
Area?
5. To what extent are parents involved in school decision making for
improved students’ academic performance in Awka South Local
Government Area?
6. To what extent do parents practice school-community collaboration
for improved students’ academic performance in Awka South Local
Government Area?

Hypothesis
1There is no significant difference in the mean ratings of teachers on
the six Epseins’s indices of parental involvement for improved students’
academic performance in Awka South Local Government Area.

Method
This study adopted the descriptive survey design which was deemed
appropriate for this study. It agrees with Akuezuilo and Agu (2003) assertion
that a survey that is a descriptive survey describes and interprets what is,
seeks to find out the conditions or relationships that exist, opinions that are
held, processes that are going on, effects that are evident or trends that are
developing. Also, according to Denga and Ali (2010), descriptive survey
design is chiefly concerned with finding, describing and interpreting ‘‘what
is’’ and it is aimed at collecting large and small samples from population for
examination and description will permit inferences from the generalization.
The population of the study consisted of 417 teachers in the 23
secondary schools in Awka South Local Government Area of Anambra

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State. A total of 10 schools were drawn at random, from which the sample of
125 teachers representing 29.9% of the total population was drawn. The
Simple Random Sampling technique was used to draw 10 schools out of the
23 schools in the study area and all the teachers in the selected schools were
sampled.
A structured questionnaire titled: Extent of Parental School
Involvement Questionnaire (EPSIQ) was used to gather data for this study
which was administered to teachers who the research felt have objective
perception of parents’ school involvement practices. This instrument has 30
items in parenting, communication, volunteering, learning at home, decision
making and collaborating with community. The questionnaire was structured
on the five-point scale with response patterns of Very High Extent (VHE),
High Extent (HE), Moderate Extent (ME), Low Extent (LE) and Very Low
Extent (VLE). It was subjected to validation by two experts in Educational
Management and one expert in Educational Measurement and Evaluation, all
from Nnamdi Azikiwe University, Awka. These experts examined the
language of the instrument, the adequacy and relevance of the items to the
purposes and research questions. Modifications based on their corrections
and suggestions lead to the final draft of the instrument.
The test-retest method was used to ascertain the reliability of the
instrument. It was administered to a group of 20 secondary school teachers in
Awka North Local Government Area who were not part of the study. After
an interval of 2 weeks, the same instrument was re-administered to the same
group of teachers. The two sets of scores were correlated, using the Pearson
Product Moment Correlation statistic and yielded a correlation of 0.82.
The data collected were analysed using mean and standard deviation
statistics, to answer the research questions. Thus, any mean between the
boundry limits of: 4.50 to 5.00 is considered Very High Extent (VHE); 3.5 to
4.49 is considered High Extent (HE); 2.5 to 3.49 is considered Moderate
Extent (ME); 1.5 to 2.49 is considered Low Extent (LE); and 0.5 to 1.49 is
considered Very Low Extent (VLE).

Results
Research Question 1: To what extent do parents practice good
parenting or child upbringing for improve students’ academic performance in
Awka South Local Government Area?

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Table 1: Mean rating of teachers on the extent good parenting practices for improved
students’ academic performance.
S/N Parents create conducive learning environment at home SD Remark
by:

1 Providing healthcare 1.96 1.55 LE

2 Providing good balanced feeding/ nutrition 3.53 1.08 HE
3 Providing children with extra-curricular activities 3.44 1.06 ME
4 Providing children good parental controls 4.02 0.22 HE
5 Ensuring children attend school regularly 3.64 1.21 HE
Overall mean 3.31 1.02 ME

The result presented in the Table above revealed that items 2, 4 and 5
fall within the decision rule HE, while item 1 falls within LE and item 3
within the decision scale rule of ME. The overall mean of the five items
which was 3.31 also indicates moderate (ME) extent. The results therefore
indicate that good parenting practices influence students’ academic
performance to a moderate extent.

Research Question 2: To what extent do parents communicate with the

schools for improved students’ academic performance in Awka South Local
Government Area?
Table 2: Mean rating of teachers on the extent of parents-school communication for
improved students’ academic performance.
S/N School/ the home communicate effectively by: SD Remark

6 Informing parents of school activities on time 3.28 1.17 ME

7 Informing parents of the academic needs of their children 3.14 1.15 ME
8 Giving parents feedback on children’s progress (report cards) 3.29 1.18 ME
9 Giving parents reports on their children’s behavior 3.10 1.12 ME
10 Parents attending PTA meetings 2.95 1.73 ME
Overall mean 3.15 1.27 ME

The Table above revealed that all the items fall within the decision
rule of ME. The overall mean of all five items was 3.15 which also indicated
a moderate extent. The result therefore indicated that effective parental
communication with school influences students’ academic performance to a
moderate extent.
Research Question 3: To what extent do parents practice school
volunteering for improved students’ academic performance in Awka South
Local Government Area?

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Table 3: Mean rating of teachers on the extent parents’ volunteering practices for improved
students’ academic performance.
S/N Parents volunteer in school activities by: SD Remark

11 Old students’ association fund school projects 3.08 1.38 ME

12 PTAs recruit part-time teachers to handle some core 4.08 0.26 HE
subjects
13 Parents who are retired teachers volunteer to teach students 3.06 1.35 ME
14 Giving prices to best students on regular basis 3.90 1.01 HE
15 Old students volunteer to teach during NYSC 3.21 1.18 ME
Overall mean 3.46 1.03 ME

The Table above showed that all the items fall within the decision
rule of ME. The overall mean of all the five items was 3.46 which indicated
moderate extent. The result therefore revealed that parents’ volunteering
activity influences students’ academic performance to a moderate extent.
Research Question 4: To what extent do parents practice home
learning for improved students’ academic performance in Awka South Local
Government Area?
Table 4: Mean rating of teachers on the extent of parental home learning practices for
improved students’ academic performance.
S/N Parents are involved in student's home-learning by: SD Remark

16 Helping children do assignments and homework 4.11 1.03 HE

17 Providing children with recommended textbooks and other 4.35 0.68 HE
learning materials
18 Arranging for support teachers for extra lessons in subjects 3.70 1.21 HE
children find tough
19 reinforcing and encouraging children to do better 3.64 1.34 HE
20 Regular checking of their children's school work at home 3.75 1.29 HE

Overall mean 3.91 1.11 HE

The Table above revealed that all the items fall within the decision
rule of HE. The mean of means of all the five items was 3.91 indicating a
high extent. Thus, the analysis revealed that parental coaching influence
students’ academic performance to a high extent.
Research Question 5: To what extent are parents involved in school
decision- making for improved students’ academic performance in Awka
South Local Government Area?

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Table 5: Mean rating of teachers on the extent of parental involvement in decision-making

for improved students’ academic performance.
S/N Parents are involved in school decision making by: SD Remark
21 Taking part in PTA meetings 3.16 1.29 ME
22 Carrying out school projects 2.94 1.64 ME
23 Attending school based management committee (SBMC) 3.42 1.12 ME
meeting
24 Taking part in the preparation of school budget 2.62 1.82 ME
25 Attending social activities of the school 3.24 1.25 ME

Overall mean
3.07 1.42 ME

The above table showed that all the items fall within the decision rule
of ME. The overall mean of all the five items was 3.07, indicating a
moderate extent. Thus, the analysis revealed that parents’ involvement in
school decision making influences academic performance to a moderate
extent.
Research Question 6: To what extent do parents practice
collaboration with the school for improved students’ academic performance
in Awka South Local Government Area?
Table 6: Mean rating of teachers on the extent of parents’ collaboration with school for
improved students’ academic performance.
S/N Parents collaborate with school by: SD Remark

26 Contributing to the building and maintenance of school 3.03 1.28 ME

facilities
27 Attending school inter-house sports 2.80 1.64 ME
28 Parents visit school when children have problems 3.26 1.22 ME
29 Community use school compound/ buildings for events 2.62 1.82 ME
30 School adjusts school attendance to accommodate 2.91 1.95 ME
community events

Overall mean 2.92 1.57 ME

The Table above revealed that all the items fall within the decision
rule of ME. The overall mean of the five items was 2.92, indicating a
moderate extent. In effect, the analysis revealed that parents’ collaboration
with school influences students’ academic performance to a moderate extent.

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Hypothesis
Table 7: ANOVA with Friedman’s Test of the six indices of parental involvement.
Sum of Mean
Squares Df Square Friedman's Chi-Square Sig
Between People 0.437 4 0.109
Within People Between Items 3.065a 5 0.613 10.733 0.057
Residual 4.075 20 0.204
Total 7.140 25 0.286
Total 7.577 29 0.261

From Table 7 above, the Friedman Chi Square of 10.733 is higher

than the grand mean of 0.261 and as per the decision rule, there is no
significant difference in the mean ratings.

Figure 1: Average parental involvement levels in Awka South Local Government Area
classified according to Epstein’s six types of parental involvement model.

Figure 1 above shows the perceived level of parental school

involvement, based Epstein’s construct, range from 3.91 to 2.92 using a 5-
point scale.

Discussion
The findings presented in Figure 1 shows that home learning has the
highest form of parental involvement amongst parents in Awka South Local
Government Area of Anambra State. They do this by providing supportive
teachers for extra lessons in subjects which their children are not doing well,
helping students do assignments, regularly checking their school work and
other practices. This result agrees with Mutodi and Ngirande (2015) which
report that assisting in children’s homework was considered important for a

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positive impact on their academic achievement. Many parents and guardians

in this study area are enlightened and have resources to provide enabling
home learning environment for their children. Those parent of average
income are aware of the importance of education and would do all they can
to promote their children’s education. It is, therefore not surprising that
Anambra state has for three consecutive years taken the overall first position
in the Senior Secondary School Certificate Examinations.
Volunteering has the second highest parental involvement with an
overall mean score of 3.46 and a standard deviation of 1.27. The PTAs of
schools in Awka South Local Government Area recruit part-time teachers to
teach core subjects such as mathematics. Retired but able parents volunteer
to teach students, fund school projects and engage in other volunteer
activities. By such efforts, they help meet the staffing needs of their
children’s schools and stimulate academic growth. It is also a common
practice for wealthy philanthropist and Anambra citizens in diaspora to help
equip laboratories, libraries and construct new school buildings in schools in
their local communities. Deutcher and Ibe (2000) found a positive
relationship between parents’ volunteering at school and motivational levels
of students. This result is slightly different from Dookie (2013) in which the
volunteering construct has the third highest rating. Parents need to be more
involved in volunteer efforts in order to achieve very high levels of
involvement.
Parenting has the third highest parental involvement with a grand mean
of 3.31 and a standard deviation of 1.02. Parents of students in public
schools in Awka South Local Area provide an enabling learning environment
by making good balanced feeding available, provide them with extra-
curricular activities, ensuring that children attend school regularly, and
providing parental controls. They however do not provide healthcare
services. In her study on the levels of parental school involvement and
academic achievement, Dookie (2013) reports that parenting has the highest
involvement score of the Epstein’s six indices of involvement. The reason
for the perceived moderate level of parenting could be due to hardship
resulting from the present economic recession. Economically and culturally
poor homes do not provide the stimulation needed for the development of
intellectual abilities (Stones, 2004). Though they would want to, most
parents don’t have the needed resources and time to give good parenting,
which provides the foundation for their children’s all-round development.
LaRocque (2011), therefore, opines that the extent and level of good
parenting dependent on the economic and cultural status of parents amongst
other factors.
Communication was fourth of the six measures of parental school
involvement with an overall mean of 3.15 and standard deviation of 1.27.

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This finding shows a moderate level of parental-school communication, and

does not agree with Dookie (2013) study in which communication was rated
second. The school provides parents with information and reports on
students’ progress, behavior, etc. but parents’ attendance to PTA meetings
has the lowest mean score of all the other items on parent-school
communication construct. According to Fan, and Wasiams (2014) school
initiated contacts with parents at the beginning of school sessions have
strong positive effects on students’ motivation to learn. Dookie (2013)
reports that lack of information and communication are the major constraints
to parental school involvement. Effective parental communication with the
school has other related positive outcomes with include lower rate of class
repetition and school dropout (Barnard, 2004). The school and the home
must strive to ensure an open, effective two-way communication which will
improve students’ academic performance and in addition help early detection
and proper handling of student learning problems.
The findings of this study further show that decision-making was
placed fifth of the six criteria with a moderate extent of parental involvement
(3.07) and a standard deviation of 1.42. This result tallies with Dookie
(2013) study which reports that decision making had the second to least
score. Parental participation in decision making makes it easier for everyone
involved to give whole-hearted compliance to the implementation of
decisions. When people are part of the process of decision-making, then they
would not have to be compelled to do what is required of them. Through
involvement in decision making and school governance parents gain
organizational capacity to exert control and hold school accountable which in
some cases result in improvements in students academic achievement
(Noguera, 2001) and improvements in school and community relations
(Detriot Urban Research Center, 2014). However, it appears that parental
involvement in school decision making is not being rigorously in schools in
Awka South Local Government Area of Anambra State. One reason for low
involvement of parents in school decision making is lack of awareness
parental rights and responsibilities in their children’s education.
Unfortunately, collaboration was last in this study’s assessment of level
of parental school involvement with a moderate extent mean of 2.92 and
standard deviation of 1.57. This result corroborates Dookie (2013) in which
collaboration with the community amassed the lowest score. The reason for
this could be that people still view public school and its programmes as the
government’s responsibility. On the contrary, the community must be
involved in the education of their children because the schools are there in
general to service the community. The parents, through the community,
collaborate with the school by helping to maintain school buildings, observe

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school community events, school and family events are adjusted to

accommodate each other, and other such activities.
Further analysis was done to compare the means the six indices of
parental involvement (parenting, communication, volunteering, home
learning, decision making and collaboration) using ANOVA with
Friedman’s Test. The result shows that though home coaching has the
highest mean rating by teachers, there is no significant difference in the
means of the indices of parental involvement.

Conclusion
The researchers concluded that parents in Awka South Local
Government Area are involved in students’ home learning activities to a
great extent while they are to a moderate extent involved in school
volunteering, parenting, communication, decision-making, and collaborating
for improved students’ academic performance.

Recommendations
Based on the findings of this study, the following recommendations are
made:
1. Parents need to be sensitized and encouraged to provide enabling
home environment for better home studies for their children.
2. The parents and school must adopt effective communication
channels such as the use of phone calls, internet, social media, radio and
other forms of communication for easy dissemination of information. The
school must keep record of all parents contact numbers or email address and
likewise parents should endeavour to obtain their children’s teacher’s
contacts.
3. The School Based Management Committee (SBMC) should use its
advantageous position to sensitize parents of their duties and collaborate with
the school. Many stakeholders are still not aware of the existence of this
body.
4. To improve parenting, the government and the community must
undertake more enlightenment campaigns and workshops aimed at making
parents more aware of their responsibilities as parents as relates to their
children’s learning
5. The schools would do better to involve the parents in school decision
making processes by appointing parents into school committees. This would
help them connect and commit more to school programmes and activities.
6. While observing due process to ensure that only qualified persons
take part, parents and the community could enlist the services of old students
of the school and youth corps members to teach subjects in which the
schools lack qualifies teachers.

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