INFLUENCE OF PARENTAL INVOLVEMENT AND PEER GROUP ON THE ACADEMIC PERFORMANCE OF STUDENTS: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS
ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW,
PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL
PROJECT COSTS N5000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE
COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
INFLUENCE OF PARENTAL
INVOLVEMENT AND PEER GROUP ON THE ACADEMIC PERFORMANCE OF STUDENTS: A CASE
STUDY OF SOME SELECTED SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to
the Study
There have been several studies done within and outside
Nigeria on the effects of parenting involvement as well as the socio-economic
status of parents on the academic achievement of students. Research has found many factors that
influence how well a student does in school and the amount of confidence the
students have for themselves. However, in Nigeria, like other growing
economies, families are finding it more difficult to stay connected with their
children’s education. This is most common to families living in mega cities
such as Lagos where both parents work outside of the home. Carmen (2007) noted
that the extended family has become significantly less extended as mobility has
increased. Parents are becoming isolated from their children and finding it
difficult to keep a careful watch on what needs to be done to help them succeed
in school. Many families are not even led by a parent, but by a grandparent,
guardian, or some other adult.
Prior to this time, in what is sometimes called a traditional
Nigerian family environment, parents were able to monitor the school work of
their children carefully and actively
participated in Parents-Teachers Associations purposely to monitor the progress
of their children. Report cards were valued and trusted in the home as an
accurate reflection of academic achievement. Parents were able to keep in touch
with the school and the life of their children in the school, and to monitor
success or lack thereof. When children came home from school, homework was completed,
assignments finished, and other school works were done.
With the changes in family life and indeed in societal
makeup, schools are now finding it increasingly difficult to keep parents
informed of and actively engaged in the
day-to-day progress of their children (Deslandes & Bertrand, 2005). Teachers and administrators are
discovering that the support they once received in getting students to do their
homework is not there, because the parents are not home to insist that students
complete their assignments.
It must be noted that while there are so many factors
influencing the ability of students to progress academically, Ozmert (2005)
emphasized the importance of environmental influence as a major factor in the
development of students academic performance. The family background of the
student, however is the most important factor that affects the student’s
academic performance. In view of this, Hussain (2006) noted that secondary
school students in public schools often come from economically poor and average
income families. These families face various problems causing emotional
disturbance among their children. They have poor academic performance. This
singular factor shows how important the family is to academic achievement of
students in secondary schools as well as the centrality of parents to the
academic performance of students.
Parental involvement in students’ education has been a major
topic of study for the later part of the twentieth century. Baumrind (1971) has been credited for defining
three specific parental involvement and their consequences for children. These
are (a) authoritative, (b) authoritarian, and (c) permissive involvement of
parents in children’s schooling based on levels of warmth and control used by
the parent in disciplining the child.
According to Baumrind (1991), parental involvement is meant to capture
normal variations in parents attempts to socialize children. Parental involvement can be both supportive
and unsupportive in their tone, both of which affect developmental outcomes and
consequences to personality development. Baumrind described how parental
involvement affect measures of competence, achievement, and social development.
Although, students are primarily the ones for whom curricula
are designed, textbooks are written, and schools built, parents are primarily
the ones held responsible for preparing students for learning – preparation
physically, psychologically, behaviorally, attitudinally, emotionally, and
motivationally, just to name a few.
Over the years, numerous theories and associated constructs
have been formulated and have evolved to describe and explain these two
independent variables, that is, parents and students. For example, the
behavioral learning theories of Thorndike, Watson, Skinner and, Hull, the
cognitive learning theories of Piaget, Kolhberg, and Vygotsky, and the social
learning theories of Bandura, have been used to pose and answer questions about
students and parents. Dornbusch (1996), found empirical evidence of what most
parents and educators know from experience – that parents have a strong
influence on secondary school students.
In ways similar to the community, the peer group becomes an
agency of enculturation and learning. Even very young children develop a sense
of self from their perceptions of important people in their surroundings,
including relatives, teachers, and peers. Socioeconomic status, ethnic
identity, and parents’ occupations affect how families view themselves and the
process by which they socialize their children (Bornstein, 2002). Later, as
children leave the home setting, their self-perception and socializing skills
become influenced by how their peers view them. When children move out from
family to child-care centers, school, and the community at large, they begin to
form attachments, and friendships emerge through their play. These
relationships influence behavior. Even infants and toddlers are observed
reacting to other infants by touching them, by crying when others cry, and
later by offering nurturance or comfort. By about age three, early friendships
begin to form and children’s peers begin to have a more lasting influence (Parke, 1990).
Peer influence on behavior gradually becomes more dominant.
Harris (2002) maintained that peer groups have an even stronger influence than
that of parents, although that extreme position has been refuted by other
researchers (Berk, 2005). Gradually, children discover that others can
share their feelings or attitudes or
have quite different ones. The perspectives of others will affect how children
feel about their own families. Children usually have a “family” view of their
own and of other cultures. So, when confronted with other perspectives, they
often need to rethink their own viewpoints. It is often difficult for children
to adjust to the idea that other families can function radically differently
from their own and yet hold many of the same attitudes and beliefs and be
equally nurturing and secure. The peer group serves as a barometer for children
examining themselves and their feelings about self and family.
The peer group also influences development of children’s
socializing skills. These early friendships help children learn how to
negotiate and relate to others, including their siblings and other family
members. They learn from peers how to cooperate and socialize according to
group norms and group-sanctioned modes of behavior.
The peer group can influence what the child values, knows,
wears, eats, and learns. The extent of this influence, however, depends on
other situational constraints, such as the age and personality of children and the nature of the
group (Harris, 1998; Hartup, 1983).
The aforementioned studies are not the only ones that speak
to the issue of parenting involvement and peer group inlfuence, but, here,
serve only as a way of introducing the broader sphere. In this present study,
parenting involvement and peer group was studied in reference to its influence
on the academic performance of students’
in secondary school.
1.2 Statement of the
Problem
Although, scholars have identified the correlation between
parental and peer group influences on children academic performance in the
primary school, it must be noted that secondary school students are different
from the typical elementary-aged children and therefore reacts differently to
direct parent involvement in their academics. The focus and indeed the intent
of this study concern the relationship between parenting style, socio-economic
status of parents and peer group influence on secondary school students’
academic performance.
1.3. Objectives of the Study
The primary aim of this study was to examine the influence of
parenting style and socio-economic
status on students’ academic performance. This general aim is expressed in the
following specific objectives which are to:
Examine the correlation between parental involvement and
academic performance of students in secondary school
Examine the relationship between peer group pressure and
academic performance of adolescents
Investigate the effects of the socio-economic status of
parents on student’s academic performance;
Examine the perceptions of students towards their parents in
regards to parenting style and their academic performance.
1.4 Research Questions
What relationship exists between the type of parental
involvement and secondary school student academic achievement?
Do socio-economic and educational background of parents
affect their involvement in their children in secondary schools?
Do parenting style and
parental involvement directly affect students academic performance?
Do peer group affect
the academic performance of students?
1.5 Research Hypotheses
H01: There is no statistically significant difference between
parental involvement and academic performance of students in secondary school.
H02: There is no significant difference between peer group
pressure and academic performance of adolescents
1.6 Scope and Limitations of the Study
The study was limited by a convenience sample of
approximately twenty (20) students from five secondary schools and 20 (twenty)
parents (comprising of teachers with children)
from Ijebu-Ode Local Government Area of Ogun State. The sample was
limited to students in secondary school from Ijebu-Ode Local Government Area of
Ogun State.
Apart from the shortage of fund and time frame, the following
limits were found in the study:
It is recognized that not every parent will fit neatly into a
particular parenting style. These
parent-child pairs will be discarded from the sample.
Some children will rate their parents as fair when in
actuality they are not, therefore there will be some bias in the parents
nominations.
It is recognized that a parenting style may be chosen by a
family due need rather than desire.
The study was limited to the students whose parents gave
consent for their participation, as well as, receiving the students’ assent.
The accuracy of the data was limited by the skills of the
researcher and validity of the tests administered.
1.7 Significance of the Study
This study will be useful to many people who may want to know
the factors that could make or mar student’s academic performance. Therefore,
the study is significant in the following regards:
It has provide empirical evidence to schools, parents, and
students about the nature of parental involvement and how it affects the
academic performance of students
It offers a reference for future research that might
investigate the same variables.
1.7 Operational Definition of Primary Variables
Parent: The term
parent as used in this study includes, in addition to a natural parent, a legal guardian or other person
standing in loco parentis, such as a grandparent or stepparent with whom the child lives, or a
person who is legally responsible for a child’s welfare.
Parental Involvement: any form of verbal or non-verbal
communication or assistance in reference to a child’s homework.
Parenting Style: The overall emotional climate of the
parent-child relationship- an affective context of sorts that sets the tone for
the parents interactions with the child.
Student academic achievement: This term refers to the
student’s overall average in science,
social studies, English, and math, expressed as a percent grade.
Peer group: A peer group is a primary group of people,
typically informal, who share a similar or equal status and who are usually or
roughly the same age, tended to travel around and interact within the social
aggregate
Peer influence: peer
influence can be described as the pressure adolescents feel from their peers.
Also, it can be the pressure planned or unplanned.
Adolescence: refers to the transitory period where a child
moves to adulthood. The adolescent years fall within 12-18 years.
HOW TO GET
THE FULL PROJECT WORK
PLEASE,
print the following instructions and information if you will like to order/buy
our complete written material(s).
HOW TO
RECEIVE PROJECT MATERIAL(S)
After
paying the appropriate amount (#5000) into our bank Account below, send the
following information to
08068231953
or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK
ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO
IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are
good online businesses in Nigeria.
But on
this site, we have provided “table of content and chapter one” of all our
project topics and materials in order to convince you that we have the complete
materials.
Secondly, we have provided our Bank Account on this site. Our
Bank Account contains all information about the owner of this website. For your
own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment,
because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website
WORD-TO-WORD. These materials are to assist, direct you during your
project. Study the materials carefully and use the information in them to
develop your own new copy. Copying these materials word-to-word is CHEATING/
ILLEGAL because it affects Educational standard, and we will not be held
responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy
word-to-word.
FOR MORE
INFORMATION, CALL:
08068231953
or 08168759420
AFFILIATE
LINKS:
Comments
Post a Comment