An evaluation of the influence of parental involvement in STEM learning in Nguru LGA, Yobe State

An evaluation of the influence of parental involvement in STEM learning in Nguru LGA, Yobe State

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Background of the Study
STEM education has emerged as a critical pillar for national development, and parental involvement is recognized as a pivotal factor in shaping students’ learning outcomes. In Nguru LGA, Yobe State, the integration of parents into the educational process has garnered increasing attention as a means of fostering academic excellence and building community resilience. Parental engagement in STEM education may influence students’ attitudes, motivation, and achievement in subjects such as mathematics, science, and technology. This study seeks to evaluate the extent to which parental involvement contributes to enhanced learning outcomes in STEM disciplines within the local context. Recent investigations have suggested that active participation by parents in their children’s educational endeavors can significantly boost performance and interest in STEM subjects (Adeyemi, 2023). However, in many rural and semi-urban communities like Nguru LGA, cultural norms, economic challenges, and limited access to resources can impede effective parental involvement (Bello, 2024).

The development of STEM skills is critical for preparing students for the evolving demands of the global job market and innovation landscape. In Nguru LGA, where educational resources are scarce and infrastructural challenges are prevalent, parental involvement might serve as a compensatory mechanism to address these gaps. Recent educational reforms have sought to integrate family engagement programs into the curriculum, underscoring the importance of a supportive home environment in reinforcing classroom learning. The unique cultural dynamics of Nguru LGA present both opportunities and challenges; while traditional communal values may encourage familial solidarity, the lack of structured support programs can hinder systematic parental involvement. This study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews, to capture the multifaceted nature of parental involvement in STEM education. By exploring parental attitudes, resource availability, and institutional support mechanisms, the research aims to delineate the specific factors that most significantly influence student success in STEM subjects. Additionally, the study critically assesses the potential for scaling successful initiatives to other regions facing similar challenges, thereby contributing to policy formulation and educational reform at a broader level (Emeka, 2023). Ultimately, this investigation is positioned to provide insights that could inform targeted interventions designed to bolster STEM education through enhanced parental participation.

Statement of the Problem
While the role of parental involvement in education has been widely documented, the specific dynamics influencing STEM learning in Nguru LGA remain underexplored. The existing literature often focuses on general academic outcomes rather than STEM-specific disciplines. As a result, there is insufficient evidence to determine the extent to which parental involvement directly contributes to improved performance in STEM subjects. Furthermore, socio-economic disparities, cultural influences, and resource limitations may further complicate the relationship between parental engagement and student achievement in STEM. In Nguru LGA, many parents face challenges such as limited education themselves, time constraints due to work, and lack of familiarity with modern STEM curricula, which could hinder their ability to support their children effectively (Ibrahim, 2024). Additionally, schools in the region often operate with inadequate infrastructure and teaching materials, thereby exacerbating the challenges faced by students.

This situation presents a pressing concern: without a clear understanding of how parental involvement impacts STEM learning, policymakers and educational stakeholders are left without a critical roadmap for implementing effective interventions. Consequently, the educational gap in STEM subjects may widen, potentially limiting students’ future opportunities in higher education and the job market. Moreover, the failure to integrate parental support mechanisms into school programs may lead to a cycle of underachievement and disengagement among students. The absence of comprehensive studies addressing these issues in the local context further complicates efforts to design evidence-based strategies. This research is therefore essential to identify the specific barriers and facilitators of parental involvement in STEM learning, in order to propose targeted solutions that could bridge the existing gap between home support and academic performance in STEM fields (Oluwaseun, 2023).

Objectives of the Study

1. To determine the impact of parental involvement on students’ performance in STEM subjects in Nguru LGA.

2. To identify the barriers and facilitators influencing effective parental involvement in STEM learning.

3. To recommend strategies for enhancing parental engagement to improve STEM outcomes in the region.

Research Questions

1. How does parental involvement affect student achievement in STEM subjects in Nguru LGA?

2. What are the key challenges and opportunities related to parental involvement in STEM education?

3. How can schools and policymakers enhance parental engagement to improve STEM learning outcomes?

Research Hypotheses

1. There is a significant positive relationship between parental involvement and students’ performance in STEM subjects.

2. Socio-economic factors significantly moderate the effect of parental involvement on STEM achievement.

3. Enhanced parental engagement through structured programs leads to improved student outcomes in STEM disciplines.

Significance of the Study
This study holds substantial significance as it bridges the gap between parental involvement and STEM education outcomes in Nguru LGA, offering empirical insights to guide policymakers, educators, and community stakeholders. By identifying key challenges and opportunities, the research facilitates the design of targeted interventions to enhance academic performance and narrow educational disparities. The findings could drive policy reforms and inspire innovative strategies that empower parents and schools alike, contributing to a more robust and equitable STEM education framework (Jibril, 2023).

Scope and Limitations of the Study
The study is limited to investigating the influence of parental involvement on STEM learning outcomes within Nguru LGA, Yobe State, and does not extend to other academic disciplines or geographical areas.

Definitions of Terms

1. Parental Involvement: Active participation of parents in their children’s educational processes.

2. STEM Learning: Educational programs that integrate science, technology, engineering, and mathematics.

3. Educational Outcomes: Measurable results of the learning process, including academic performance and student engagement.

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