An investigation of parental involvement in students' academic performance in primary schools in Minna LGA, Niger State
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Background of the study
Parental involvement is widely acknowledged as a critical contributor to students’ academic success, particularly in the foundational years of primary education. In Minna LGA, Niger State, the active participation of parents in their children’s academic lives has been linked to improved learning outcomes, higher motivation levels, and better overall school performance. Parental involvement encompasses various activities such as assisting with homework, participating in school events, and maintaining regular communication with teachers. Research indicates that when parents are engaged, students are more likely to develop strong study habits, exhibit higher self-esteem, and perform better academically (Ogundele, 2023). In Minna LGA, where educational resources may be limited and socio-economic challenges persist, the role of parents becomes even more critical. Engaged parents can serve as partners in education, compensating for resource deficits by providing support at home and encouraging a culture of learning. However, despite the recognized benefits, there remain significant challenges in achieving meaningful parental involvement. Factors such as busy work schedules, limited educational background, and cultural perceptions of education can hinder parents’ active participation in school activities. Moreover, schools often lack structured programs to facilitate parental engagement, which further diminishes opportunities for collaboration between home and school (Bukar, 2024). As a result, many primary schools in Minna LGA struggle to harness the potential benefits of parental involvement. Additionally, there is a paucity of empirical data on the specific ways in which parental engagement affects academic performance in the local context. Given the evolving educational landscape and the increasing importance of family-school partnerships, there is a need for comprehensive research to explore the dynamics of parental involvement in Minna LGA. This study aims to address this gap by investigating how parental involvement influences students’ academic performance and by identifying strategies to foster stronger partnerships between parents and schools. By examining the various dimensions of parental involvement and its impact on academic outcomes, the study seeks to offer practical recommendations that can help schools and policymakers develop targeted interventions to enhance student learning experiences (Adebayo, 2025).
Statement of the problem
Despite the well-documented benefits of parental involvement in enhancing students’ academic performance, many primary schools in Minna LGA, Niger State, continue to experience low levels of active parental participation. This lack of involvement is often manifested in poor attendance at school meetings, limited assistance with homework, and minimal communication with teachers. The underlying causes of this problem include socio-economic constraints, time limitations due to work commitments, and cultural attitudes that may not prioritize parental engagement in education. Additionally, schools frequently do not have systematic programs in place to encourage and facilitate parental involvement, resulting in a disconnect between home and school environments. This gap adversely affects students, who miss out on the additional academic support and motivation that parental engagement can provide. The absence of robust parental involvement not only impacts academic performance but also contributes to a lack of holistic support for the overall development of pupils. Without the reinforcement of positive educational behaviors at home, the efforts made within the school environment may not be fully effective. Furthermore, the limited interaction between parents and teachers prevents the timely identification and resolution of academic or behavioral issues, thereby exacerbating challenges in student performance. This study seeks to systematically examine the extent and nature of parental involvement in primary schools in Minna LGA and determine its direct impact on students’ academic performance. By addressing these issues, the study aims to provide a clearer understanding of the barriers to parental involvement and propose strategies to enhance collaboration between parents and educators, thereby improving the educational outcomes for pupils (Mustapha, 2024).
Objectives of the study
- To evaluate the current level of parental involvement in primary schools.
- To determine the relationship between parental involvement and students’ academic performance.
- To propose strategies for enhancing parental engagement in the educational process.
Research questions
- What is the current extent of parental involvement in primary schools in Minna LGA?
- How does parental involvement influence students’ academic performance?
- What measures can be adopted to improve parental engagement in primary education?
Research Hypotheses
- There is a significant positive relationship between parental involvement and students’ academic performance.
- Primary schools with higher levels of parental engagement exhibit better academic outcomes.
- Implementing structured parental involvement programs will improve student achievement.
Significance of the study
This study is significant because it illuminates the critical role of parental involvement in shaping academic outcomes. The findings will inform educators and policymakers about effective strategies to enhance parental participation, thereby improving the overall educational experience and academic performance of students in primary schools.
Scope and limitations of the study
This study is limited to primary schools in Minna LGA, Niger State, focusing solely on parental involvement and its impact on academic performance. Other external factors are not considered.
Definitions of terms
- Parental Involvement: The active participation of parents in their children’s education through various supportive activities.
- Academic Performance: The measurable outcomes of students’ learning achievements.
- Primary Schools: Institutions that provide the initial phase of formal education.
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