Effects Of Level Of Literacy Of Parents And Pupils Academic Performance
[A CASE STUDY OF ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE]

                                              CHAPTER TWO
                                        LITERATURE REVIEW
Introduction
The purpose of this literature review is to examine the effects of level of literacy of parents and academic performance of pupils. It will particularly focus on level of literacy of parents and how this has effects on academic performances of pupils. However, in order to provide a review of what conveyed the basis for valid conclusion to be drawn; this section review the definition and components of level of literacy of parents and academic performances of pupils as well as works of other researchers; and summary of the literature review process.
Conceptual Framework
The effects of levels of literacy of parents on the pupils’ academic performances can be viewed in the light of the followings; According to Davis-Kean (2005), even though the majority of the literature on parents’ education pertains to the direct positive influence on achievement, the literature also suggests that it influences the beliefs and behaviours of the parent, leading to positive outcomes for children and youth (Eccles, 1993). For example, Alexander, Entwisle, and Bedinger (1994) found that parents of moderate to high income and educational background held beliefs and expectations that were closer than those of low-income families to the actual performance of their children. Low-income families instead had high expectations and performance beliefs that did not correlate well with their children’s actual school performance. Alexander et al. suggested that the parents’ abilities to form accurate beliefs and expectations regarding their children’s performance are essential in structuring the home and educational environment so that they can excel in post schooling endeavours. Halle, Kurtz-Costes and Mahoney (1997), using a sample of low-income minority families, also found that mothers with higher education had higher expectations for their children’s academic achievement and that these expectations were related to their children’s subsequent achievement in mathematics and reading. Halle et al (1997) found that these more positive beliefs and expectations predicted higher amounts of achievement-related behaviour by mothers in the home as well as more positive perceptions of achievement by the children. Research on parenting also has shown that parent education is related to a warm, social climate in the home.
Klebanov, Brooks-Gunn and Duncan (1994) found that both mothers’ education and family income were important predictors of the physical environment and learning experiences in the home but that mothers’ education alone was predictive of parental warmth. Likewise, Smith and Jones (1997) cited in Halle et al (1997) found that the association of family income and parents’ education with children’s academic achievement was mediated by the home environment. The mediation effect was stronger for maternal education than for family income. Thus, these authors posited that education might be linked to specific achievement behaviours in the home (e.g., reading, playing). Corwyn and Bradley (2002) also found that maternal education had the most consistent direct influence on children’s cognitive and behavioural outcomes with some indirect influence through a cognitively stimulating home environment. Corwyn and Bradley, however, examined only two, quite broad aspects of family mediators: learning stimulation and parental responsivity. Mediation might have emerged if other parent behaviours and attitudes were examined.