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The Influence Of Communication Between Parents And Students On Academic Performance
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Research
provides inconsistent findings regarding the importance of parent-child
communication and other forms of parental involvement activities to
children’s school success (Domina, 2005; Englund, Luckner, Whaley, &
Egeland, 2004; Fan & Chen, 2001; Hoover-Dempsey et al., 2001;
Mattingly, Prislin, McKenzie, Rodriguez, & Kayzar, 2002). Some
studies report positive associations with aca- demic achievement
(Callahan, Rademacher, & Hildreth, 1998; Fan, 2001; Hong & Ho,
2005; Houtenville & Conway, 2008; McWayne, Hampton, Fantuzzo, Cohen,
& Sekino, 2004), other studies indicate no association (Barnard,
2004; Fan & Chen, 2001; Mattingly et al., 2002; Patall, Cooper,
& Robinson, 2008), and even others point to negative associations
(Coleman & McNeese, 2009; Domina, 2005; Fan, 2001; Muller, 1995).
Academic
Performance of students is of utmost importance to parents, educators,
concerned Nigerians and the government. This, of course, is because of
the huge impact education has on the national and economic development
of the country. Education is an investment as well as an instrument that
can be used to achieve rapid scientific, social, political,
technological, cultural and economic development in the country.
Regrettably, however, the consensus of opinion all over the country is
that Academic Performance of students in Nigeria is poor (Adebule,
2004).
According to Davison Institute (2004), achievement is a
measure of quality and quantity of success one has in the mastery of
knowledge, skills or understanding. Achievement could also involve
accomplishing whatever task or goal one sets for himself or herself. It
is the attainment of a standard of excellence (Umeano, 2010).
Academic
Performance, specifically, has been described by O’Donnel, Reeve, and
Smith (2005), as the extent of an individual’s level of knowledge in a
given task in school. In this context, Academic Performance is the
ability or level of success of the students in their academic work
(which could either excellent or poor). Students should therefore put up
personal efforts in order to achieve success or excellence in their
academic work.
The annual releases of senior secondary school
certificate examination (SSSCE) results conducted by West African
Examination Council (WAEC), justified the problematic nature and
generalization of the poor secondary school students’ achievement in
different school subjects. Information from WAEC showed that, out of the
1,369,142 candidates who wrote the examination in May/June 2008, only
188,442, representing 13.8 percent got the necessary requirements of
five credits including English and Mathematics. Out of 1,373,009
candidates that wrote the examination in 2009, only 356,981 students,
representing 25.99 percent, passed with five credits including English
and Mathematics which is the mandatory prerequisite for university and
other tertiary institutions’ admissions. This poor result implies that
74.01 percent of the students failed. Also, in 2010, WAEC result showed
that only 451,187 students, representing 33.38 percent, passed English
while 560,974, representing 41.5 percent, passed Mathematics. However,
statistics showed that only 23 percent passed whereas 77 percent failed
to achieve the basic five- credit university admission requirement.
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ABSRACT - [ Total Page(s): 1 ]This study investigated The influence of communication between parents and students on academic performance. Three research questions and two null hypothesis (tested at p≤0.5) guided the study. The study is an ex-post facto or casual comparative researcher design. The sample for this study was made up of four hundred and eighty students in Ajayi crowther university. The students’ self-esteem scale on the other hand yielded an alpha of 0.874 which was established through cronbach a ... Continue reading---
