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The Relationship Between Parental Academic Background And Primary School Pupils’ Academic Performance
[A CASE STUDY OF SAKI-WEST.]
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The Center for Families and the Cooperative Extension Service compiled data depicting a sad picture for the treatment of today’s American children. Many people believe we are the leading nation in everything. We are the leaders in the military and in higher levels of education, but this is not true for most child-related issues. In fact, among industrialized nations, the U.S. is one of the lowest when it concerns priorities for our children. The citizens of our nation seem to be confused as to who has responsibility for the well being of our children (University of Purdue, 1996).
The government is thought to have the responsibility (“Remembering Latchkey,†1999). The article stated federal funds are currently organizing after-school programs for 380,000 children. Some governments in industrialized nations are increasing compensation for childcare and education. This compensation, however, may have long-term effects on decreasing parental responsibilities.
Orlich (1994) suggest that parents have the responsibility. However, the Education Digest also reported less than seven percent of U.S. households consist of a working father, a mother, and two or more children, compared to 60 percent in 1955. Central parental values (“Decline and Fall,†1997) are commitment, duty, and responsibility.
Commitment involves the realization that marriages are often imperfect, and they take hard work. Traditional family values support that parental duty is to put their own wants behind the needs of the family, and the job of a parent includes taking on the responsibility of raising their children rather than some social agency.
Of all the poor in the United States, 40 percent are children. Poor children have a dropout rate three times greater than that of more affluent children (Orlich, 1994). Not only are children the poorest citizens in our country, they are also the poorest children in the industrialized world (Lindquist, 1995).
Peak (1995) states that some of the children that are lucky enough to have a home, live in housing projects. The projects tend to be high in stress, violence and crime.
They also have cramped living conditions and poor community resources, which in fact, are not conducive to a quality-learning environment. Many of these children simply come to school because they believe it to be a safe haven from the streets. They also know they will be warm in the winter and get a hot meal. Learning could be last on their list of reasons to come to school, if in fact, it even made the list.
Unbelievably, the above-mentioned children can also be considered lucky. Kozol (1991) retold a situation where the cafeteria of a school was in the basement. This basement would flood with sewage two to three times a week. He also cited a case where the only natural light the children saw within their school was from a hole in the wall. Peak and Kozol would agree with the Center for Families and the Cooperative Extension Service (Purdue University, 1996) when they talk about children living in poverty. Their Parental perceptions of poverty do not mean they cannot buy the latest style of Nikes on the market or eat at McDonald’s on a whim.
There are a striking number of children in this country who are not being given the basic needs for human survival. Even though Wallis (1998) suggests that you cannot purchase a child’s success or wish it into existence, poverty affects a child’s academic success in many ways.
Baskerville (1991) tells us, “A U.S. Department of Education study cites the length of time a child spends in disadvantaged conditions, coupled with the degree of poverty of the local school district he or she is enrolled in, as often bearing a direct impact on a child’s ability to maintain an expected grade level†(p.1).
Methods and results of an empirical study (Hines, 1997) show divorce is the most common but only one way a traditional family might develop into a single-parent family. Registered marriages are declining in the United States, but separations and divorces remain very high. Half of all marriages are expected to end in divorce. Then again, not all people who separate actually file for divorce. A more representative statistic might be, approximately 64% of the marriages will be disrupted.
Whether the reason is divorce or something else Orlich (1994) reminds us that 50% of the country’s children will live in a single-parent home by the year 2001. An article by Schwartz (1992) cited the National Center for Health Statistics, and reported the lack of a second parent put children at a higher risk for poor academic achievement. Children from divorced families are more likely to have difficulties with school performance, delinquency, and disruptions in peer relationships, precocious sexual behavior and substance abuse (Hines, 1997). McLanahan (1996) compares children from Parental Support 10 a two-parent home versus children from a single-parent home as being more likely to drop out of school, less likely to ever-complete college, and more likely to become single parents themselves.
Sandefur (1995) talks about the importance of spending quality time with children. Common sense tells us that single parents have less time to spend with their children.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
CHAPTER ONE - [ Total Page(s): 2 ]CHAPTER ONEINTRODUCTION 1.1 Background to the Study So many reasons have been advanced for the poor performance of pupils in schools prominent, among them is the role of the teachers and Parents seem to depend only on teachers with the belief to change or transform their children to academic experts overnight and anything that falls below this expectation makes the teachers conduct unacceptable. Few people care to think of other factors resp ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]CHAPTER THREE3.0 RESEARCH METHODOLOGY3.0 IntroductionThis chapter deals with all the activities involved in the collection of all necessary data and information required for the research project. The chapter is set out to describe in full the following:The research designThe source of dataThe characteristics of the population of studyThe sample and sampling techniquesThe method of data collection3.1 Research Design Research design is a detailed plan outlin ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 12 ]Key: SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly Disagree Pupils Response on Parent’s Attitude to Education SA A D SD ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ] CHAPTER FIVE5.0 SUMMARY, CONCLUSION AND RECOMMENDATION5.1 IntroductionThis chapter discusses summary of the findings, conclusions, recommendations, and suggestions for further research following research objectives.5.2 Summary of the findingsThe purpose of this study was to investigate the influence of parental academic background on pupil’s academic performance in primary schools in SWLG, Saki. Data were collected using the questionnaires as the main res ... Continue reading---
REFRENCES - [ Total Page(s): 4 ]REFERENCESAdewale, A. M. (2002). Implication of parasitic infections on school performance among school-age children. Ilorin Journal of science education. Vol.2 Pp.78-81.Alberta Education & Patricia Makenzie . (2003) .Alberta’s commission on learning.Alldred, P., & Edwards, R.. (2000). A Tlogy of parental involvement in education Centering on children and young people: Negotiating familiarization, Institutionalization and individualization. British Journal of Sociology of ... Continue reading---
