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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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Furthermore, because high parental expectations have been found to lead to higher academic achievement, I predict that high parental expectations among poor Chinese families will help mitigate the effects of low income on children’s academic achievement. In other words, the relationship between income and achievement is weaker with Chinese children than with American children.
The family plays a meaningful role in a child's academic performance and development (Cornell & Grossberg, 1987) education and family incomes influence adolescent educational outcome expectancy beliefs (Rhea & Otto, 2001). Balli et al. (1998) in their study on sixth-grade students found that parents with higher level of education were more prominent in helping with their child’s homework compared to parents with low level of education who need help from schools to help their children.
Another study by Baker & Stevenson (1986) on mothers of eighth-grade students from middle school indicated that well-educated mothers have more knowledge of their child’s schooling, are more aware of their child’s education and his/her achievement and they take greater effort to monitor their child’s academic progress than the less-educated mothers. A study conducted by Poston and Falbo (1990) also found that parents who were highly educated often communicate and interact with their children. Consistent with the studies above, Lueptow (1975) in his study also found that students who are high achievers at school are from urban areas, who have educated parents with a higher occupation status and a higher income home.
A study by Campbell, Hombo, & Mazzeo (1999) using NAEP data indicated that students who reported higher parental education levels tended to have higher average scores. Parent educational status as an indicator of SES reflects the potential for social and economic resources such as household incomes that are available to the student.
Dave & Dave (1971) found that higher percentages of rank holder belong to homes with higher parental education and higher percentage of failed students belong those who have lower parental education. Rumberger (1995) found that students’ family background is widely recognized as the most significant important contributor to success in schools. Rumberger’s research supported the findings of earlier researchers who argued that the home has a major influence on student school success (Swick & Duff, 1978) and that it is the quality of relationships within students’ home environments that has an important effect on school performance.
Previous studies have showed that students who come from families with illiterate parents have significantly less school success than students from educated parents (Martini, 1995; Walker et al., 1998) and intact families (Amato & Keith, 1991) Some potential explanations were - parents in such settings reported lower educational expectations, less monitoring of children’s school work and less overall supervision of social activities compared to students from highly educated and intact families (Jacob and Harvey, 2005). More educated parents are assumed to create environments that facilitate learning (Williams, 1980; Teachman, 1987) and involve themselves in their children’s school experiences and school environments (Steinberg et al.,1992; Useem, 1992). However, there are students who come from low-income and single parent homes who are high achievers and many students from high socio-economic and intact families who are low achievers. Students may also come from homes where the parents are highly educated and involved in their children’s education, yet achieve poorly at school (Jacob & Harvey, 2005).
Several studies (Baharudin, 1998; Gerris & Dekovic 1997; Harris & Liebert 1987; Hines 1997) show the role of the family and the specific interactions between a child and parent have been determined to be powerful indicators of development. Some specific interactions include regular family discussions, encouragement, limit setting, warmth, daily routine, praise, and intellectual stimulation. These studies have shown all of these connections to produce an impact on academic achievement.
Children have an unbelievable thirst for knowledge. If parents do not tap into that drive in early childhood it could be lost before the children even enter the school system. The parents that do not foster learning are easily identified. It is truly amazing how little children mention their parents. Parents’ encouragement to achieve and interest in school performance are significantly related to student motivation and student achievement (Hawley et al., 1984). Hawley cited Walberg when he found:
1. What might be called “the curriculum of the home†predicts academic learning twice as well as the socioeconomic status of families. This curriculum includes informed parent/child conversations about everyday events, encouragement and discussion of leisure reading, monitoring and joint analysis of televiewing; deferral of immediate gratification is to accomplish long-term goals, expressions of even occasional doses of caprice and serendipity.
In 29 controlled studies conducted during the past decade, 91% of the comparisons favored children in programs designed to improve the learning environment of the home over children not participating in such programs. Although the average effect was twice that of socioeconomic status, some programs had effects 10 times as large. Because few of the programs lasted more than a semester, the potential exists for even greater benefits from programs sustained over all the years of schooling. (p.400)
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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---
