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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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Teachers’ attitudes toward involving parents influence the extent to which parents are involved in their children’s school. A report by West (2000) discusses an elementary teacher’s efforts to increase parent-teacher communication, and its effect on students’ success in reading. Findings from this study show that parent-teacher communication can motivate students to complete reading homework, which results in better quiz and test scores. This particular report demonstrates the importance of teachers initiating positive contact with parents, and the potential effect it can have on students’ achievement in school.
Studies of the middle and secondary grades reflect the above findings. It is recognized that adolescents both desire and require more independence. Van Voorhis (2001) and Simon (2001) found that regardless of students’ background or prior school achievement, involving parents in various ways had a positive impact on achievement, attendance, behavior, and course credits completed. Significantly, parental guidance and support of their adolescent students is critical to secondary students’ school and future success (Sanders & Epstein, 2000).
Although parental involvement has reached a higher level of acceptance today as a key factor in improving schools, “acceptance does not always translate into implementation, commitment, or creativity†(Drake, 2000, p. 34). Central to this challenge is educators’ and administrators’ uncertainty about initiating and maintaining involvement that is meaningful and mutually beneficial for the school, the family, and the student.
The most promising practices involving parents seem to be those that embrace collaboration among teachers, parents, and students. Fundamental to this type of cooperation is a shared definition of “meaningful parental involvement.†There is evidence of disjuncture between professionals’ and parents’ understanding of partnership. Fine (1993) for example, claims a hierarchical relationship between teachers and parents prevails, such that professionals may assume parents regard their position as equally influential, but parents themselves defer to professionals’ expertise. Beck and Murphy (1999) agree that although schools set up structures, such as school councils or collaborative teams, decision-making ultimately rests in the professionals who possess specialized knowledge inaccessible to most parents. They further contend that organizational changes such as site-based decision-making that attempts to include parents have the least positive effect on parents of minority groups.
Researching the effects of parent involvement practices on student achievement in American schools under the No Child Left Behind .Act, D.Agostino, Hedges, Wong, and Borman (2001) also found that programs which attempt to involve parents at the school through school-sponsored activities or governance structures have a negligible impact on student achievement. Rather, parent programs that provide resources and assistance that parents may use with their children at home are more likely to have an effect on students’ academic progress. Gewirtz, Bowe, and Ball’s (1995) study of school choice in Britain is important when considering diversity among parents. The school choice movement assumes a monolithic parent group; the idea that parents can and will respond similarly to opportunities to make decisions for their children, or participate in their children’s schools is, in fact, erroneous.
Their study highlighted that inequalities in social and economic capital influence parents’ level of participation and ability to advocate for their children. Specifically, middle to upper income parents capitalize on opportunities to influence their children’s schooling, whereas lower income parents are disadvantaged because of circumstance or skill.
Crozier’s (2000) qualitative study of parents, teachers, and students reinforces that “central to understanding the nature of the parent-school relationship and the influences upon it is the issue of social-class†(p. xv). Together, Fine, Beck and Murphy, Gewirtz, Bowe, and Ball, and Crozier point to the importance of dialogue between schools and families to identify encouraging and meaningful ways to engage all parents for the benefit of all children.
Many studies have documented the importance of parental involvement in children’s homework. Callahan, Rademacher, and Hildreth (1998) find that parents’ involvement with at-risk sixth and seventh grade students improved students’ homework performance. Central to this success, however, is the school’s development of training programs for parents which aim to provide parents with strategies for assisting and supporting their children at home. There is some indication in the research that diverse educational backgrounds influence the nature and frequency of parents helping their children with homework assignments. Balli, Demo, and Wedman (1998) report that when teachers prompt parents to become involved with math homework, parent involvement significantly increases. Importantly, this study shows that two parent families are more likely to help with homework than single-parent families.
Home circumstances and family structures are therefore necessary considerations for schools aiming to increase the level of parental involvement with homework.
Greene, Tichener, and Mercedes (2003) offer specific strategies for parents to participate in schools. Suggestions include individual activities with children, setting up homework space and routine, discussing needed resources for home supervision with teachers, or reflecting on one’s own assumptions about school. Volunteering in the school and the community are other positive ways that parents can become involved, and on their own terms.
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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---
