Pupils Perception Of The Influence Of Parental Involvement On Their Motivation To Learn And School Outcome
[A CASE STUDY OF ABEOKUTA METROPOLIS’]

Parents’ involvement yield higher potential for the child learning and mathematical process as explained by Pape (1999) and Kreider (2002). That research also indicates that parents who are involved in their child’s academic life have a profound effect on the child’s ability to learn and help instill in them an appreciation for learning that can last a lifetime. Fager and Brewster (1999) discuss the benefits associated with paternal involvement as involving improved academic performance, improved school behaviour, greater academic motivation, and lower dropout rates. From their point of view, parents' involvement motivates their children through the discussion about education benefits, family context and school-related events. A parent can offer many of these benefits, extrinsic, and motivational factors, but one an important factor is the context and manner in which the motivation is applied /received which motivates pupils (Pintrich, 2004).
Furthermore the study concluded that most of the parents are not well aware of their role in their children's training. In addition, their attitude toward helping their pupils is irresponsible type, they do not take interest in their children's education, even they do not help small fries with their homework or making agreements for their tutelage and as well as child's participation is not promoted in co-curricular activities. Or else of positive reinforcements and the negative reinforcements are applied to motivate children towards education. It is recommended that proper care should be applied to children and they should also be aided with their homework and as easily as they should similarly, be promoted for participation in co-curricular activities in the school.
2.2     Parental Involvement in Children’s Education
According to Desforges and Abouchaar (2003), the parental interest is a catch all term for many different actions, including ‘at home’ good parenting, helping with homework, talking to teachers, and attending school functions governance. The parents’ involvement in the inner and outside activities is true child motivation in training. The attitude of parents taking efforts to encourage the pupils to undergo the learning for better results by supplying the needed support which motivates them to put high efforts. The term “parents’ involvement” also refers to all the objects, forces and conditions in the dwelling house, which lure the child physically, intellectually and emotionally.
Baker (2003) points out that different home environments vary in many aspects such as the parents’ degree of education, economic status, occupational status, spiritual background, attitudes, values, interests, parents’ expectation for their baby birds, and family size among others. Parents’ involvements differ from one family to another, and so it affects the pupils academic performance. Where things like gifts, prizes and curse of their favourite/desirable places provided make positive reinforcement children and generate higher performance. Parental involvement is also seen as one component of learning institution for the children. DCSF Publications (2008), puts it the following way said that,
“Most children receive two main educators in their spirits – their parents and their instructors. Parents are the prime educators of the youngsters before they start school and then parents remain a major influence on children’s learning throughout the school age and after it. From that point of view the parents and teachers have the crucial role of developing the child’s life. In that respect is no general understanding on what parental involvement is, it can take many shapes, from involvement at the school (as a governor, helping in the classroom on or during lunch breaks) through to reading to the children at home, teaching them songs or nursery rhymes and assisting with homework”.