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

Likewise the term parental involvement is termed by Adelman and Taylor (2007) as parental collaboration, “Schools are located in communities, but are often “islands”
with no bridges to the “mainland.” Families live in neighborhoods, frequently with short association with each other or to the schools their children go to. Nevertheless, the gap among parents, community, teachers and schools society has the effect to each other, for the good or ill outcome. Referable to the mutual interest of society, all have goals to share, which relate to instruction and socialization of the young, schools, families, and communities must join forces with each other if they are to minimize problems and maximize outcomes. And then the parent involvements lead to the better achievement in field by solving some problems and making encouragement. Parental involvement can be measured through the questionnaire which provided to schoolchildren. This method was being applied by Chowa et al (2012) with the following variable Volunteer at school, attend school events, Speak to teachers/counsellors and attend PTA meetings. Other researchers who practice this method were Erlendsdóttir (2010) in the study of “Effects of Parental Involvement in Education” Parental involve said to be all activities which done by parent to assure the safe environment of pupils' learning. Lall, et al (2004), he mentioned the activity like Parents choosing school, home school Links, Governing Bodies, Teacher-Parent Communications. Support for Children’s Education, Parents as Learners, Parents as Volunteers and Support for pupils and NEA Education Policy and Practice Department (2008) agreed with that area and added Parenting, Communicating with families about school, Volunteering, Learning at Home, Decision Collaborating with the Community and Coordinate resources and services for families, pupils, and the school with community groups, including business.
2.3     Diversity in Parental Involvement
How parents help their children learn better depends on their level of education, gender, socio-economic class and many other factors. Parents can contribute to their children's learning in a variety of ways. Home-based parental involvement such as ensuring that children do their homework as well as school-based parental involvement such as attending school meetings are important for academic achievement of children (Hornby & Lafaele, 2011). In Afghan context, ensuring that children especially girls walk safely to school requires parents’ support through involving community.
Parents' involvement in their children's learning is also in terms of their parental style, which has been linked to student performance. Parenting style is divided into three types; authoritarian, permissive, and authoritative (Baumrind, 1991). Authoritative parenting style is characterized by parental warmth, inductive discipline, non-punitive practices, consistency in child rearing, and a clear communication of interest in the day-to- day lives of children. Permissive or neglectful parenting is cited by Japanese media as the cause of recent problems in the schools, including bullying, absenteeism, and disruptive behavior in the classroom (Okano & Tsuchiya, 1999). Afghan parents also have different parenting styles and given the large family sizes, they may be forced at times to adopt authoritarian style where parents have high expectations from their children and expect their children to obey them unconditionally. Parents with this type of parenting style may resort to punishment but are willing to explain the reason behind the rules they enforce.  Fathers and mothers may contribute to their children's learning differently. Some research has shown that mother-child and father-child interaction has interesting differences which differently contribute to the children's language development. Some evidence shows that fathers use more challenging vocabulary as compared to mothers and also it was found that mothers referred more to emotions in compared to fathers who more frequently used casual explanatory language (Clark, 2009).