Project – Parental Involvement and Academic Motivation among Secondary School Students: A Study of Selected Public Secondary Schools in Kosofe Local Government Area, Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is one of the most important instruments for individual development, social integration and national transformation. It provides individuals with knowledge, skills, values and competencies needed to function effectively within society. However, the process of education extends beyond the formal classroom environment. Students’ educational development is shaped by the interaction of the school, family, peer group and wider community. Among these social institutions, the family occupies a particularly important position because parents constitute children’s earliest and most enduring social influence. The attitudes, expectations, support and behaviours of parents can significantly shape how children perceive education and respond to academic demands.

The family is traditionally regarded as the first agent of socialisation. Before children enter formal education, parents introduce them to language, values, discipline, communication and patterns of behaviour. These early experiences can influence children’s attitudes towards authority, learning and achievement. As children progress into secondary education, parental influence does not disappear; instead, it changes in form as adolescents become increasingly independent. Parents continue to influence their children’s educational aspirations, study habits, school attendance, academic expectations and attitudes towards learning.

Parental involvement in education generally refers to the ways parents participate in and support their children’s educational development. It can include providing learning materials, monitoring school attendance and assignments, discussing school experiences, attending school meetings, communicating with teachers, establishing educational expectations, encouraging children and creating supportive learning conditions at home. Hoover-Dempsey and Sandler (2005) argue that parents’ decisions to become involved in their children’s education are influenced by their understanding of their parental role, their sense of efficacy and the invitations they receive from children and schools. This suggests that parental involvement is a complex social and psychological process rather than a single activity.

The importance of parental involvement has received considerable attention in educational research. Fan and Chen (2001), through a meta-analysis of research on parental involvement and academic achievement, established an overall positive relationship between parental involvement and students’ academic outcomes. Their analysis further demonstrated that the strength of the relationship depended on the particular form of parental involvement being examined. More recent evidence continues to support the positive association between parental involvement and educational achievement. A second-order meta-analysis by Barger et al. (2022), covering 23 meta-analyses and 1,177 primary studies, found a positive association between parental involvement and students’ academic achievement, although the magnitude of the relationship varied according to the type of involvement.

Wilder (2014), in a meta-synthesis of nine meta-analyses, similarly reported a positive relationship between parental involvement and academic achievement. Importantly, Wilder found that the strongest relationship occurred when parental involvement was defined in terms of parents’ expectations for their children’s academic achievement, whereas homework assistance showed the weakest relationship. This finding is significant because it suggests that effective parental involvement cannot simply be measured by the amount of help parents provide with homework. Parents’ expectations, communication and general support may be more important dimensions of their influence on educational outcomes.

Parental involvement is also relevant to academic motivation, which is the primary concern of the present study. Academic motivation refers to the willingness, interest, effort and persistence that students demonstrate towards learning and academic activities. A motivated student is more likely to attend school, participate in classroom activities, complete assignments, devote effort to learning and persist when academic tasks become difficult. Consequently, motivation represents an important psychological mechanism through which family and school experiences may influence students’ educational behaviour.

Academic motivation is particularly important during adolescence. Secondary school students are at a developmental stage characterised by increasing independence, identity formation, peer influence and preparation for future educational and occupational choices. At the same time, academic expectations increase considerably because students are expected to prepare for internal and external examinations and make decisions about further education. These competing developmental and academic pressures can influence students’ willingness and ability to remain committed to schoolwork.

Self-determination theory provides an important explanation of how parents can influence students’ motivation. Ryan and Deci (2020) explain that autonomous motivation is strengthened when individuals experience autonomy, competence and relatedness. Within the family context, parents can support these needs by providing encouragement, appropriate structure and opportunities for children to take increasing responsibility for their learning. Conversely, excessive control may undermine students’ sense of autonomy.

Grolnick (2009) similarly argues that parental involvement, autonomy support and structure can contribute to children’s autonomous self-regulation for education. The author emphasises that parental involvement is most constructive when parents remain supportive while allowing children to develop an appropriate level of independence. This is particularly relevant to secondary school students because adolescents need parental guidance while simultaneously developing self-regulation and personal responsibility.

The quality of parental involvement is therefore important. Parents may be highly involved but use approaches that create excessive pressure. For example, constant comparison with other students, threats over poor grades or unrealistic academic expectations may produce anxiety rather than genuine interest in learning. On the other hand, parents who communicate high but realistic expectations, encourage effort and provide emotional support may help students develop positive academic attitudes.

Parental expectations constitute one of the most consistently identified dimensions of effective parental involvement. Fan and Chen (2001) found parental expectations to be strongly associated with students’ academic achievement. Wilder (2014) reached a similar conclusion in her meta-synthesis, reporting that parental expectations had the strongest association among the forms of parental involvement examined. These findings suggest that what parents believe their children can achieve may influence children’s educational aspirations and attitudes.

Parental involvement can also influence students through emotional support. Adolescents frequently experience academic difficulties, examination anxiety, peer pressure and uncertainty concerning their future. Parents who provide encouragement during such difficulties can help students develop persistence. When parents communicate confidence in their children’s ability to improve, students may be more willing to continue working despite setbacks.

Another important dimension is parental monitoring. Monitoring involves parents keeping track of school attendance, homework, study schedules, academic progress and general school-related behaviour. Appropriate monitoring can help students develop routines and remain accountable for their academic responsibilities. However, monitoring needs to be distinguished from excessive control. According to Grolnick (2009), effective parental structure should provide clear expectations and guidance while supporting children’s growing autonomy.

Communication between parents and children is another important aspect of parental involvement. Parents who regularly discuss school activities with their children may gain a better understanding of the challenges students experience. Such communication can create opportunities for parents to provide encouragement, identify academic problems and discuss educational goals.

Parent-school communication is equally important. Teachers and parents possess different forms of information about students. Teachers observe students’ classroom performance and interactions, while parents understand their children’s behaviour and circumstances outside school. Effective communication can allow both parties to share information and coordinate support.

Epstein (2011) places this relationship within the broader framework of school-family-community partnerships. According to Epstein, students’ educational development is strengthened when schools establish meaningful relationships with families and communities. Such partnerships may include communication, volunteering, learning activities at home, decision-making and collaboration between schools and families.

The importance of school-family partnerships has also been emphasised in contemporary education because schools increasingly recognise that student development cannot be achieved by teachers alone. Parents can provide information about students’ home circumstances, interests and challenges, while schools can provide parents with information about academic performance, attendance and behaviour. When these two environments work together, students may receive more consistent educational support.

However, parental involvement varies significantly between families. Parents differ in their socioeconomic circumstances, educational attainment, occupation, family structure, availability of time and understanding of educational processes. A parent who works long hours may have limited time to supervise schoolwork even when highly committed to the child’s education. Similarly, a parent with limited formal education may struggle to assist with advanced secondary school subjects but may still provide significant encouragement and monitoring.

Socioeconomic circumstances can therefore affect the nature of parental involvement. Financially disadvantaged families may find it difficult to provide textbooks, computers, internet access, private lessons and other educational resources. However, economic resources should not be regarded as the only form of parental involvement. Emotional support, communication, encouragement and educational expectations can be provided regardless of income.

This distinction is particularly important in public secondary schools. Public schools accommodate students from diverse socioeconomic backgrounds, meaning that students in the same classroom may have substantially different levels of educational support at home. Such differences may contribute to variations in students’ motivation and academic engagement.

Research in Nigeria provides evidence of the relevance of parental involvement to secondary education. Emeri (2022) specifically examined parental involvement and academic performance among secondary school students in Kosofe Local Government Area of Lagos State. The study involved 170 participants and found significant relationships between parental assistance with homework, parental participation in school activities, parental communication with the school and students’ academic performance. The study recommended stronger parent-school relationships and opportunities such as parent-teacher meetings.

The relevance of the present study is further strengthened by recent Nigerian research. Ananomo’s study of secondary school students in Anambra State examined parental involvement in children’s learning and academic achievement and used a correlational design involving 873 SS2 students. Similarly, Anierobi and Unachukwu investigated parental home-based involvement and academic self-efficacy as correlates of academic engagement among public secondary school students in Nnewi North Local Government Area of Anambra State. These studies demonstrate continuing scholarly interest in the role of the home environment in students’ educational behaviour.

Evidence from other parts of Nigeria also supports the importance of parental involvement. Atanda and Okolo examined teacher factors and parental involvement in relation to secondary school students’ academic performance in Ibadan South-West Local Government Area of Oyo State. Their study involved teachers and students and investigated the contribution of parental involvement alongside teacher-related factors. This indicates that students’ educational outcomes are influenced by multiple interacting factors rather than by classroom instruction alone.

Research in Lagos State has also examined the relationship between parental support, achievement motivation and academic performance. Yahya, Olaniyan-Shobowale and Animashaun investigated parental support and achievement motivation among secondary school students studying Islamic Religious Studies in Lagos State. This provides additional evidence that parental support and students’ motivational characteristics are relevant to educational outcomes within Lagos.

More recently, Adepoju (2025) investigated parental involvement, peer influence and study habits as predictors of academic motivation among public senior secondary school students across Southwest Nigeria. The study covered all six southwestern states and reported that parental involvement significantly predicted academic motivation alongside peer influence and study habits. This study is particularly relevant because it focuses directly on academic motivation rather than only academic achievement.

The findings of Adepoju (2025) are important for the present research because they suggest that parental involvement may contribute directly to students’ motivation to learn. However, the broad Southwest Nigerian geographical coverage of the study means that its findings cannot automatically be assumed to represent students in Kosofe Local Government Area. Local investigations remain necessary because family structures, school conditions, socioeconomic circumstances and community characteristics can vary between locations.

Academic motivation may also be influenced by peers. Adolescents increasingly spend time with their peers and may be influenced by peer attitudes towards school, academic achievement and educational aspirations. Adepoju (2025) found that peer influence was also an important predictor of academic motivation among public senior secondary school students in Southwest Nigeria. This reinforces the need to understand parental involvement as one component of a wider social environment influencing students.

The home environment may also influence academic self-efficacy. Anierobi and Unachukwu found that parental home-based involvement and academic self-efficacy were relevant to academic engagement among public secondary school students in Nnewi North. This is significant because students who believe that they are capable of succeeding academically may be more likely to persist when confronted with difficult academic tasks.

Parental involvement can therefore affect students through several interconnected mechanisms. First, parents can communicate the value of education. Second, they can provide emotional support. Third, they can establish appropriate routines and expectations. Fourth, they can provide educational resources. Fifth, they can monitor school attendance and academic activities. Sixth, they can communicate with teachers and school administrators. Seventh, they can encourage students to establish educational goals.

However, parental involvement should not be understood as the only determinant of academic motivation. Students are also influenced by teachers, peers, school climate, socioeconomic circumstances, personal characteristics and community conditions. The purpose of the present study is therefore not to suggest that parental involvement alone determines motivation, but to investigate whether a significant relationship exists between the two variables within the selected context.

Another important issue is the distinction between academic motivation and academic achievement. Academic achievement refers primarily to measurable outcomes such as examination scores, grades and test results. Academic motivation, on the other hand, concerns the psychological willingness and behavioural effort that students bring to learning. A student can have strong motivation but temporarily perform poorly in a particular subject, while another student may achieve good grades without demonstrating strong intrinsic motivation.

This distinction creates an important research gap. Much of the existing Nigerian literature on parental involvement focuses on academic achievement or performance. Emeri (2022), for example, examined parental involvement and academic performance specifically in Kosofe. While such research is valuable, there is a need to investigate the motivational processes that may underlie students’ educational behaviour.

The distinction is also supported by international evidence. Barger et al. (2022) found an overall positive relationship between parental involvement and academic achievement but noted that effects varied according to type of involvement and that homework involvement produced inconsistent results. Wilder (2014) similarly found that parental expectations were more strongly associated with achievement than homework assistance. These findings indicate that parental involvement is multidimensional and should not be treated as a single uniform variable.

The contemporary digital environment has also introduced new dimensions of parental involvement. Secondary school students increasingly use smartphones, social media and online educational resources. Parents may need to guide students in managing screen time, distinguishing educational from non-educational content and using digital technologies productively. Consequently, contemporary parental involvement may extend beyond traditional activities such as checking notebooks and supervising homework.

The issue of parental involvement is therefore especially significant within public secondary schools in Kosofe Local Government Area. Students may have different family circumstances, educational opportunities and levels of parental support despite attending similar schools. Investigating these differences can help provide evidence for parents, teachers, counsellors and educational administrators seeking to improve students’ academic motivation.

The present study is consequently designed to examine Parental Involvement and Academic Motivation among Secondary School Students: A Study of Selected Public Secondary Schools in Kosofe Local Government Area, Lagos State. The study focuses on the level and forms of parental involvement and their relationship with students’ academic motivation.

1.2 Statement of the Problem

Academic motivation is essential for meaningful participation in education. Students require motivation to attend school regularly, participate actively in lessons, complete assignments, study independently and persist when they encounter difficult academic tasks. However, secondary school students do not demonstrate uniform levels of academic motivation. Some students show strong interest and commitment to learning, while others exhibit poor concentration, weak study habits, incomplete assignments, absenteeism and limited persistence.

The problem of inadequate academic motivation is particularly important during adolescence. Secondary school students face increasing academic demands while simultaneously experiencing changes in their social relationships, identity and personal independence. Examination pressures and concerns about future educational and career opportunities can further affect their motivation. When students lack sufficient motivation, their ability to benefit fully from classroom instruction may be reduced.

One factor that may influence students’ academic motivation is parental involvement. Parents are expected to support children’s education by providing encouragement, establishing appropriate expectations, monitoring school activities, supplying learning materials and communicating with teachers. Nevertheless, the extent to which parents perform these roles varies substantially among households.

Some parents take an active interest in their children’s education by checking assignments, discussing school activities, attending parent-teacher meetings and monitoring academic progress. Other parents may have limited involvement because of occupational commitments, financial difficulties, family responsibilities, limited educational backgrounds or the belief that teachers should bear primary responsibility for children’s education.

This variation creates an important educational problem. Students who receive little educational support at home may have fewer opportunities for encouragement, guidance and academic monitoring outside the school environment. Where parents rarely communicate educational expectations or demonstrate interest in school activities, students may perceive education as having limited importance.

However, parental involvement can also become problematic when it takes the form of excessive control. Parents who constantly pressure students to achieve high grades, compare them with other children or punish them severely for academic difficulties may create anxiety rather than genuine motivation. Grolnick (2009) argues that autonomy support, involvement and structure are important for children’s self-regulation, while controlling approaches can undermine autonomous motivation.

Parental expectations constitute another dimension of the problem. High educational expectations can encourage students to establish academic goals and work toward them. Fan and Chen (2001) and Wilder (2014) both found parental expectations to be among the strongest dimensions of parental involvement associated with academic outcomes. However, expectations may become counterproductive when they are unrealistic or communicated through excessive pressure.

Economic conditions may further influence parental involvement. Some parents may struggle to provide educational materials, internet access, textbooks and other learning resources. Parents who work for long hours may also have little time available for monitoring homework or communicating with teachers. Nevertheless, economic resources do not completely determine parental involvement because parents can provide encouragement, communication and emotional support even when material resources are limited.

The school-family relationship presents another problem. Although teachers interact with students daily, they may not always understand the circumstances affecting students’ behaviour outside school. Parents may likewise have limited information about their children’s classroom participation and academic difficulties. Epstein (2011) emphasises that meaningful school-family partnerships are important for supporting children’s educational development.

The Nigerian context provides evidence that parental involvement is associated with students’ educational outcomes. Emeri (2022), in a study conducted specifically in Kosofe Local Government Area, found significant relationships between parental assistance with homework, participation in school activities, communication with the school and students’ academic performance. While this study provides valuable local evidence, its primary outcome was academic performance rather than academic motivation.

This distinction represents an important problem. Academic performance indicates what students have achieved, whereas academic motivation concerns the willingness, interest and persistence that influence their engagement with learning. A student may perform poorly in a particular examination despite having strong motivation, or obtain a good grade without having developed strong intrinsic motivation. Therefore, focusing only on academic performance may not fully explain the processes through which parental involvement affects students’ educational behaviour.

Evidence from Southwest Nigeria strengthens the need for a motivation-focused study. Adepoju (2025) found that parental involvement significantly predicted academic motivation among public senior secondary school students across Southwest Nigeria. However, the study covered six states and therefore does not provide sufficiently specific evidence concerning public secondary school students in Kosofe Local Government Area.

Similarly, studies in other Nigerian states have investigated parental involvement in relation to academic achievement and engagement. Ananomo examined parental involvement and academic achievement among secondary school students in Anambra State, while Anierobi and Unachukwu examined parental home-based involvement and academic engagement among public secondary school students in Nnewi North. Although these studies demonstrate the importance of parental involvement, differences in geographical, social and educational contexts make it inappropriate to assume that their findings automatically apply to Kosofe.

Another problem is that parental involvement may take different forms, and these forms may not have equal effects. Barger et al. (2022) found an overall positive association between parental involvement and academic achievement but reported variation across different forms of involvement. Wilder (2014) likewise found parental expectations to have a stronger relationship with academic achievement than homework assistance. Therefore, the present study needs to examine specific forms of parental involvement rather than simply categorising parents as either involved or uninvolved.

There is also a concern regarding the increasing independence of adolescents. Students at the secondary school level are expected to develop self-regulation and responsibility for their education. Excessive parental control may interfere with this process, while insufficient parental involvement may leave students without adequate guidance. The challenge is therefore to determine how parental involvement can support motivation without undermining students’ developing autonomy.

The digital environment presents an additional challenge. Students increasingly use smartphones, social media and internet resources outside school. Without appropriate parental guidance, digital distractions may compete with study time. At the same time, digital resources can support learning when used appropriately. Parents therefore need to develop new forms of educational involvement that take account of students’ changing learning environments.

The central problem of this study is consequently the limited empirical understanding of the relationship between parental involvement and academic motivation among secondary school students in selected public secondary schools in Kosofe Local Government Area, Lagos State.

Although previous research has demonstrated relationships between parental involvement and academic achievement, and more recent research has identified parental involvement as a predictor of academic motivation in Southwest Nigeria, there remains a need for a focused study of students in selected public secondary schools in Kosofe. The present study therefore seeks to determine the level of parental involvement, identify its major forms, assess students’ academic motivation and establish whether a significant relationship exists between parental involvement and academic motivation.

1.3 Aim of the Study

The main aim of this study is to examine the relationship between parental involvement and academic motivation among secondary school students in selected public secondary schools in Kosofe Local Government Area, Lagos State.

1.4 Objectives of the Study

The specific objectives are to:

1. examine the level of parental involvement among students in selected public secondary schools in Kosofe Local Government Area;
2. identify the major forms of parental involvement experienced by secondary school students in the study area;
3. assess the level of academic motivation among secondary school students in the selected public schools;
4. examine the influence of parental educational expectations on students’ academic motivation;

1.5 Research Questions

The study will answer the following questions:

1. What is the level of parental involvement among students in selected public secondary schools in Kosofe Local Government Area?
2. What are the major forms of parental involvement experienced by secondary school students in the study area?
3. What is the level of academic motivation among secondary school students in the selected public schools?
4. To what extent do parental educational expectations influence students’ academic motivation?
5. What relationship exists between parental monitoring and students’ academic motivation?

1.6 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no statistically significant relationship between parental involvement and academic motivation among secondary school students in selected public secondary schools in Kosofe Local Government Area, Lagos State.

1.7 Significance of the Study

The study will be beneficial to parents, students, teachers, school administrators, guidance counsellors, policymakers and researchers.

Parents: The study will help parents understand the importance of active and constructive participation in their children’s education. It may encourage parents to move beyond the provision of school fees and materials to include encouragement, communication, monitoring and realistic educational expectations.

Students: The study may help students understand the importance of parental support and encourage them to communicate their academic challenges, interests and educational aspirations to their parents.

Teachers: Teachers may benefit from greater understanding of how students’ home environments influence their academic motivation. The findings may encourage stronger collaboration between teachers and parents.

School Administrators: The findings may assist school administrators in developing parent-school partnership programmes, parent-teacher meetings, communication mechanisms and educational workshops for parents.

Guidance Counsellors: Counsellors may use the findings when addressing students experiencing low academic motivation. They may also involve parents in appropriate interventions.

Educational Policymakers: The findings may provide useful evidence for developing policies that strengthen family participation in public secondary education.

Researchers: The study will contribute to the literature on parental involvement and academic motivation in Nigeria and may provide a basis for further research in other local government areas and states.

1.8 Scope of the Study

The study focuses on Parental Involvement and Academic Motivation among Secondary School Students in Selected Public Secondary Schools in Kosofe Local Government Area, Lagos State.

The independent variable is parental involvement, while the dependent variable is academic motivation.

Parental involvement will be examined in terms of:

• parental educational expectations;
• parental monitoring;
• educational resources;
• emotional encouragement;
• parent-child communication;
• participation in school activities; and
• parent-school communication.

Academic motivation will be examined in relation to:

• interest in learning;
• persistence;
• academic effort;
• study behaviour;
• assignment completion;
• school attendance;
• educational goal orientation; and
• willingness to overcome academic difficulties.

Geographically, the study is restricted to selected public secondary schools in Kosofe Local Government Area, Lagos State.

1.9 Operational Definition of Terms

Academic Motivation: The willingness, interest, effort and persistence demonstrated by students toward learning and academic activities.

Parental Involvement: The participation of parents in their children’s educational development through monitoring, encouragement, provision of resources, educational expectations, communication and interaction with the school.

Parental Monitoring: Parents’ efforts to keep track of their children’s school attendance, assignments, study activities and academic progress.

Parental Educational Expectations: The educational aspirations and standards that parents hold and communicate concerning their children’s academic development.

Parental Support: The emotional, educational, practical and material assistance provided by parents to facilitate their children’s learning.

Parent-School Communication: The exchange of information between parents, teachers and school authorities concerning students’ academic progress, behaviour, attendance and educational needs.

Academic Engagement: Students’ active participation, effort and commitment to academic activities.

Secondary School Students: Learners enrolled in secondary education within the selected schools.

Public Secondary Schools: Secondary schools established, funded or administered primarily by government authorities.

Kosofe Local Government Area: A local government area in Lagos State in which the selected public secondary schools for the study are situated.

1.10 Organisation of the Study

The study is organised into six chapters.

Chapter One presents the introduction, background to the study, statement of the problem, aim and objectives, research questions, hypothesis, significance, scope and operational definitions.

Chapter Two will review relevant conceptual, theoretical and empirical literature on parental involvement and academic motivation.

Chapter Three will present the research methodology, including research design, population, sample size, sampling procedure, research instrument, validity, reliability, data collection and data analysis procedures.

Chapter Four will present and analyse the data collected from respondents and discuss the findings in relation to the research questions, objectives and hypothesis.

Chapter Five will present the lessons learnt and their application.

Chapter Six will present the summary, conclusion and recommendations.

Project – Parental Involvement and Academic Motivation among Secondary School Students: A Study of Selected Public Secondary Schools in Kosofe Local Government Area, Lagos State