Project – Influence of Parental Involvement on Students’ Academic Performance and Behavioural Adjustment in Public Secondary Schools in Kosofe

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is widely recognized as a key instrument for personal development and national growth. In this regard, students’ academic success and behavioural development are influenced by a combination of school, peer, and family-related factors. Among these, parental involvement has been identified as one of the most significant determinants of students’ academic performance and behavioural adjustment, particularly at the secondary school level.

Parental involvement refers to the participation of parents in their children’s educational processes both at home and in school. This includes monitoring academic activities, assisting with homework, communicating with teachers, attending school meetings, and providing emotional and moral support (Epstein, 2020). Research has consistently shown that when parents are actively involved in their children’s education, students tend to perform better academically and exhibit more positive behavioural outcomes.

Globally, studies have demonstrated that parental engagement contributes significantly to improved academic achievement, higher attendance rates, better classroom behaviour, and increased motivation among students (Jeynes, 2021). Parents who maintain strong communication with schools and set high expectations for academic success tend to raise students who are more disciplined and focused in their studies.

In developing countries, including Nigeria, the role of parental involvement is particularly critical due to challenges in the public education system such as overcrowded classrooms, inadequate learning materials, and limited teacher-student interaction. In such contexts, parental support becomes an essential complementary factor that enhances students’ learning experiences both at home and in school.

Behavioural adjustment refers to the ability of students to adapt appropriately to school rules, social expectations, and learning environments. It includes discipline, emotional control, positive peer relationships, and adherence to school norms. Poor behavioural adjustment among students has been linked to academic failure, truancy, and school dropout (Wentzel, 2020). Parental involvement plays a key role in shaping these behavioural outcomes by instilling discipline, values, and supervision at home.

In Kosofe Local Government Area of Lagos State, public secondary schools serve a large and diverse student population. Many students come from varying socio-economic backgrounds, which may influence the level of parental support they receive. While some parents are highly involved in their children’s education, others are constrained by work demands, low educational attainment, or lack of awareness of their role in academic development.

Despite the importance of parental involvement, there is still limited localized empirical evidence on how it influences both academic performance and behavioural adjustment among students in public secondary schools in Kosofe. This study therefore seeks to fill this gap by examining the influence of parental involvement on students’ academic performance and behavioural adjustment in this area.

1.2 Statement of the Problem

Despite ongoing efforts by government and schools to improve the quality of education in Lagos State, students’ academic performance and behavioural adjustment in public secondary schools in Kosofe remain a major concern. Many students continue to perform below expected academic standards, while issues such as indiscipline, absenteeism, poor classroom behaviour, and lack of motivation are increasingly reported.

One major factor that may contribute to these challenges is the varying level of parental involvement in students’ education. While some parents actively participate in monitoring academic progress, assisting with school work, and maintaining communication with teachers, others show minimal involvement due to economic pressures, busy work schedules, or lack of awareness of their responsibilities in their children’s education.

The absence of adequate parental support often leaves students without proper guidance at home, which can negatively affect their study habits, discipline, and overall academic achievement. Studies have shown that students with low parental involvement are more likely to experience poor academic performance and behavioural problems such as truancy, aggression, and lack of concentration in class (Jeynes, 2021; Epstein, 2020).

However, despite the recognition of parental involvement as a key factor in education, there is limited empirical research specifically focused on its influence on both academic performance and behavioural adjustment among students in public secondary schools in Kosofe. Most existing studies tend to focus either on academic performance alone or are conducted in broader geographical contexts, making it difficult to generalize findings to local settings.

This creates a gap in knowledge regarding how parental involvement specifically affects students’ academic outcomes and behavioural adjustment in Kosofe public secondary schools. This study therefore addresses the problem of insufficient empirical evidence on the influence of parental involvement on students’ academic performance and behavioural adjustment in the study area.

1.3 Aim of the Study

The aim of this study is to examine the influence of parental involvement on students’ academic performance and behavioural adjustment in public secondary schools in Kosofe Local Government Area.

1.4 Objectives of the Study

1. To determine the level of parental involvement in students’ education in Kosofe public secondary schools.
2. To examine the relationship between parental involvement and students’ academic performance.
3. To assess the influence of parental involvement on students’ behavioural adjustment.
4. To identify factors affecting parental involvement in students’ education.

1.5 Research Hypothesis

H₀: There is no significant relationship between parental involvement and students’ academic performance and behavioural adjustment in public secondary schools in Kosofe.

1.6 Significance of the Study

This study is significant in several ways. First, it will contribute to educational research by providing empirical evidence on the role of parental involvement in shaping students’ academic and behavioural outcomes in a Nigerian urban context.

Second, the findings will be useful to parents by increasing awareness of how their involvement can positively influence their children’s academic success and behaviour in school.

Third, teachers and school administrators will benefit from the study by gaining insights into how stronger school–home collaboration can improve student discipline and academic performance.

Fourth, education policymakers in Lagos State can use the findings to design policies and programs that encourage greater parental participation in public secondary schools.

Finally, the study will serve as a reference for future researchers interested in family influence, student behaviour, and academic performance in secondary education.

1.7 Scope of the Study

This study focuses on the influence of parental involvement on students’ academic performance and behavioural adjustment in public secondary schools in Kosofe Local Government Area of Lagos State. It covers selected public secondary schools and examines parental engagement, student academic outcomes, and behavioural patterns.

Project – Influence of Parental Involvement on Students’ Academic Performance and Behavioural Adjustment in Public Secondary Schools in Kosofe