Project – Parental Attitude and Public Primary School Pupil’s Academic Achievement in Ifako-Ijaiye Local Government

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Academic achievement at the primary school level forms the bedrock of an individual’s educational and cognitive development. It determines the foundation for future learning, skill acquisition, and socio-economic advancement. In Nigeria, where universal basic education is a national priority, improving the learning outcomes of primary school pupils remains a central concern. However, despite government efforts to promote access and equity, many public primary schools struggle to meet performance benchmarks. In urban and peri-urban areas like Ifako-Ijaiye Local Government Area in Lagos State, the challenges are magnified by issues such as overcrowded classrooms, inadequate teaching resources, and socio-economic disparities among families. Against this backdrop, researchers and educators increasingly recognize the role of family-related factors—particularly parental attitudes—in shaping children’s academic achievement.

Parental attitude refers to the beliefs, values, behaviors, and expectations that parents hold regarding their children’s education. This attitude manifests in various forms, such as encouragement at home, supervision of homework, communication with teachers, and overall support for school activities. Research has consistently shown that positive parental attitudes are significantly linked to pupils’ academic success (Fan & Chen, 2001). Children whose parents are actively engaged in their education tend to demonstrate better motivation, higher self-esteem, and improved academic performance. In contrast, pupils whose parents show indifference or disengagement from school affairs often lag behind academically, especially in settings where schools alone cannot provide the full range of support needed for learning (Hill & Tyson, 2009).

In Ifako-Ijaiye LGA, the socio-economic diversity of the population means that parental engagement with education varies widely. Some parents, particularly those with higher education or stable income, are more likely to value education and actively support their children’s learning. Others, constrained by financial hardship, limited schooling, or cultural attitudes, may see education as the sole responsibility of the school. This variation in parental disposition creates uneven outcomes in student achievement across public primary schools. In such contexts, children from more supportive home environments enjoy a distinct advantage over their peers, highlighting the need for a deeper understanding of how parental attitudes affect academic performance in the local setting.

Moreover, the influence of parental attitude extends beyond direct academic support. Epstein (2001) emphasizes the concept of “school-family-community partnerships,” which argues that effective learning occurs when families and schools collaborate. Involvement in school meetings, parent-teacher associations, volunteering, and home-based activities such as reading or discussing schoolwork enhances the child’s educational experience. Desforges and Abouchaar (2003) add that cultural norms, family income, and parental literacy levels significantly shape how parents interact with schools. For example, a parent who values education but lacks literacy skills may support a child morally and emotionally but be unable to assist with homework. Thus, even well-intentioned attitudes may have limited impact without structural support.

In recent years, educational policymakers have begun to realize the importance of engaging parents as partners in educational development. However, many public primary schools in Nigeria, including those in Ifako-Ijaiye, lack structured programs to encourage parental involvement. There is also a gap in empirical research exploring the specific nature of parental attitudes within this locality. Without concrete data, it is difficult to design effective interventions tailored to the social realities of families in this region. Understanding the local dimensions of parental attitudes—including barriers to involvement—can help educators and stakeholders develop targeted solutions to support all learners, especially those at risk of underperformance.

Given these concerns, this study seeks to explore the relationship between parental attitudes and the academic achievement of pupils in public primary schools within Ifako-Ijaiye LGA. By examining the different ways parents engage with or distance themselves from their children’s education, the study aims to provide actionable insights for improving learning outcomes. It is hoped that the findings will not only contribute to the academic literature but also inform school-based and community-level initiatives that foster stronger home-school collaboration, ultimately enhancing the quality of education in the local government area.

1.2 Statement of the Problem

Despite significant government investments in Nigeria’s primary education sector, including the Universal Basic Education (UBE) program and numerous state-led interventions, learning outcomes remain suboptimal in many public schools. In Lagos State, and particularly in Ifako-Ijaiye Local Government Area, standardized assessment reports continue to reveal widespread underperformance in key subjects such as English Language, Mathematics, and Basic Science. Pupils often struggle with basic literacy and numeracy skills, suggesting that the gains from infrastructural upgrades and teacher training are not fully translating into academic success (Lagos State Ministry of Education, 2023).

Much of the focus in educational reforms has been on improving physical learning environments, increasing access to school facilities, and ensuring the recruitment of qualified teachers. However, these school-centered interventions often overlook the powerful influence of the home environment, where learning attitudes and habits are first formed. Parental attitudes—comprising interest, expectations, and involvement in their children’s education—can significantly reinforce or undermine the impact of classroom teaching. Unfortunately, the role of parents in supporting educational outcomes has not received equal attention in most policy and practical frameworks, despite its proven relevance in child development literature.

In the context of Ifako-Ijaiye, a densely populated urban area with socio-economic diversity, parental attitudes toward education vary markedly. Some parents are highly engaged—providing academic support at home, participating in school meetings, and maintaining communication with teachers—while others are detached, leaving all responsibilities to the school. Factors such as poverty, low educational attainment, time constraints, and cultural perceptions about the school’s role often limit meaningful parental involvement. This inconsistency in parental engagement contributes to disparities in pupil performance across schools and communities within the same local government area.

This situation presents a set of critical, yet underexplored, questions: How do different parental attitudes influence pupils’ academic achievement? Are there specific behaviors—such as monitoring homework, reading with children, or attending school functions—that are more strongly correlated with improved performance? How do socio-economic and cultural factors shape these attitudes, and what barriers prevent more active parental involvement? Although these questions are central to educational progress, they have not been systematically investigated in the context of Ifako-Ijaiye.

Therefore, there is a pressing need for empirical research that examines the link between parental attitude and pupil academic achievement in public primary schools in this locality. Such a study will help identify gaps in parental engagement and provide data-driven insights to inform policy and practice. By focusing on this often-overlooked factor, the research can contribute meaningfully to the broader goal of improving learning outcomes and ensuring that every child, regardless of background, receives the support needed to succeed academically.

1.3 Purpose of the Study

The purpose of this study is to investigate the relationship between parental attitude and academic achievement of pupils in public primary schools within Ifako-Ijaiye Local Government Area of Lagos State.

The specific objectives of the study are to:

1. Examine the nature of parental attitudes toward the education of their children in public primary schools.
2. Assess the academic performance levels of pupils in selected public primary schools.
3. Determine the relationship between parental attitude and pupils’ academic achievement.
4. Identify challenges faced by parents that hinder positive engagement with their children’s education.

1.4 Research Questions

The study seeks to answer the following research questions:

1. What are the prevailing parental attitudes toward primary education in Ifako-Ijaiye?
2. What is the current level of academic achievement among pupils in public primary schools?
3. Is there a significant relationship between parental attitude and pupils’ academic achievement?
4. What challenges do parents face in supporting their children’s education?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

H₀: There is no significant relationship between parental attitude and pupils’ academic achievement in public primary schools in Ifako-Ijaiye Local Government Area.

H1: There is a significant relationship between parental attitude and pupils’ academic achievement in public primary schools in Ifako-Ijaiye Local Government Area.

1.6 Significance of the Study

This study is of considerable significance as it addresses a critical but often neglected factor influencing pupil academic achievement—parental attitude. In a rapidly developing urban area like Ifako-Ijaiye, where educational outcomes vary widely among public primary school pupils, understanding the role of parental engagement is essential. By shedding light on how parents’ beliefs, behaviors, and expectations shape academic performance, the study contributes to a more holistic understanding of what drives or hinders success in early education.

For policymakers and education administrators at both state and local government levels, this study provides empirical data that can inform evidence-based decision-making. With insights into the specific ways parental attitudes influence pupils’ outcomes, education authorities can design targeted intervention programs that encourage more effective home-school collaboration. For instance, community sensitization campaigns, adult education programs, or structured parental involvement policies could be developed to foster a more supportive learning environment outside the classroom.

Teachers and school managers will also benefit from this study, as it highlights the importance of nurturing strong relationships with pupils’ families. The findings may help educators recognize the value of consistent communication with parents, encourage the establishment of parent-teacher forums, and inspire creative strategies to involve parents in school activities. Ultimately, such collaboration can enhance the teaching-learning process, reduce behavioral issues in classrooms, and create a more cohesive educational environment for children.

Parents themselves stand to gain significantly from the findings of this research. Many parents may be unaware of how their attitudes—whether positive or negative—impact their children’s learning experiences and achievements. This study can serve as a tool for awareness and enlightenment, helping parents recognize their role as active partners in the educational process rather than passive observers. Through this understanding, parents may be more motivated to support their children emotionally, materially, and academically.

In the academic sphere, the study provides a valuable foundation for future research. Scholars and education researchers interested in the intersection of family dynamics and academic performance can build on this work to explore related variables such as parental education level, family structure, income level, or cultural influences. It also adds to the growing body of literature on education in urban Nigerian settings, offering localized insights that are often lacking in broader national assessments or global comparisons.

Finally, development partners, NGOs, and community-based organizations involved in educational advocacy will find the study useful in designing localized programs that bridge the gap between home and school. By grounding their initiatives in data drawn directly from the Ifako-Ijaiye context, these organizations can contribute to more sustainable educational development. In sum, the study not only benefits academic discourse but also has practical implications for real-world educational improvement in Lagos State and beyond.

1.8 Scope of the Study

The study is confined to public primary schools within Ifako-Ijaiye Local Government Area of Lagos State. It focuses on examining parental attitudes including involvement in school activities, monitoring of homework, and educational aspirations for children and how these relate to pupils’ academic achievement in core subjects such as Mathematics, English, and Basic Science.

1.9 Operational Definition of Terms

• Parental Attitude: Refers to the behaviors, perceptions, and emotional dispositions that parents exhibit toward their children’s education, including involvement, encouragement, and expectations.
• Academic Achievement: Measured performance of pupils in school subjects, often reflected through test scores and teacher assessments.
• Public Primary Schools: Government-owned and operated elementary schools that provide basic education to children typically between ages 6 and 12.
• Ifako-Ijaiye LGA: An administrative district in Lagos State characterized by urban settlements and a high population density, hosting a mix of middle and low-income households.

Project – Parental Attitude and Public Primary School Pupil’s Academic Achievement in Ifako-Ijaiye Local Government