EFFECT OF PARENTAL CARE ON THE ACADEMIC

PERFORMANCE OF PRIMARY SCHOOL PUPILS

BY
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Millions of children around the world are growing up without

one or both of their parents. Many more are at risk of separation,

due to the impact of poverty, disability and such crises as natural

disaster and armed conflict. Children without parental care find

themselves at a higher risk of discrimination, inadequate care,

abuse and exploitation, and their well-being is often insufficiently

monitored. Inadequate care environments can impair children’s

emotional and social development and leave them vulnerable to

exploitation, sexual abuse and physical violence (Gadsden, 2003).

The effect of parent care on a child at any given time cannot be over

emphasized. The home is very germane and crucial to a child’s well

being and development in later life. Family is the primary cell of

society where the child's upbringing must begin since his birth, still

in cradle. According to V. Hugo, the person's principles established

since childhood are like letters engraved in the bark of a young tree,

which grow, enlarge with it making its integral part. Therefore, right
beginning makes the most important part of upbringing/education.

Nobody ever said that children were easy to raise. They don't come

with guidelines or instructions, and they certainly don't come with a

pause button. What they do come with is a crucial set of physical

and emotional needs that must be met. Failure of the parents to

meet these specific needs can have wide-ranging and long-lasting

negative effects especially on academic performance. Epistein,

(2001). This is because parent in the home are children first

teacher. As a child move from infant to toddler and then to a

preschooler, he learns how to speak, listen, write and read which

latter develop the child to achieve academically. The influence of

parents on children school achievement is well documented in

numerous studies. Gadsden (2003) says greater parental

involvement at early stage in children’s learning, positively affects

the child’s school performance including higher academic

performance. Harderves (1998) review that family whose children

are doing well in school exhibit the following characters:

1. Establish a daily family routine by providing time and a quite

place to study with the children and assigning responsibility

for house hold chores.

 2. Monitor out-of-school activities, for example setting limits on

television watching, reduce time of playing, monitor the groups

of friends the pupils walk with.

3. Encourage children’s development and progress in school; that

is maintaining a worm and supportive home, showing interest

in children’s progress at school, helping him or her with home

work, discussing the value of a good education and future

career with children.

Izzo et al (1999) studied 1205 US children from kindergarten

through to grade 3 in a 3 year longitudinal research programme.

Teachers rated four forms of involvement; provision of all the

material needs of the child; frequency of parent-teacher contact;

quality of parent teacher interaction; participation in educational

activities in the home; and participation in school activities. These

factors, as well as parental care variables were examined to find any

relationship they might have with academic performance of primary

school pupils.
1.2 STATEMENT OF THE PROBLEM

Dubois et al (1994) showed that family support and the quality of

parental care significantly predicted school adjustment in a sample

of 159 young US adolescents (aged 10 –12) followed in a two year

longitudinal study. At-home parental care clearly and consistently

has significant effects on pupil performance and adjustment which

far outweigh other forms of achievement. When a child have caring

parent and families to support learning, children tend to succeed

not just in school, but throughout life. In fact the most accurate

predictor of a pupil’s performance in school is not income or social

status, but the extent to which that pupil’s family is able to create a

home environment that encourages learning and to express high

expectations for their children’s future careers and become involve

in their children’s education at schools and in the home. However,

the researcher seeks to investigate the effect of parental care on the

academic performance of primary school pupils.

1.3 OBJECTIVES OF THE STUDY

The following are the objectives of this study:

 1. To examine the effect of parental care on the academic

performance of primary school pupils.

2. To examine the rudiments of parental care.

3. To determine the factors that can influence the academic

performance of primary school pupils.

1.4 RESEARCH QUESTIONS

1. What is the effect of parental care on the academic

performance of primary school pupils?

2. What are the rudiments of parental care?

3. What are the factors that can influence the academic

performance of primary school pupils?

1.5 HYPOTHESIS

HO: Parental care does not influences the academic performance of

primary school pupils

HA: Parental care does influence the academic performance of

primary school pupils

1.6 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

This study will educate the general public on the need for good

parental care not only to enhance the pupil academic per5formance

but to prepare the child for the future endeavour with right

upbringing so that the child will freely interact with the pairs with

better self esteem.

This research will also serve as a resource base to other scholars

and researchers interested in carrying out further research in this

field subsequently, if applied will go to an extent to provide new

explanation to the topic

1.7 SCOPE/LIMITATIONS OF THE STUDY

This study will cover all the areas that parents need to properly take

care of to properly develop the child physically and emotionally, as

the effect of these variables will be examined of the pupil’s academic

performance

LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the

efficiency of the researcher in sourcing for the relevant materials,

literature or information and in the process of data collection

(internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in

this study with other academic work. This consequently will cut

down on the time devoted for the research work.

REFERENCES
Izzo, C.V., Weissberg, R.P., Kasprow, W.J., and Fendrich, M. (1999).
A longitudinal assessment of teacher perceptions of parent
involvement in children’s education and school performance,
American Journal of Community Psychology, 27 (6), 817-839
Gadsden (2003) Interaction among child care, maternal education
and family literacy.
Epistein, J. (2001): School, family and community partnerships.
Boulders West view press.
Henderson, A.T . 7 Mapp, K.L (2002): A new ware of evidence; The
impact of school, family and community connections on
student achievement. Austin TX; Southwest educational
development. Harvard family research project’s published by
HFRD.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

This chapter gives an insight into various studies conducted by

outstanding researchers, as well as explained terminologies with

regards to effect of parental care on academic performance of

primary school pupils in Nigeria Nursery schools.

The chapter also gives a resume of the history and present status of

the problem delineated by a concise review of previous studies into

closely related problems.

2.2 THEORETICAL FRAMEWORK

The Theoretical framework that serves as a basis for this study is a

research-based framework developed by Epstein (1995). The

framework summarizes the theory of overlapping spheres of

influence to explain the shared responsibilities of home, school, and

community for children’s learning and development. The framework

contains six important factors with regard to parental involvement.

The six factors are parenting, communicating, volunteering,

learning at home, decision-making and collaborating with the

community. However this study is going to be limited to parenting,

communicating and learning at home since these are applicable at

subject level while the whole spectrum applies to school-family

partnerships.

Parenting pertains to helping all families to understand the

development of both the child and the adolescent. The basic

obligations of parents include responsibilities of families to ensure

children's health and safety; to the parenting and child-rearing

skills needed to prepare children for school; to the continual need to

supervise, discipline, and guide children at each age level; and to

the need to build positive home conditions that support school

learning and behavior appropriate for each grade level. It also helps

establishing a supportive home environment for children as

students.

Communicating involves designing and establishing two-way

communication channels between school and home that are

effective and reliable. Communication channels between the

mathematics teacher and parents about the children’s progress

must be in place so that the learner benefits from the support from

the two parties.

Learning at home pertains to providing ideas and information to

parents about how they can best assist their children with

homework and curricular related decisions and activities. Parent

involvement in learning activities at home among others refers to

parent-initiated activities or child-initiated requests for help, and

ideas or instructions from teachers for parents to monitor or assist

their own children at home on learning activities that are

coordinated with the children's classwork. The framework helps

educators develop more comprehensive programs of school and

family partnerships.

These three types of involvement can guide the development of a

balanced, comprehensive program of partnerships, including

opportunities for family involvement at school and at home, with

potentially important results for students, parents, and teachers.

The results for students, parents, and teachers will depend on the
particular types of involvement that are implemented, as well as on

the quality of the implementation.

2.3 THE CONCEPT OF PARENTAL CARE

Parental Care is parental investment provided by a male animal to

his own offspring. Parental Care may provided in concert with the

mother (bi-parental care) or, more rarely, by the male alone. Human

cultures and societies vary widely in the expression of Parental

Care. Some cultures recognize Parental Care via celebration of

Father's Day. According to Gray (2010), human Parental Care is a

derived characteristic (evolved in humans or our recent ancestors)

and one of the defining characteristics of Homo sapiens. Different

aspects of human Parental Care (direct, indirect, fostering social or

moral development) may have evolved at different points in our

history, and together they form a unique suite of behaviors as

compared with the great apes. One study of humans has found

evidence suggesting a possible evolutionary trade-off between

mating success and parenting involvement; specifically, fathers with

smaller testes tend to be more involved in care of their children.

Research on the effects of Parental Care on human happiness have

yielded conflicting results. However, one recent study concluded

that fathers generally report higher levels of happiness, positive

emotion, and meaning in life as compared with non-fathers. [

2.3.1 Family Structure

There are different types of family structures. The structures are

based on whether both parents are involved in children's training or

whether only one of the parents is involved in the training of the

children.

In the light of the above assumption, the following family structure

types have been identified (Cofornan, 1988):

(1) Single parent families in which either of the father or mother is

engaged in the training of the children. This situation could arise

as a result of death of either of the parents, divorce or as a result of

pregnancy arising from irresponsible sex or sex before marriages.

(2) Both-parent families: Here, the fathers and the mothers are

involved, in the training of the children. However the type of

 relationships that exist between the fathers and the mothers go a

long way in determining the performance of the children in school.

Amato (1987) is of the view that

both parents may be living together but not intact in their

engagements or commitments towards child general training of

children.

(3) Step-parent families:- This situation could arise from instances

where either of the parents dies and the remaining partner

remarried so that the children are being taken care of by the new

partner. This is common where the mother dies and the father

remarries. The new wife now acts

as the mother to the children of the first wife. It is the same when a

father dies and the wife re-marries. The new husband now acts as

the father to the children of the first husband.

2.3.2 The Roles of Father in a Family

Apart from being the bread-winner for the family, the father is the head

and semi-god of the family. His impacts on each member of the family

go beyond emphasis.
Bamisaiye and Ojo (1978) stated that the father plays a major role in

concerning the health care of the family. In societies, such as the Urban

Communities of Northern Nigeria, where seclusion after marriage is customary

of women any physical departure from the home requires the permission

of husband (Smith, 1965).

In societies which have patrilineal descent patterns, the father tends to be

unquestionable authority regarding his children. In descent terms, the

"belong8 to him and he sanctions all relating to their care and upbringing.

However. in cities such as Lagos where there is a strong tradition of female

independence, decision making within the family will tend towards the model

(Oppong, 1970).

Yoruba women will take decisions regarding their own business or trade,

husbands will take decision on issues relating to their children. Abasiekong

(1981} wrote that reports from Cross-River State of Nigeria that family-decision-

making as relating to medical or health care matters and education of the

children dominated by the husbands.

From East Africa, Bomstein and Kreysler (1072) and Bennett and Jeiliffe (1965;

both reported that the permission of the father was necessary before a child is

to a doctor or hospital and educational institution. Throughout Africa, husbands

to be older, better educated and more likely to be employed In the modem sector

of the economic than their wives. Accordingly, wives tend to look at their

husbands to interpret the complexities of the family problems which include

health care and children education. He decides on the level to use for a

particular problem to bear the economic cost involved in solving the various

family problems.

It is common to find a child at the paediatric emergency room accompanied by

the mother and the father who is invariably present to handle the crisis -

situation for the family. The role of the lather is also extended to his presence in

the educational institution being attended by the children.

2.3.3 The Roles of Mother in a Family

In most societies or communities, the roles of the mothers are complementary to

that of the fathers. However, their influence on children's general upbringing

unquantifiable.

Ekwealo in Sunday Punch (November 5, 2000} summed it up that

women's function and roles are complementary, not inferior. A house

wife who stays at home is not idle, she combines a fot of roles in her

capacity as housewife. An interior decorator who organizes the home

and makes it homely, a culinary expert who prepares food to be

consumed by members of the household, a manager/accountant who

controls the domestic purse, a psychologist, a teacher and character

molder who trains the children and brings them into responsible

positions and citizens. Toynbee (1996) explained that the mother in

the home environment is irreplaceable as the educator of her children

in the early years of life, during which a child's character and

temperaments are formed. The mother is the major environmental

agency for character formation under normal conditions.

Babalofa in Sunday Punch (November 5, 2000) described a

woman as the sole originator of a congenial, peaceful and lovely

relationship among the members of the family. She does this by being

sincere to both the husband and the children. Her advice and

concern about what the children and husband's wear, her ability to

satisfy her husband's sexual ends, the physical attraction on to her

husband through proper adjustment, her ability as being the source of

strength of her husband, her love to the husband and the siblings and
her ability to equitable share her attention to her kids and her

husband bring her sincerity into focus.

Conclusively, in an ideal and intact family structure where the

father and the mother (husband and wife) play (heir roles as expected

and where there is a genuine cooperation and congenial relationship

among the members of the family, the children will genuinely

perform well in their academic engagements and general

development. !n families where the husbands and the wives are not in

good accord or always in disagreements, there will be little or no

Attention to the children and this will definitely affect their academic

performances adversely.

2.3.4 The Impact of Family Structure on Children's Academic

Performances

Many studies have revealed that children who grow up in single-

parent families are less likely to complete high school or even attend

college than the children who grow up with both parents (Amato

1987).
 Bumpass (1984) posited that this relationship has aroused

considerable concern among policymakers and scholars. Especially in

light of recent projections that half of all children born in the last

decade will spend some time living in a single-parent family before

reaching age 18. Education is a key factor which determines Jong-time

economic success, and the association between family disruption

and tower educational attainment raises the question of the sharp

increase in a family instability during the past two decades will have

lasting negative consequences on educational attainment of next

generation (Chase-landale; Lindsey and E. Mavis; Hetherington,

1988).

Garfinkel and Melanahan (1986) asserted that one reason why

children from single-parent families are less likely to finish high school

is the precarious economic position of their families. Mother-only

families are more likely than other families to be poor, and their

poverty is more extreme than that of other groups (Bane David

1983).

Buncan and Hoffman (1985) posited that even among single-parent

families living above the poverty line, income insecurity is a common

place. Previous research into the intergenerational effects of family

disruption indicates that income account for between 30 and 50

percent of the difference in high school among children from intact

and non-intact families (Bumpass 1984).

Sociologists have to ask how child rearing practices and parent-

child relationship are affected by family position and single

parenthood and how these affect the longtime time well-being of

children. Children growing up in a non-intact family are more likely to

drop out of school (high school). This disengagement from school is

associated with the low education aspirations, since high

aspirations are a critical factor predicting education achievement

(Sewell and Shah, 1968). A good measure of behavioural

disengagement is the student's attendance record; attitude towards

working hard in school and going to college are good indicators of

the effective aspect of disengagement.

Meanwhile Sandefur, Melanahan, and Wojtkiewies (1989) noted

that the average income of step-parent- families is substantially

higher than the income of step-parent families, but somewhat lower

than that of two-parent intact families. The quality of parent-child

relationship in single-parent and step-parent-families may be lower

than in intact families because of the stress associated with

divorces. remarriage, or both, because of conflict between children

and step-parents for" mother's male- partners). Children in step-

parent-families also share corner experiences with children in

single parent families in that they live apart from a natural parent

and may be exposed to conflict between their biological parents.

2.4 PARENTAL PRACTICES AND SCHOOLING

In most parts of the world, the process of educational attainment

involves coordinating decisions on many dimensions e.g.

curriculum placement, curriculum choice, participation in

extracurricular activities and post secondary school choice.

Successful passage through or navigation of this complicates system

is partly dependent on parental assistance (Baker and Stevenson,

1986). Ineffective or inadequate parental assistance may lead a

child to feel overwhelmed consequently to withdraw from school.

Researches on status attainment have shown that high

educational" aspirations of parents are associated with high

aspirations in children, and that this association account for a

significant part of the association father's and son's educational

attainment (Sewell and Shah, 1968).

Similarly, results from studies have revealed that children in single-

parent families report less parental involvement in school work and

less supervision outside the home than children in two-parent families.

Children in step-parent families report lower educational aspiration on

the part of thes'r parents and less parental involvement with school

work. However, stepparent families resemble two-parent families with

respect to general supervision.

The difference between single-parent and two-parent families is limited

to variables that reflect differences in the amount of time parents have

available monitoring school work and general supervision, whereas

the contrast between step-parent and two-parent families extends to

educational aspirations as well.

The fatter suggests that the financial commitments to children may be

weaker in step-parent families as compared with other families. The

differences in family effects on supervision suggest that number of

parents is the key factor determining outside supervision.

Interestingly, children of single parents' are more likely than other

children to spend time talking to their parents. !t is assumed that

single parents make confidants of their children. The absence of a

significant relationship between "talking with a parent" and living in a

stepparent-family is also consistent with this reasoning. Once the step-

parent (usually a stepfather) moves in, the level of interaction between

the mother and the child declines, probable because the mother

devotes more of her time to her new spouse (Sewell and Shah, 1968).
2.5 PARENTING PRACTICES AND SCHOOL ACHIEVEMENTS

Studies have shown that, without taking parental practices into

account, growing up in a single-parent family has negative

consequences for a student's grade-point average, school attendance

and both indicators of educational attainment, in the same way

growing up in a step-parent-family has negative consequences for

grade-DC not average, attendance, student's college expectations,

and both measures of attainment (Amato, 1987).

LITerature have also indicated that parental practices exert

important effects on the children's educational outcomes. Parental

structure and parental practices have significant effects on such

educational outcomes as:

(a) Maintenance of grades

(b) Wanting college

(c) School attendance

(d) Attitudes towards school

(e) Never dropped out

(f) Diploma certification etc.

 Two of the parenting variables, aspirations and general

supervision are Associated with all the six outcome enumerated above.

Monitoring of school-work is related to most of the outcomes: and

relatively frequent communication is related to positive attitudes

towards school and grade-point average. The direct effects on school

completion of family structure, parent practices, and engagement with

school on educational attainment are significantly worth identifying.

All the four indicators of engagement with school: grade aspirations,

attendance and attitudes have positive effects on both staying in

school and obtaining Diploma certificate. Disengagement from school

accounts for all of the effects of parental monitoring and for over all

parental supervision on educational attainment (Anderson 1987).

2.5.1 Consequences Of Changes In Family Structure

Review of literature by Bumpass (1984) on the effects of family

disruption leading to changes in parental practices and school

attachment indicate that children who experience family disruption

experienced negative changes in four of five measures of parenting

practices. Marital disruption leads to reductions in the amount of

time parents spend monitoring schoolwork and supervising their

children, and reductions in parent -child communication. The change

in parenting practices is strongest for father's monitoring of

schoolwork, which reflects the fact that most children live with their

mothers after a divorce. Marital disruption is accompanied by

increases in truancy and more negative attitudes toward school.

Marital disruption appears associated with behavioral and effective

changes, rather than with changes in more cognitive phenomena like

aspirations and grades.

2.6 IMPACT OF PAREANTAL CARE ON ACADEMIC

PERFORMANCE

Singh et al identified four components of parental involvement

namely; parental aspirations for children’s education, parent-child

communication about school; home-structure and parental

participation in school related activities. It should be emphasised

that ‘parental aspiration’ refers to the parents’ hopes and

expectations for the child’s continuing education, ‘parent-child

communication’ refers specifically to school related matters, ‘home

structure’ refers to the degree of discipline exerted by the parents to

insist on homework completion and to limit potentially distracting

activities (e.g. watching T.V.) whilst ‘parental participation in school’

more self evidently refers to parent support for and participation in

school and class functions. Singh et al showed that parental

involvement in school activities had no effect on achievement whilst

home structure had a slight negative association. Parental

involvement in the form of parent child discussions had a moderate

impact. Parental aspiration had a powerful influence on

achievement both directly and indirectly through discussion. To

give some idea of the scale of this influence it can be compared to

the influence of prior achievement. Prior achievement is usually the

best predictor of pupils’ present achievement. It is a good measure

of all the previous effects of family background and the child’s

abilities. Singh et al showed that parental aspiration was the factor

that had the biggest impact on pupil achievement once social class

factors had been taken into account. The surprise finding is the

slight negative effect of ‘home structure’ on achievement. It has

generally been considered that a degree of organisation and

discipline related to the use of out-of-school time would support

school achievement. The negative result here runs counter to that

sentiment. It merits cautious interpretation. It could be that the

best discipline is self discipline. Attempts to impose discipline on

adolescents might be indicative of problem behaviour, i.e. the

parents are reacting to a problem rather than causing it. Another

result to emphasise from this study, replicating that of Sui-Chu and

Willms is that parental involvement which takes the form of in-

school parental activity has little effect on individual’s attainment.

Catsambis (2001) analysed data from the NELS: 88 study and its

second, follow-up (NELS: 92). This gave access to extensive data

collected by questionnaire from parents, students, teachers,

principals and administrators on achievement and parental

involvement. Catsambis used Epstein’s conception of involvement

and searched the data base to find evidence with which to asses the

6 types of involvement, relating them to measures of student

achievement. Once again, background variables such as family

socio-economic status and previous attainment, were factored out

before examining the impact of parental involvement on student

achievement, in this case in the age rage 14 – 18 years. The first

main result of this study was that none of the 6 modes of

involvement was associated with academic progression in this age

range. This replicates Sacker et al’s (2002) findings from the UK

NCDS for adolescents. However, parental involvement was positively

associated with what in England would be termed ‘staying on rates’

and with increased likelihood of making challenging course options.

High levels of parental expectation, consistent encouragement and

actions to enhance learning opportunities in the home were all

positively associated with students’ high aspirations and college

enrolments – this regardless of students SES or ethnic background.

2.6.1 Effects of Family Size on Educational Attainment of

Children

Students conducted on educational attainment of children and the

size of the family indicated that children from large families attain less

schooling on the average than those children with few brothers and

sisters. This negative effect of family size on educational attainment

persists after the socioeconomic characteristics of the families are

statistically controlled (Slake, 1989).

These studies assumed that large families spread their resources:-

economic, cultural and effectiveness more thinly than do families with

fewer children. This suggests that parents who have many children

invest less money, time, emotional and psychic energy, and

attention on each child (Blake, 1989 and Golemen, 1988).

Blake (1989) hypothesizes that the negative effect of sibship size on

educational attainment in U. S. is weaker among Catholics than

among Protestants because the Catholic community extend various

kinds of support to its members such as family-based tuition in its

parochial school & and parish network that distribute used clothing

for children. Community support reduces the negative effect of sibship

size because the dilution of resources from the nuclear family is

countered by resources from an external source (i.e. the community).

Cole and Hoffer, (1987) reported that among students attending

Catholic schools, family size is only weakly related to school

achievement. Blake also found that among U.S. Jews, the effect of

family size on educational attainment is weak. She attributed this to

the value orthodox Judaism placed on large families and extended

periods of schooling.

2.7 EMPIRICAL REVIEW

A research conducted by Webster (1985) of father involvement in parent for

conduct problem, children indicated that there was a significant difference

between father-involved families and father-absent families in terms of

treatment maintenance one year later. Analysis showed that most of the

families responded favorably to the treatment in terms of mother and child

improvements significantly came from father - involved families.

Thus from the above positions, it is safe to conclusively state that the father is the

binder of the family. He holds the key to the family decision-making as It

education of the children, the health care measures of ail the family members,

the feeding and general welfare measures of the family.

Home experiences are vital in shaping children’s future

mathematical interests, beliefs, and motivations. The role of

parents in shaping their children’s future mathematics’ attitudes

and motivation is key during early childhood. Iruka and Barbarin

and Aikens (2008) noted that parents and families are considered

the most essential others who children encounter in the earliest

stage of their lives. The reason why parents are considered the most

essential others in their children’s early and later lives is because

children observe and learn from, and later apply as parallel their

early observations. Because each parent provides different

experiences at home, the observations of each child results in

differences related to their parents’ attitudes, values, and beliefs

about mathematics. All of these parental behaviours lead to

different educational emphases in the home (Cross, Woods, &

Schweingruber, 2009). To provide more positive educational

experiences at home, parents need to be informed about how their

involvement affects their children’s mathematical skills and

knowledge.

Friedel, Cortino, Turner and Midgley (2010) noted that parental

involvement in its many and varied ways is a vital parameter for

increasing children’s mathematics achievement. Current studies

have indicated some specific factors that play an essential role in

increasing children’s mathematics achievement: Parental

aspirations, parent-child communication, home structure, and

parents’ involvement in school’s activities ( Wang, 2004). Bicer,

Capraro, and Cetin (2012) noted similar indicators affecting

children’s mathematical achievement either adversely or positively:

parents’ socio-economic status, parents’ success expectations from

their children’s mathematics courses, parental beliefs about

mathematics, and parent-child, teacher and school communication.

Demir, Kilic, and Unal (2010) demonstrated that students whose

parents were highly educated and exposed to mathematics before in

their lives tend to show more success in mathematics than their

peers whose parents were less educated and not being exposed to

mathematics. The reason for this correlation is because highly

educated parents know the learning requirements and had the

opportunity to provide the best educational environment for their

children (Alomar, 2006). Parents can increase the potential

development of their children mathematical knowledge and skills by

setting high expectations and providing stimulating environments

(Cross et al., 2009). Israel, Beaulieu, and Hartless (2001) concluded

that parents’ socioeconomic status is correlated with a child’s

educational achievement.
Farooq, Shafiq and Berhanu (2011) concluded that students whose

parents are educated score higher on standardized tests than those

whose parents were not educated. Educated parents can better

communicate with their children regarding the school work,

activities and the information being taught at school. They can

better assist their children in their work and participate at school

(Fantuzzo & Tighe, 2000). The academic performance of students

heavily depends upon the parental involvement in their academic

activities to attain the higher level of quality in academic success

(Barnard, 2004).

Dysfunctional family processes (e.g. conflict, substance abuse, child

abuse, negative modelling, disturbed parentchild relationships,

deprivation of stimulation and affection) can affect children’s

performance and behaviour. Children in such family circumstances

are at increased risk of hyperactivity, truancy, mental health

disorders (and suicide), delinquency, and low levels of literacy and

self-esteem.

Smith and May (2006) emphasised the importance of children’s

interactions with the more competent members of the culture

(predominantly family members). She describes families as having a

key function in providing responsive learning contexts which allow

children to gradually take more and more initiative in their own

learning, work cooperatively on shared tasks with others, and

provide responsive feedback. The key elements of this process are

dialogue, social interaction and graduated assistance based on the

child’s existing skills and knowledge.

The Competent Children Study revealed that children from low

income homes and homes with low parental education, “…can go

over these hurdles when they also take part in activities and

interactions which feed their use and enjoyment of literacy and

mathematics, and of words, patterns and other symbols generally.”

(Wylie, 2001:34).
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 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION

This chapter covers the description and discussion on the various

techniques and procedures used in the study to collect and analyze

the data as it is deemed appropriate.

It is organized under the following sub-headings:

 Research Design

 Area of the Study

 Population of the study

 Sample and sampling procedure

 Instrument of Data Collection

 Validation of the Instrument

 Reliability of the Instrument

 Method of Data Collection 

 Method of Data Analysis

3.1 RESEARCH DESIGN

According to Asika (2009), research designs are often referred to as

the structuring of investigation aimed at identifying variables and

their relationships to one another. In this study, questionnaire

serves as useful guide to the effort of generating data for this study.

The survey research design through the administration of

questionnaires was used for the study.

3.2 AREA OF THE STUDY

The study will be conducted in Lagos State, Nigeria. Lagos is the

most populous city in Nigeria, the second fastest-growing city in

Africa and the seventh in the world. The population of Lagos urban

area, according to the Lagos State Government is 17.5 million, a

number disputed by the Nigerian Government and judged

unreliable by the National Population Commission of Nigeria. Lagos

was reported in 2014 to have a metropolitan population of 21

million, making Lagos

3.3 POPULATION OF THE STUDY

The population of study consists of pupils of Grace Nursery and

Primary School, Ikeja, Lagos State.

3.4 SAMPLE OF THE STUDY

The Convenient sampling technique was used in selecting 200

students cutting across various classes of the school from the entire

population. This was chosen due to the financial strength of the

researcher coupled with time constraints.

3.5 INSTRUMENT FOR DATA COLLECTION

These are the tools or methods used in getting data from

respondents. In this study, questionnaires and interview are

research instruments used. Questionnaire is the main research

instrument used for the study to gather necessary data from the

sample respondents. The questionnaire is structured type and

provides answers to the research questions and hypotheses therein.

This instrument is divided and limited into two sections; Section A

and B. Section A deals with the personal data of the respondents

while Section B contains research statement postulated in line with

the research question and hypothesis in chapter one. Options or

alternatives are provided for each respondent to pick or tick one of

the options.

3.6 RELIABILITY AND VALIDITY OF INSTRUMENT

Reliability means the accuracy of precision of a measuring

instrument while validity means the extent to which the research

instrument measures what it is supposed to measure. In order to

determine the reliability and validity of the study, the test-retest

method was used. To have a valid instrument, the questions in the

questionnaire will be free from ambiguity (i.e. the questions will not

be too complex). To have reliable instrument, the questionnaire will

be followed with interview of sample of respondents to know

whether their view on the subject.

3.7 TECHNIQUES OF DATA ANALYSIS

Having gathered the data through the administration of

questionnaire, the collected data will be coded, tabulated, and

analyzed according to the research question and hypothesis.

In order to analyze the data collected effectively and efficiently for

easy management and accuracy, the simple percentage method was

the analytical tools used for this research project and a sample size

of two hundred (200) will be represented by 100% for easy analysis

of the responses.

Also, Correlation statistical analytical method will be used in the

research work. Correlation as a statistical technique is used in

testing of hypothesis so as to predict what the relationship between

two variables should be. It is used in drawing and reaching

conclusion by collecting the observed values from the questionnaire

administered to respondents, testing the degree of freedom and

carrying out a decision in determining the critical value of the

hypothesis.
Where x = independent factor

y = dependent factor

3.8 SCORING OF THE RESEARCH INSTRUMENT

Since the research instrument used was the

questionnaire, it was designed using the like scale method. The
questionnaire was designed in the following ways:

i) Strongly Agreed (SA) - 5

ii) Agreed (A) - 4
iii) Undecided (U) - 3
iv) Disagreed (D) - 2
v) Strongly Disagreed (SD) - 1

3.9 DECISION RULE

In taking decision for “r”, the following riles shall be

observed;

i) If the value of “r” tabulated is greater than “r” calculated,

accept the alternative hypothesis (H1) and .reject the null
hypothesis (H0).
ii) If the “r” calculated is greater than the “r” tabulated, accept
the null hypothesis (H0) while the alternative hypothesis is
rejected
 CHAPTER FOUR

QUESTIONNAIRE ADMINISTRATION

INSTRUCTION: please endeavor to complete the questionnaire by ticking the correct

answer(s) from the options or supply the information required where necessary.

SECTION A: personal information/Data

1. Gender

a. Male

b. Female

2. Age Range

a. Below 6yrs

b. 7-8yrs

c. 8-9yrs

d. 10-11yrs

e. Above 11yrs

3. Class

a. Nursery classes

b. Primary 1

c. Primary2

d. Primary 3

e. Primary 4

f. Primary 5
SECTION B

Question on parental care and the academic performance of pupils

4. My parents take very good care of me.

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagree

e. Strongly disagreed

5. I spend quality time with my parents.

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed

6. The level of care of your parents affects your academic performance.

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed

7. How often do your parents look at your educational materials?

a. Daily

b. Weekly
 c. Monthly

d. Quarterly

e. Yearly

8. Pupils whose parents do not take good care of perform poorly in school.

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed

9. Your academic performance in school has a lot to do with the amount of time you spent with

your parents.

a. strongly agreed

b. agreed

c. undecided

d. disagreed

e. strongly disagreed

10. How is your academic performance?

a. Excellent

b. Very good

c. Good

d. Fair

e. Poor

11. My parents always come to school to discuss my performance with my teacher.

a. Strongly agreed
b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed
4.0. BIO DATA OF PUPILS

Table 4.0.1 Gender of pupils

Cumulative
Frequency Percent Valid Percent Percent

Valid male 110 55.0 55.0 55.0

female 90 45.0 45.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.0.1 showing the gender distribution of the pupils.

Out of the 200 pupils used for this study, 110 of them representing
55percent where male while 90 of them representing 45percent
where female.

Table 4.0.2 Age Range of Pupils

Cumulative
Frequency Percent Valid Percent Percent

Valid below 6years 30 15.0 15.0 15.0

7-8years 40 20.0 20.0 35.0

8-9years 50 25.0 25.0 60.0

10-11years 50 25.0 25.0 85.0

above 11years 30 15.0 15.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.0.2 showing the age distribution of the pupils used for this
survey.

From the total number of pupils used for this study,

30 of them representing 15percent where below 6years old.

40 of them representing 20 percent where between 7-8years old.

50 of them representing 25 percent where between 9-10years old.

50 of them representing 25 percent where between 10-11years old.

30 of them representing 25 percent where above 11years old.

Table 4.0.3 Class of pupils

Cumulative
Frequency Percent Valid Percent Percent

Valid nursery classes 25 12.5 12.5 12.5

primary1 35 17.5 17.5 30.0

primary2 35 17.5 17.5 47.5

primary3 30 15.0 15.0 62.5

primary4 35 17.5 17.5 80.0

primary5 40 20.0 20.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.0.3 showing the class distribution of pupils used for this
research.

From the total number of pupils used for this study,

25 of them representing 12.5percent where in the nursery classes.

35 of them representing 17.5percent where primary 1 pupils.

35 of them representing 17.5percent where primary 2 pupils.

30 of them representing 15.0percent where primary 3 pupils.

35 of them representing 17.5percent where primary 4 pupils.

40 of them representing 20.0percent where primary 2 pupils.

4.1. TABLES BASED ON RESEARCH QUESTIONS

Table 4.1.0 my parents take good care of me

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 60 30.0 30.0 30.0

agree 62 31.0 31.0 61.0

undecided 30 15.0 15.0 76.0

disagree 10 5.0 5.0 81.0

strongly disagree 38 19.0 19.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.0 showing the response of pupils to if their parents take
proper care of them.

Those pupils who strongly agreed that they are being taken care of
by their parents were 60 in number representing 30percent of the
entire number of pupils used for this survey.

Those pupils who agreed that they are being taken care of by their
parents were 62 in number representing 31percent of the entire
number of pupils used for this survey.

30 pupils representing 15.0 percent were undecided.

Those pupils who disagreed that they are being taken care of by
their parents were 10 in number representing 5percent of the entire
number of pupils used for this survey.

Those pupils who strongly agreed that they are being taken care of
by their parents were 38 in number representing 19.0percent of the
entire number of pupils used for this survey.
Table 4.1.1 I spend quality time with parents

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 30 15.0 15.0 15.0

agree 50 25.0 25.0 40.0

undecided 30 15.0 15.0 55.0

disagree 45 22.5 22.5 77.5

Strongly
45 22.5 22.5 100.0
disagree

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.1 shows the responses of pupils if they spend quality time
with their parents

Those pupils who strongly agreed that their parents spend quality
time with them were 30 in number representing 15percent of the
entire number of pupils used for this survey.

Those pupils who agreed that their parents spend quality time with
them were 50 in number representing 25percent of the entire
number of pupils used for this survey.

30 pupils representing 15.0 percent were undecided.

Those pupils who disagree that their parents spend quality time
with them were 45 in number representing 22.5percent of the entire
number of pupils used for this survey.
Those pupils who strongly disagree that their parents spend quality
time with them were 45 in number representing 22.5percent of the
entire number of pupils used for this survey.

Table 4.1.2 level of care of your parents affects academic performance

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 100 50.0 50.0 50.0

agree 40 20.0 20.0 70.0

undecided 20 10.0 10.0 80.0

disagree 25 12.5 12.5 92.5

strongly disagree 15 7.5 7.5 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.2 shows the responses of pupils if the level of care by
their parents affects their academic performance.

Those pupils who strongly agreed that the level of care by parents
determine or influences their academic performance were 100 in
number representing 50percent of the entire number of pupils used
for this survey.

Those pupils who agreed that the level of care by parents determine
or influences their academic performance were 40 in number
representing 20percent of the entire number of pupils used for this
survey.

20 pupils were undecided.

Those pupils who disagreed that the level of care by parents

determine or influences their academic performance were 25 in
number representing 12.5percent of the entire number of pupils
used for this survey.

Those pupils who strongly disagreed that the level of care by

parents determine or influences their academic performance were
15 in number representing 7.5percent of the entire number of
pupils used for this survey.
Table 4.1.3 how often parents look at pupils educational materials

Cumulative
Frequency Percent Valid Percent Percent

Valid daily 10 5.0 5.0 5.0

weekly 60 30.0 30.0 35.0

monthly 50 25.0 25.0 60.0

Quarterly 50 25.0 25.0 85.0

yearly 30 15.0 15.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.3 shows the responses of pupils to how often parents look
at their educational materials.

Those pupils whose parents check their educational materials daily

were 10 in number representing 5.0percent of the entire number of
pupils used for this survey.

Those pupils whose parents check their educational materials

weekly were 60 in number representing 30.0percent of the entire
number of pupils used for this survey.

Those pupils whose parents check their educational materials

monthly were 50 in number representing 25.0percent of the entire
number of pupils used for this survey.

Those pupils whose parents check their educational materials

quarterly were 50 in number representing 25.0percent of the entire
number of pupils used for this survey.
Those pupils whose parents check their educational materials
quarterly were 30 in number representing 15.0percent of the entire
number of pupils used for this survey.

Table 4.1.4 pupils whose parents do not take good care of perform poorly academically

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 120 60.0 60.0 60.0

agree 30 15.0 15.0 75.0

undecided 5 2.5 2.5 77.5

disagree 25 12.5 12.5 90.0

strongly disagree 20 10.0 10.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.4 shows the responses of pupils to pupils whose parents
do not take good care of perform poorly academically.

Those pupils who strongly agreed that pupils whose parents do not
take good care of perform poorly academically Were 120 in number
representing 60percent of the entire number of pupils used for this
survey.

Those pupils who agreed that pupils whose parents do not take
good care of perform poorly academically Were 30 in number
representing 15.0percent of the entire number of pupils used for
this survey.

5 pupils were undecided.

Those pupils who disagreed that pupils whose parents do not take
good care of perform poorly academically Were 25 in number
representing 12.5percent of the entire number of pupils used for
this survey.

Those pupils who strongly disagreed that pupils whose parents do

not take good care of perform poorly academically Were 20 in
number representing 10.0percent of the entire number of pupils
used for this survey.

Table 4.1.5 there is a relationship between the amount of time spent with parents and
academic performance

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 50 25.0 25.0 25.0

agree 60 30.0 30.0 55.0

undecided 10 5.0 5.0 60.0

disagree 45 22.5 22.5 82.5

strongly disagree 35 17.5 17.5 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.5 shows the responses of pupils to relationship between
the amount of time spent with parents and academic performance.

50 pupils representing 25.0percent of the population strongly agree

that there is a relationship between amount of time spent with

parents and academic performance of the pupil.

 60 pupils representing 30.0percent of the population agree that

there is a relationship between amount of time spent with parents

and academic performance of the pupil.

10 pupils were undecided.

45 pupils representing 22.5 percent of the population disagree that

there is a relationship between amount of time spent with parents

and academic performance of the pupil.

35 pupils representing 17.5 percent of the population strongly

disagree that there is a relationship between amount of time spent

with parents and academic performance of the pupil.

Table 4.1.6 Pupils academic performance

Cumulative
Frequency Percent Valid Percent Percent

Valid excellent 50 25.0 25.0 25.0

very good 20 10.0 10.0 35.0

Good 20 10.0 10.0 45.0

fair 60 30.0 30.0 75.0

poor 50 25.0 25.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.6 shows the responses of pupils to their academic
performance.
50 pupils representing 25.0percent of the population perform

excellently academically.

20 pupils representing 10.0percent of the population are very good

academically.

20 pupils representing 10.0percent of the population are good

academically.

60 pupils representing 30.0percent of the population are fairly good

academically.

50 pupils representing 25.0percent of the population are

academically poor.

Table 4.1.7 parents always comes to school to discuss students academic performance

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 30 15.0 15.0 15.0

agree 50 25.0 25.0 40.0

undecided 20 10.0 10.0 50.0

disagreed 80 40.0 40.0 90.0

strongly disagreed 20 10.0 10.0 100.0

Total 200 100.0 100.0

Total 200 100.0

Source field survey: august 2015
Table 4.1.7 shows the responses of pupils if their parents come to
school to discuss their academic performances.

30 pupils representing 15.0percent of the population strongly

agreed that their parents come to school to discuss their academic
performances.

50 pupils representing 25.0percent of the population agreed that

their parents come to school to discuss their academic
performances.

20 pupils representing 10.0percent were undecided.

80 pupils representing 40.0percent of the population disagreed that

their parents come to school to discuss their academic
performances.

20 pupils representing 10.0percent of the population agreed that

their parents come to school to discuss their academic
performances.

4.2. RESEARCH HYPOTHESIS

H0: parental care does not influence the academic performance of

primary school pupils

H1: parental care influences the academic performance of primary

school pupils

Level of significance: 0.05

Decision rule: In taking decision for “r”, the following rules shall be
observed;

i) If the value of “r” tabulated is greater than “r” calculated,

accept the alternative hypothesis (H1) and .reject the null
hypothesis (H0).
ii) If the “r” calculated is greater than the “r” tabulated, accept
the null hypothesis (H0) while the alternative hypothesis is
rejected.

4.2.0 Correlations

there is a
relationship between
the amount of time level of care of your
spent with parents parents affects
and academic academic
performance performance

there is a relationship between the Pearson Correlation 1 .901**

amount of time spent with parents
Sig. (2-tailed) .000
and academic performance
N 200 200

level of care of your parents affects Pearson Correlation .901** 1

academic performance
Sig. (2-tailed) .000

N 200 200

**. Correlation is significant at the 0.05 level (2-tailed).

Source field survey: august 2015
Conclusion based on table 4.2.0 above

Since the “r” calculated (0.05) is less than the “r” tabulated, we

reject the null hypothesis H0 and accept the alternative which

simply says that parental care influences the academic performance

of primary school pupils

There is equally a strong positive correlation of 0.901 between

parental care and academic performance of pupils. This simply

means that more parental care results to better academic

performance.
 CHAPTER FIVE

Findings

The objective of the study was to examine the relationship between

parental care and academic performance of pupils. Findings from

the study revealed the following:

i. That there is a significant relationship between parental

care and academic performance of pupils. see table 4.2.0

above

ii. The relationship between parental care and academic

performance of pupils is very strong and positive. see table

4.2.0 above.

iii. That more care by parents would help children improve

academically.

iv. That most parents do not go to school to discuss the

academic performances of their wards. See table 4.1.7

above.

v. That most parents do not look at their ward’s educational

materials often. See table 4.1.3 above.

 vi. That the amounts of time parents spend with their children

influences academic performance. see table 4.1.5 above

Recommendations

The following recommendations can be made from this study:

i. Parents should always inspect their wards educational

materials constantly.

ii. Parents should always visit the school to discuss their

wards performances.

iii. The more care shown to pupils by their parents, the more

motivated they’ll be and this would rub off positively on

their academic performances.

REFERENCES

Asika, L.K., (2009). Essentials of Research Methodology. Owerri:

Spring Publishers. Pp.21