PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS AND CHEMISTRY IN ODEDA LOCAL GOVERNMENT AREA, ABEOKUTA, OGUN STATE, NIGERIA

Abstract

Quality parental involvement is an important aspect of a child’s academic training capable of
improving a child’s academic achievement and lifelong learning. This study examined the
level of parental involvement in students’ academic lives under behavioural, cognitive, and
affective classes, and its effect on students’ academic achievement in Physics and Chemistry.
The study employs a quantitative-descriptive method, with a sample of 300 students selected
from public secondary schools within the local government area. Data were collected through a
self-structured parental involvement scale and students’ second term result sheets, and
analyzed using mean, standard deviation, t-test and multiple regression analysis at a 0.05
significance level. The results showed: (i) a generally low Behavioural Parental Involvement,
BPI = 1.85; Cognitive Parental Involvement, CPI = 1.62; and Affective parental involvement,
API = 1.87, in students’ academic lives; (ii) a significantly positive composite relationship
between BPI, CPI, API and academic achievement (r = 0.645) (iii) that both the BPI, CPI and
API jointly contributed and influenced academic achievement (R2
= 0.416) of students in
Physics and Chemistry to about 41.6 %, (iv) a statistically significant positive effects of BPI (β
= 0.342, t = 14.730, Sig. = 0.001), CPI (β = 0.483, t = 14.821, Sig. = 0.001) and API (β =
0.566, t = 15.316, Sig. = 0.001), contributing about 34.2 %, 48.3 % and 56.6 % respectively,
to students’ academic achievement. It is recommended that school authorities should develop
strategies that will ensure maximum parental involvement in students’ education.