IMPACT OF PARENT TEACHER COLLABORATION IN ENHANCING STUDENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS MAIDUGURI METROPOLITAN COUNCIL BORNO STATE

ABSTRACT This study investigated the role of parent–teacher collaboration in enhancing students’ academic performance in public secondary schools within Maiduguri Metropolitan Council, Borno State. The research adopted a descriptive survey design and drew data from a sample of 150 respondents comprising 75 teachers and 75 parents selected through stratified random sampling. A structured questionnaire titled Parent–Teacher Collaboration and Academic Performance Questionnaire (PTCAPQ) was used to collect data, and the results were analyzed using both descriptive and inferential statistics, including the Chi-square test. The findings revealed that parent–teacher collaboration in Maiduguri public schools is present but remains largely moderate, inconsistent, and often limited to formal events such as Parent–Teacher Association (PTA) meetings. Teachers generally reported higher levels of collaboration than parents perceived, highlighting a communication and perception gap. Despite these challenges, structured and purposeful forms of collaboration such as regular meetings, joint academic goal-setting, and coordinated follow-up on student progress were shown to significantly influence positive student behaviors. These behaviors included improved motivation, better homework completion, This research contributes to the growing body of knowledge on educational development in conflict-affected regions like Borno State. It not only highlights the importance of parent–teacher collaboration but also provides practical, context-specific strategies that can guide policymakers, school administrators, and community stakeholders in improving the quality of public secondary education in Maiduguri.