PARENTAL INVOLVEMENT AS CORRELATE OF ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN OYO STATE, NIGERIA

ABSTRACT This study investigated parental involvement as a correlate of academic performance among secondary school students in Oyo State, Nigeria. The research was motivated by concerns over students’ persistent poor performance in core subjects like English Language and Mathematics, despite various educational interventions. Using a descriptive survey design, data were collected from 150 senior secondary school students through a structured questionnaire. The analysis covered students’ demographic characteristics, levels of parental involvement, factors influencing involvement, and perceived effects on academic performance. Descriptive results revealed that many students agreed that active parental support, such as supervising homework, attending parent-teacher meetings, and encouraging goal setting, significantly improves their performance. Factors such as parents’ education, socio-economic status, time constraints, and distance to school were found to affect the degree of involvement. Hypotheses tested using the Pearson Product-Moment Correlation Coefficient showed a moderate positive correlation (r = 0.620, p < 0.01) between parental involvement and students’ academic performance, confirming that increased parental engagement is linked to better academic outcomes. The study concluded that parents play a vital role as partners in their children’s education by providing supportive learning environments at home. It recommends that schools strengthen communication with parents, provide orientation programs, and that government policies address barriers that limit parents’ capacity to participate actively. Overall, the findings highlight the need for collaborative efforts between schools, families, and communities to enhance students’ success.