Influence of Parental Care on Preschool Pupils’ Learning Outcomes in District III, Ikoyi Lagos
CHAPTER ONE
Objective of Study
The specific objectives include the following:
- To examine the impact of parents in early childhood preschool pupils’ learning outcomes.
- To investigate if the socio-demographic characteristics of the parents have an impact on preschool pupils’ learning outcomes.
- To examine the factors affecting parental involvement in early childhood education.
- To recommend measures to increase the rate and involvement of parents in preschool pupils’ learning outcomes.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The chapter explores related literature that other researchers have established in regards to the role of parental involvement and the enhancement of performance of the pre- primary school learners. The chapter covers; overview of parental involvement, level of parental involvement on pre-primary children education, parental involvement and academic performance of children, activities parents involved in pre-primary school and strategies of involve parents in education of their children.
Parental Involvement
Different definition models and traditions underpin the understanding of parental involvement (Kertins & Greene, 2011). Adding to the confusion is the fact that the term “involvement” cannot be used synonymously with ‘participation,’ ‘collaboration or co- operation’. Forms of parental involvement as noted by Disgorger and Abouchaar (2003) in a review of their English literature identified ways in which parents can be involved. These include but not limited to: good parenting in the home, including; the provision of a secure and stable environment, intellectual stimulation; parent-child discussion; good models of constructive social and educational values; high aspirations relating to personal fulfillment and good citizenship. Contact with schools to share information, participation in school events, participation in the work of the school and participation in school governance. Most recently, the term parental engagement has been used in world-wide literature although differently on the basis of the source.
Good and Vorhaus (2011) use the phrase to mean learning in a home setting, communication from home and school respectively, decision making, in-school activities and partnership with the community. In a project focusing on enhancing the school readiness of disadvantaged pre-school children in the US, parental engagement is defined as comprising parental warmth and sensitivity, support for a child’s emerging autonomy and active participation in learning process (Sheridan et al, 2010). Based on the current study, parental involvement has been considered as a composite of all the support a parent gives to a child in perspective to educational foundation and achievement in pre- primary schools.
Level of Parental Involvement in Pre-Primary Education of their Children
In Latino, parental participation is only perceived as effective if they engage with their children outside of the school consistently on those activities that focus on the enhancement of their discipline and academic performance (Nye, Turner & Schwartz, 2006). Desforges and Abouchaar (2003) opine that parental involvement in learners’ academic performance refers to different activities which include: good parenting at home and providing the necessary assistance with homework. Zoppi (2006) concurs with this by positing that parental involvement in learner’s academic performance is a wholesome term that means they participate by responding to school obligations, giving encouragement, supervise their homework, model the desired behavior, and provide supplementary tutoring.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
Purpose of the Study
The purpose of this study is to critically examine the parental care and pupils learning outcomes in education. The specific objectives include the following:
- To examine the impact of parents in early childhood preschool pupils’ learning outcomes.
- To investigate if the socio-demographic characteristics of the parents have an impact on preschool pupils’ learning outcomes.
- To examine the factors affecting parental involvement in early childhood education.
- To recommend measures to increase the rate and involvement of parents in preschool pupils’ learning outcomes.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of hundred and twenty (120) questionnaires were administered to respondents of which 100 were returned. The analysis of this study is based on the number returned.
General and Demographic Information of the Respondents
Demographic data were collected from teachers, parents and pupils. The results of the analysis are presented in the following sub-sections.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
Findings were summarized based on the objectives of the study.
The first objective of the study sought to establish the frequency of parents’ care in pre-primary education in selected public and private schools In District III Ikoyi Lagos. Findings revealed that despite the high number of parents who always prepared time and space for their children at home, only 4(13.3%) would always assist their children in homework. The findings further indicated that a high proportion 17(56.7%) of teachers reported that parents rarely attended meetings in schools which are related to their children’s progress both socially and academically.
Conclusions
Parent involvement in children’s education at early stages is characterized by different levels of interactions between educators and parents. However, all teachers and parents do not engage in all activities on all types of involvement simultaneously. It is evident that parents do not always engage in helping their children with homework at home.
The study concludes that there is a significant relationship between parental involvements on academic performance among children enrolled in ECDE centres. Therefore, effective academic improvement requires educators, parents and the community as a whole to engage in parenting, communicating, volunteers, learning at home, decision making and collaboration with the community. Thus parental involvement in their children’s education is a strong predictor of the learners’ overall academic performance.
Recommendations of the Study
Various recommendations were suggested drawn from the study findings for various stake holders and for future research.
Recommendations for Parents
Findings revealed that parents were involved in the children’s academic performance but at different frequencies. It is therefore recommended that parents in particular should create time from their busy schedule to participate more in their children’s education activities if they expect improved academic performance.
Recommendations for School Managers and Administrators
- Findings indicated that involvement of parents in children’s education is absolutely significant yet the level of parental participation in school activities is wanting. Therefore there is need for school managers and administrators to find ways of introducing programmes to ensure that fathers closely monitor and participate in; assisting their children with school work, buying children a present when they perform well, attending school meetings and discussing with teachers about their children‘s progress. This is likely to motivate children to work harder and to do their school work better. This can be achieved if open days can be introduced in school where once in a term fathers come to school to view children‘s work and discuss with teachers.
- There is also need for school managers and administrators to have programmes where once in a term or in a year they have a special day for fathers and their children to educate them on the important role they play in their children‘s education and development.
References
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