Effects of Parental Involvement in Education on the Academic Achievement of Students in Ghana (Published)
The study investigated the effect of parental involvement in education on students’ academic achievement in the Sekyere South District of Ghana. The study through purposive sampling technique sampled 363 parents. The study used a questionnaire to collect primary data from the parents. Secondary data on students’ academic achievements over two years (2020/2021 and 2021/2022 academic years) were obtained from the Academic Units of the selected schools. Results show that the majority of parents were not communicating vital information to school authorities or teachers from time to time, did not support student ICT learning in the schools, did not help their students with their home learning and failed to discuss their students’ academic performances with teachers. However, the majority of parents attended school programmes, provided learning materials for their students, requested extra classes for their students, and were involved in the selection of textbooks for their students. This study found a strong significant positive correlation between parental involvement in education and students’ academic achievement. All the components of parental involvement in education impacted students’ academic achievement.
Keywords: Academic Achievement, Education, Students, involvement, parental
Influence of Socio-Economic Status on Academic Achievement of Gifted Girls in Government Girls’ Special School Kafin Madaki, Bauchi State (Published)
Socio-economic status is a measure of the social status of individual or group of individual based on education, income, occupations and other relevant indicators. Thus, this study examine the influence of socio-economic status on academic achievement of gifted girls in government girl’s secondary school Kafin Madaki, Bauchi state. An Ex-Post facto research design was adopted in the study and the population was 850 students. Purpose sampling technique was used to select 36 students as the sample for the study. Data collected using data collection instrument of teacher nomination scale and students end of the year result. Frequency counts and percentage, mean score were used to analyze the data collected. The score and means scores between first and third term is significant, the difference was much enough, therefore the null was rejected. It was also concluded that gifted students were distracted by socio- economic needs and behaviour problems would affect their mean score though it will not change the grade. Thus, socio-economic background have a significant influence on academic achievement of gifted girls. It was recommended among others that, parents should try to reexamine their social, educational and psychological support to their children since such support is viewed as the main contributor towards their academic achievement. Also, government should provide basic amenities to schools and to students in particular to ensure standard and quality maintained among students. This will enable children from every category of SES to looks themselves equal to every students in schools and retain their qualities and capacities of being gifted children.
Citation: Aliyu A, Ezeodili I. and Garba M. (2022) Influence of Socio-Economic Status on Academic Achievement of Gifted Girls in Government Girls’ Special School Kafin Madaki, Bauchi State, British Journal of Psychology Research, Vol.10, No. 2, pp.,47-53
Keywords: Academic Achievement, gifted girls, socio-economic background