Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria
Many factors influence the educational outcome of
students. Some of these have been studied by researchers with many
emphasizing the role of students, schools, governments, peer groups
and so on. More often than not, some of these factors influencing the
academic achievement of the students have been traced back to
parents and family; being the primary platform on which learning not
only begins but is nurtured, encouraged and developed which later
transforms to the performance of the students. This study not only
explores parental and related factors that predict academic
achievement through the review of relevant literatures but also,
investigates the influence of parental background on the academic
achievement of senior secondary school students in Ibadan North
Local Government Area of Oyo State, Nigeria. As one of the criteria
of the quality of education, students’ academic achievement was
investigated because it is most often cited as an indicator of school
effectiveness by school authorities and educationists. The data
collection was done through interviews and use of well-structured
questionnaires administered to one hundred students (100) within the
target local government. This was statistically analysed and the result
showed that parents’ attitudes towards their children’s education had
significant effect(s) on students’ self-reporting of academic
achievement. However, such factors as parental education and socioeconomic
background had no significant relationship with the
students’ self-reporting of academic achievement.
[1] F. Ogunshola and A.M. Adewale, “The effects of parental socioeconomic
status on academic performance of students in selected
schools in Edu Local Govt. Area of Kwara State Nigeria,” International
Journal of Academic Research in Business and Social Sciences, vol. 2,
no. 7, 2012, pp. 1-10.
[2] M. Tsinidou, V. Gerogiannis and P. Fitsilis, “Evaluation of the factors
that determine quality in higher education: an empirical study,” Quality
Assurance in Education, vol. 18, no. 3, 2010, pp. 227-244.
[3] S.O. Michael, “Restructuring U.S. higher education: Analyzing models
for academic program review and discontinuation,” The Review of
Higher Education, vol. 21, no. 4, 1998, pp. 377- 404.
[4] R.D. Goddard, “Relational networks, social trust, and norms: A social
capital perspective on students' chances of academic success,”
Educational Evaluations and Policy Analysis, vol. 25, 2003, pp. 59-74.
[5] F. F. Furstenberg and M.E. Hughes, “Social capital and successful
development among at- risk youth,” Journal of Marriage and the Family,
vol. 57, 1995, pp. 580-592.
[6] M. Daniyal, T. Nawaz, M. Aleem and A. Hassan, “The factors affecting
the students’ performance: A case study of Islamia University of Bahawalpur, Pakistan,” African Journal of Education and Technology,
vol.1, no. 2, 2011, pp. 45- 51.
[7] A. M. Adeyemi and S. B. Adeyemi, “Personal factors as predictors of
students’ academic achievement in colleges of education in South
Western Nigeria,” Academic Journal, vol. 9, no. 4, 2014, pp. 97-109.
[8] V. J. Shute, E. G. Hansen, J. S. Underwood and R. Razzouk, “A review
of relationship between parental involvement and secondary school
students’ academic achievement,” Education Research International,
2011, pp. 1-10.
[9] M. M. Capraro, R. M. Capraro and B. B. Wiggins, “An investigation of
the effect of gender, socioeconomic status, race and grades on
standardized test scores,” Paper presented at the meeting of the
Southwest Educational Research Association, Dallas, TX, 2000.
[10] S. J. Caldas and C. L. Bankston, “The effect of school population
socioeconomic status on individual student academic achievement,”
Journal of Educational Research, vol. 90, 1997, pp. 269-277.
[11] W. H. Jeynes, “Examining the effects of parental absence on the
academic achievement of adolescents: The challenge of controlling for
family income,” Journal of Family and Economic Issues, vol. 23, no. 2,
2002, pp. 56-65.
[12] R. J. Parelius and A. N. Parelius, “Sociology of education,” USA:
Prentice Hall International, 1987.
[13] D. E. Mitchell and E. Collom, “The determinants of student achievement
at the academy for Academic Excellence,” CA: School of Education,
University of California, 2001.
[14] X. Ma and D. A. Klinger, “Hierarchical linear modeling of student and
school effects on academic achievement,” Canadian Journal of
Education, vol. 25, no. 1, 2000, pp. 41-55.
[15] R. D. Kahlenberg, “Integration by income,” American School Board
Journal. Retrieved from http://www.equaleducation.org/
commentary.asp?opedi d=1332, 2006.
[16] J. Kirkup, “Middle-class children resentful at being pushed to succeed,”
Telegraph, 2008.
[17] N. Duke, “For the rich it’s richer: Print environments and experiences
offered to first grade students in very low- and very high-SES school
districts,” American Educational Research Journal, vol. 37, no. 2, 2000,
pp. 456–457.
[18] M. K. Eamon, “Social demographic, school, neighbourhood and
parenting influences on academic achievement of Latino young
adolescents,” Journal of Youth and Adolescence, vol. 34, no. 2, 2005,
pp. 163-175.
[19] O. S. Lopez, “The effect of the relationship between classroom student
diversity and teacher capacity on student performance: Conclusions and
recommendations for educational policy and practice. Austin, TX: The
Strategic Management of the Classroom,” Learning Enterprise Research
Series, 1995.
[20] W. Sander, “Chicago public schools and student achievement,” Urban
Education, vol. 36, no. 1, 2001, pp. 27-38.
[21] J. Trusty, “High educational expectations and low achievement: Stability
of educational goals across adolescence,” Journal of Educational
Research, vol. 93, 2000 pp.356- 366.
[22] C. E. Rouse and L. Barrow,” U.S. elementary and secondary schools:
Equalizing opportunity or replicating the status quo?” The Future of
Children, vol. 16 no.2, 2006, pp. 99-123.
[23] A. A. Oni, “Socio – economic status as predictor of deviant behaviours
among Nigeria Secondary School Students,” International Journal of
Educational Research, vol. 3, no. 2, 2007, pp. 225-236.
[24] M. Omoegun, “Effect of parental socio – economic status on parental
care and social adjustment in the UBE programme in Lagos State:
Implication for counselling,” International Journal of Educational
Research, vol. 3, no. 2, 2007, pp. 81-87.
[25] R. Bozick,“Making it through the first year of college: The role of
student economic resources, employment, and living arrangements,”
Sociology of Education, vol. 83, no. 3, 2007, pp. 261-284.
[26] K. Leppel, “Similarities and differences in the college persistence of
men and women,” Review of Higher Education: Journal of the
Association for the Study of Higher Education. Vol. 25, no. 4, 2002, pp.
433-450.
[27] A. M. Adewale, “Implication of parasitic infections on school
performance among school-age children in Ilorin,” Journal of science
education, vol. 2, 2002, pp.78-81.
[28] O. M. Eze, “The effects of parental economic status and pupil sex on
school achievement in English language,” Journal of Vocational and
Technical Education in Nigeria, A.B.U Zaria, vol. 3, no.3, 1996, pp. 27.
[29] N. B. Brecùko, “How background influences student achievement,”
Educational Research Institute, Slovenija. 1995, Pp. 1-15.
[30] J. Chiu, C. Markson, V. Raicovi, J. Economos, C. Howell, E-S. Morote
and A. Inserra, “Which Matters Most? Perceptions of Family Income or
Parental Education on Academic Achievement,” Hawaii International
Conference on Education 2012 and International Business and Economy
Conference 2012, 2012.
[31] K. Cokley and C. Chapman, “The roles of ethnic identity, anti-white
attitudes, and academic self-concept in African American student
achievement,” Social Psychology, vol. 11, no. 4, 2008, pp. 349-365.
[32] L. W. Perna and M. Titus, “The relationship between parental
involvement as social capital and college enrolment: An examination of
racial/ethnic group differences,” Journal of Higher Education, vol. 76,
2005, pp.485-518.
[33] T. M. Eitle, “Do gender and race matter? Explaining the relationship
between sports participation and achievement,” Sociological Spectrum,
vol. 25, no. 2, 2005, pp. 177-195.
[34] E. A. Chambers and J. B. Schreiber, “Girls’ academic achievement:
Varying associations of extracurricular activities,” Gender and
Education, vol. 16, no. 3, 2004, pp. 327-346.
[35] L. P. McCoy, “Effect of demographic and personal variables on
achievement in eighth grade algebra,” Journal of Educational Research,
vol. 98, no. 3, 2005, pp. 131-135.
[36] S. S. Peng and S. T. Hall, “Understanding racial-ethnic differences in
secondary school science and mathematics achievement (NCES No.
95710),” Washington DC: U.S. Department of Education, 1995.
[37] H. Walberg, “A psychological theory of educational productivity,” In: F.
H. Farley & N. Gorden (Eds.), Psychology and Education, 1981, pp. 81–
108. Berkeley, CA: McCutchan.
[38] G.A. Roberts, “The effect of extracurricular activity participation in the
Relationship between parent involvement and academic performance in
a sample of third grade children,” Retrieved from
https://www.lib.utexas.edu/etd/d/2007/robertsg11186/robertsg
11186.pdf., 2007.
[39] R. J. Marzano, “What works in schools: Translating research into
action?” Retrieved from,
http://pdonline.ascd.org/pd_online/whatworks/marzano2003_ch13.html,
2003.
[40] W. M. Barnard, “Parent involvement in elementary school and
educational attainment,” Children and Youth Services Review, vol. 26,
2004, pp. 39-62.
[41] A. T. Henderson, “Goodnews: An ecologically balanced approach to
academic improvement,” Educational Horizons, vol. 66, no. 2, 1988, pp.
60-67.
[42] L. Shumox, R. Lomax, “Parental efficacy: Predictor of parenting
behaviour and adolescent outcomes,” Parenting, vol. 2, no. 2, 2001, pp.
127-150.
[43] T. M. Durand, “Latina Mothers' Cultural Beliefs about Their Children,
Parental Roles, and Education: Implications for Effective and
Empowering Home-School Partnerships,” Urban Review: Issues and
Ideas in Public Education, vol. 43, no. 2, 2010, pp. 255-278.
[44] M. Kalmjin, “Mothers’ occupation and children schooling,” Sociol. Rev,
vol. 59, no. 2, 1994, pp. 257-275.
[45] S. Handa, “The determinants of teenage schooling in Jamaica,” J. Dev.,
Stud, vol. 32, no. 14, 1996, pp. 22-24.
[46] S. Krashen, “The hard work hypothesis: Is doing your homework
enough to overcome the effects of poverty?” Multicultural Education,
vol. 12, no. 4, 2005, pp. 16-19.
[47] R. Stinebrickner, T.R Stinebrickner, “Understanding educational
outcomes of students from low-income Families,” Journal of Human
Resources, vol. 38, no. 3, 2003, pp. 591-617.
[48] H. T. Rowan-Kenyon, A. D. Bell and L. W. Perna, “Contextual
influences on parental involvement in college going: Variations by
socioeconomic class,” Journal of Higher Education, vol. 79, no. 5, 2008,
pp. 564-586.
[49] J. Fantuzzo and E. Tighe, “A family involvement questionnaire,” Journal
of Educational Psychology, Vol. 92, no. 2, 2000, pp. 367-376.
[50] J. Trusty, “Effects of eighth-grade parental involvement on late
adolescents' educational expectations,” Journal of research and
development in education. Vol. 32, no.4, 1999, pp. 224-233.
[51] H. O. Ali, “Family background and academic achievement of junior
secondary school students: Abua/Odua Local Government Area of
Rivers State, Nigeria,” Journal of Education Policy Review, vol. 4,
2007, pp.1-9.[52] J. S. Coleman, Q. Ernest, C. J. Campbell, J. M. Hobson, M. M.
Alexander, D.W. Frederick and L.Y. Robert, “Equality of Educational
Oppurtunity,” Washington, D.C. US. Department of Health Education
and Welfare. Office of Education, 1966.
[53] F. D. Kentli, “Parental Influence on Academic Success: A Case Study
on a Private High School in Turkey,” International Journal of the
Humanities, vol. 6, no.5, 2012, pp. 65-70.
[54] A. Bandura, “Social learning and personality development,” New York,
1963.
[55] J. A. Opare, “Academic achievement in private and public schools:
management makes the difference,” J. Educ. Manag., vol. 2, no.1, 1999,
pp.2.
[56] A. Yusuf, “The future of teaching and learning mathematics in primary
schools in Katsina State,” Kusqgu J. Education, vol. 1, no.2, 2001, pp.
35- 44.
[57] G. Dike, “Guity verdict… WAEC nails government, parents for
students’ failure in English, Maths,” Daily Sun, Saturday, June 9, 2007.
[58] T. J. Waters, R.J. Marzano, “School district leadership that works: The
effect of superintendent leadership on student achievement,” Mid-
Continent Research for Education and Learning, Retrieved from ERIC
(ED494270), 2006.
[1] F. Ogunshola and A.M. Adewale, “The effects of parental socioeconomic
status on academic performance of students in selected
schools in Edu Local Govt. Area of Kwara State Nigeria,” International
Journal of Academic Research in Business and Social Sciences, vol. 2,
no. 7, 2012, pp. 1-10.
[2] M. Tsinidou, V. Gerogiannis and P. Fitsilis, “Evaluation of the factors
that determine quality in higher education: an empirical study,” Quality
Assurance in Education, vol. 18, no. 3, 2010, pp. 227-244.
[3] S.O. Michael, “Restructuring U.S. higher education: Analyzing models
for academic program review and discontinuation,” The Review of
Higher Education, vol. 21, no. 4, 1998, pp. 377- 404.
[4] R.D. Goddard, “Relational networks, social trust, and norms: A social
capital perspective on students' chances of academic success,”
Educational Evaluations and Policy Analysis, vol. 25, 2003, pp. 59-74.
[5] F. F. Furstenberg and M.E. Hughes, “Social capital and successful
development among at- risk youth,” Journal of Marriage and the Family,
vol. 57, 1995, pp. 580-592.
[6] M. Daniyal, T. Nawaz, M. Aleem and A. Hassan, “The factors affecting
the students’ performance: A case study of Islamia University of Bahawalpur, Pakistan,” African Journal of Education and Technology,
vol.1, no. 2, 2011, pp. 45- 51.
[7] A. M. Adeyemi and S. B. Adeyemi, “Personal factors as predictors of
students’ academic achievement in colleges of education in South
Western Nigeria,” Academic Journal, vol. 9, no. 4, 2014, pp. 97-109.
[8] V. J. Shute, E. G. Hansen, J. S. Underwood and R. Razzouk, “A review
of relationship between parental involvement and secondary school
students’ academic achievement,” Education Research International,
2011, pp. 1-10.
[9] M. M. Capraro, R. M. Capraro and B. B. Wiggins, “An investigation of
the effect of gender, socioeconomic status, race and grades on
standardized test scores,” Paper presented at the meeting of the
Southwest Educational Research Association, Dallas, TX, 2000.
[10] S. J. Caldas and C. L. Bankston, “The effect of school population
socioeconomic status on individual student academic achievement,”
Journal of Educational Research, vol. 90, 1997, pp. 269-277.
[11] W. H. Jeynes, “Examining the effects of parental absence on the
academic achievement of adolescents: The challenge of controlling for
family income,” Journal of Family and Economic Issues, vol. 23, no. 2,
2002, pp. 56-65.
[12] R. J. Parelius and A. N. Parelius, “Sociology of education,” USA:
Prentice Hall International, 1987.
[13] D. E. Mitchell and E. Collom, “The determinants of student achievement
at the academy for Academic Excellence,” CA: School of Education,
University of California, 2001.
[14] X. Ma and D. A. Klinger, “Hierarchical linear modeling of student and
school effects on academic achievement,” Canadian Journal of
Education, vol. 25, no. 1, 2000, pp. 41-55.
[15] R. D. Kahlenberg, “Integration by income,” American School Board
Journal. Retrieved from http://www.equaleducation.org/
commentary.asp?opedi d=1332, 2006.
[16] J. Kirkup, “Middle-class children resentful at being pushed to succeed,”
Telegraph, 2008.
[17] N. Duke, “For the rich it’s richer: Print environments and experiences
offered to first grade students in very low- and very high-SES school
districts,” American Educational Research Journal, vol. 37, no. 2, 2000,
pp. 456–457.
[18] M. K. Eamon, “Social demographic, school, neighbourhood and
parenting influences on academic achievement of Latino young
adolescents,” Journal of Youth and Adolescence, vol. 34, no. 2, 2005,
pp. 163-175.
[19] O. S. Lopez, “The effect of the relationship between classroom student
diversity and teacher capacity on student performance: Conclusions and
recommendations for educational policy and practice. Austin, TX: The
Strategic Management of the Classroom,” Learning Enterprise Research
Series, 1995.
[20] W. Sander, “Chicago public schools and student achievement,” Urban
Education, vol. 36, no. 1, 2001, pp. 27-38.
[21] J. Trusty, “High educational expectations and low achievement: Stability
of educational goals across adolescence,” Journal of Educational
Research, vol. 93, 2000 pp.356- 366.
[22] C. E. Rouse and L. Barrow,” U.S. elementary and secondary schools:
Equalizing opportunity or replicating the status quo?” The Future of
Children, vol. 16 no.2, 2006, pp. 99-123.
[23] A. A. Oni, “Socio – economic status as predictor of deviant behaviours
among Nigeria Secondary School Students,” International Journal of
Educational Research, vol. 3, no. 2, 2007, pp. 225-236.
[24] M. Omoegun, “Effect of parental socio – economic status on parental
care and social adjustment in the UBE programme in Lagos State:
Implication for counselling,” International Journal of Educational
Research, vol. 3, no. 2, 2007, pp. 81-87.
[25] R. Bozick,“Making it through the first year of college: The role of
student economic resources, employment, and living arrangements,”
Sociology of Education, vol. 83, no. 3, 2007, pp. 261-284.
[26] K. Leppel, “Similarities and differences in the college persistence of
men and women,” Review of Higher Education: Journal of the
Association for the Study of Higher Education. Vol. 25, no. 4, 2002, pp.
433-450.
[27] A. M. Adewale, “Implication of parasitic infections on school
performance among school-age children in Ilorin,” Journal of science
education, vol. 2, 2002, pp.78-81.
[28] O. M. Eze, “The effects of parental economic status and pupil sex on
school achievement in English language,” Journal of Vocational and
Technical Education in Nigeria, A.B.U Zaria, vol. 3, no.3, 1996, pp. 27.
[29] N. B. Brecùko, “How background influences student achievement,”
Educational Research Institute, Slovenija. 1995, Pp. 1-15.
[30] J. Chiu, C. Markson, V. Raicovi, J. Economos, C. Howell, E-S. Morote
and A. Inserra, “Which Matters Most? Perceptions of Family Income or
Parental Education on Academic Achievement,” Hawaii International
Conference on Education 2012 and International Business and Economy
Conference 2012, 2012.
[31] K. Cokley and C. Chapman, “The roles of ethnic identity, anti-white
attitudes, and academic self-concept in African American student
achievement,” Social Psychology, vol. 11, no. 4, 2008, pp. 349-365.
[32] L. W. Perna and M. Titus, “The relationship between parental
involvement as social capital and college enrolment: An examination of
racial/ethnic group differences,” Journal of Higher Education, vol. 76,
2005, pp.485-518.
[33] T. M. Eitle, “Do gender and race matter? Explaining the relationship
between sports participation and achievement,” Sociological Spectrum,
vol. 25, no. 2, 2005, pp. 177-195.
[34] E. A. Chambers and J. B. Schreiber, “Girls’ academic achievement:
Varying associations of extracurricular activities,” Gender and
Education, vol. 16, no. 3, 2004, pp. 327-346.
[35] L. P. McCoy, “Effect of demographic and personal variables on
achievement in eighth grade algebra,” Journal of Educational Research,
vol. 98, no. 3, 2005, pp. 131-135.
[36] S. S. Peng and S. T. Hall, “Understanding racial-ethnic differences in
secondary school science and mathematics achievement (NCES No.
95710),” Washington DC: U.S. Department of Education, 1995.
[37] H. Walberg, “A psychological theory of educational productivity,” In: F.
H. Farley & N. Gorden (Eds.), Psychology and Education, 1981, pp. 81–
108. Berkeley, CA: McCutchan.
[38] G.A. Roberts, “The effect of extracurricular activity participation in the
Relationship between parent involvement and academic performance in
a sample of third grade children,” Retrieved from
https://www.lib.utexas.edu/etd/d/2007/robertsg11186/robertsg
11186.pdf., 2007.
[39] R. J. Marzano, “What works in schools: Translating research into
action?” Retrieved from,
http://pdonline.ascd.org/pd_online/whatworks/marzano2003_ch13.html,
2003.
[40] W. M. Barnard, “Parent involvement in elementary school and
educational attainment,” Children and Youth Services Review, vol. 26,
2004, pp. 39-62.
[41] A. T. Henderson, “Goodnews: An ecologically balanced approach to
academic improvement,” Educational Horizons, vol. 66, no. 2, 1988, pp.
60-67.
[42] L. Shumox, R. Lomax, “Parental efficacy: Predictor of parenting
behaviour and adolescent outcomes,” Parenting, vol. 2, no. 2, 2001, pp.
127-150.
[43] T. M. Durand, “Latina Mothers' Cultural Beliefs about Their Children,
Parental Roles, and Education: Implications for Effective and
Empowering Home-School Partnerships,” Urban Review: Issues and
Ideas in Public Education, vol. 43, no. 2, 2010, pp. 255-278.
[44] M. Kalmjin, “Mothers’ occupation and children schooling,” Sociol. Rev,
vol. 59, no. 2, 1994, pp. 257-275.
[45] S. Handa, “The determinants of teenage schooling in Jamaica,” J. Dev.,
Stud, vol. 32, no. 14, 1996, pp. 22-24.
[46] S. Krashen, “The hard work hypothesis: Is doing your homework
enough to overcome the effects of poverty?” Multicultural Education,
vol. 12, no. 4, 2005, pp. 16-19.
[47] R. Stinebrickner, T.R Stinebrickner, “Understanding educational
outcomes of students from low-income Families,” Journal of Human
Resources, vol. 38, no. 3, 2003, pp. 591-617.
[48] H. T. Rowan-Kenyon, A. D. Bell and L. W. Perna, “Contextual
influences on parental involvement in college going: Variations by
socioeconomic class,” Journal of Higher Education, vol. 79, no. 5, 2008,
pp. 564-586.
[49] J. Fantuzzo and E. Tighe, “A family involvement questionnaire,” Journal
of Educational Psychology, Vol. 92, no. 2, 2000, pp. 367-376.
[50] J. Trusty, “Effects of eighth-grade parental involvement on late
adolescents' educational expectations,” Journal of research and
development in education. Vol. 32, no.4, 1999, pp. 224-233.
[51] H. O. Ali, “Family background and academic achievement of junior
secondary school students: Abua/Odua Local Government Area of
Rivers State, Nigeria,” Journal of Education Policy Review, vol. 4,
2007, pp.1-9.[52] J. S. Coleman, Q. Ernest, C. J. Campbell, J. M. Hobson, M. M.
Alexander, D.W. Frederick and L.Y. Robert, “Equality of Educational
Oppurtunity,” Washington, D.C. US. Department of Health Education
and Welfare. Office of Education, 1966.
[53] F. D. Kentli, “Parental Influence on Academic Success: A Case Study
on a Private High School in Turkey,” International Journal of the
Humanities, vol. 6, no.5, 2012, pp. 65-70.
[54] A. Bandura, “Social learning and personality development,” New York,
1963.
[55] J. A. Opare, “Academic achievement in private and public schools:
management makes the difference,” J. Educ. Manag., vol. 2, no.1, 1999,
pp.2.
[56] A. Yusuf, “The future of teaching and learning mathematics in primary
schools in Katsina State,” Kusqgu J. Education, vol. 1, no.2, 2001, pp.
35- 44.
[57] G. Dike, “Guity verdict… WAEC nails government, parents for
students’ failure in English, Maths,” Daily Sun, Saturday, June 9, 2007.
[58] T. J. Waters, R.J. Marzano, “School district leadership that works: The
effect of superintendent leadership on student achievement,” Mid-
Continent Research for Education and Learning, Retrieved from ERIC
(ED494270), 2006.
@article{"International Journal of Business, Human and Social Sciences:70019", author = "Oladele K. Ogunsola and Kazeem A. Osuolale and Akintayo O. Ojo", title = "Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria", abstract = "Many factors influence the educational outcome of
students. Some of these have been studied by researchers with many
emphasizing the role of students, schools, governments, peer groups
and so on. More often than not, some of these factors influencing the
academic achievement of the students have been traced back to
parents and family; being the primary platform on which learning not
only begins but is nurtured, encouraged and developed which later
transforms to the performance of the students. This study not only
explores parental and related factors that predict academic
achievement through the review of relevant literatures but also,
investigates the influence of parental background on the academic
achievement of senior secondary school students in Ibadan North
Local Government Area of Oyo State, Nigeria. As one of the criteria
of the quality of education, students’ academic achievement was
investigated because it is most often cited as an indicator of school
effectiveness by school authorities and educationists. The data
collection was done through interviews and use of well-structured
questionnaires administered to one hundred students (100) within the
target local government. This was statistically analysed and the result
showed that parents’ attitudes towards their children’s education had
significant effect(s) on students’ self-reporting of academic
achievement. However, such factors as parental education and socioeconomic
background had no significant relationship with the
students’ self-reporting of academic achievement.", keywords = "Academic attainment, Parental factors, students, Oyo
State, Nigeria.", volume = "8", number = "9", pages = "3137-8", }
