Journal Issues

Abstract

            Numerous components impact the educational outcomes of students. Several of these have been studied by researchers, with many emphasizing the roles of students, schools, governments, peer groups, and others. Often, some of these factors affecting academic achievement are traced back to parents and family—being the primary stage where learning not only begins but is also nurtured, encouraged, and developed, which later influences students’ performance. This study not only explores parental and related factors that predict academic achievement through a review of relevant literature but also examines the impact of parental background on the academic performance of senior secondary school students. As one of the criteria of education quality, students’ academic achievement was analyzed since it is most frequently cited as an indicator of school effectiveness by educationists and school administrators. Data collection was carried out through interviews and well-structured questionnaires administered to one hundred (100) students within the target local government area. The statistical analysis revealed that parents’ attitudes toward their children’s education had a significant impact on students’ self-reported academic achievement. However, factors such as parental education and socio-economic background showed no significant relationship with students’ self-reported academic performance.

Keywords – Parental factors, students