Relationship between Parental Involvement and Mathematics Achievement of Secondary School Students in Bosso Local Government Area of Niger State,

Abstract

This study investigated the relationship between parental involvement and the academic achievement of students in urban and semi-urban type 2 schools in Mathematics. Descriptive survey research design was employed to carry out the study. One hundred and ninety two (192) students from16 type 2 schools in Bosso were stratified randomly selected for this study. The type 2 schools were selected for maintaining the homogenous values. From the results of this study, parental involvement accounts for 26.1% of the total variance in Mathematics achievement of secondary schools (R2= 0.261; p<0.05). The percentage is significant at 0.05 level of confidence. This shows that parental involvement is an important predictor of Mathematics achievement. There exists a significant difference in the parental involvement of urban and semi-urban type 2 school students (t = -8.12; p<0.05). Urban school students enjoy more parental involvement than their counterparts in the semi-urban school students. The result shows that there is a correlation between parental involvements of male and female students in type 2 schools (t = -7.34; p< 0.05), and also there is a significant difference in the parental involvement of male and female students in Mathematics with urban and semi-urban schools students (t = -0.432 and -0.512 respectively; p<0.05). the result also reveals that there is a significant difference in the academic achievement in Mathematics with urban and semi-urban school students (t = -9.142 and -8.318 respectively; p<0.05). Teachers and Counselors need to enlighten parents on the need to personally get involved in the academic activities of their children particularly in Mathematics.