Influence of Parental Involvement in Education on the Academic Achievement of their Children in Ogbadibo LGA of Benue State

Abstract

This study examined the influence of parental involvement in education on the academic achievement of children in Ogbadibo Local Government Area of Benue State, Nigeria.  Specifically, the study assessed the level of parental involvement in children's education, identified barriers affecting such involvement, and explored strategies for enhancing parental participation in educational activities. A descriptive cross-sectional survey design was adopted for the study. The population comprised secondary school students in Ogbadibo Local Government Area, while a sample of 200 respondents was selected using simple random sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics. The findings revealed that parents were actively involved in their children's education through the provision of learning materials (Mean = 3.28) and assistance with homework (Mean = 3.30). However, involvement in school-centered activities such as fundraising and educational excursions was relatively low. The study further identified major barriers to parental involvement, including work commitments (Mean = 3.12), inconvenient scheduling of school meetings (Mean = 3.13), inadequate communication between schools and parents (Mean = 3.05), and insufficient feedback from teachers (Mean = 2.95). Additionally, respondents strongly supported strategies such as flexible meeting schedules, utilization of digital communication platforms, parental participation in school decision-making, and community partnerships as effective means of enhancing parental involvement. The study concluded that increased parental involvement significantly contributes to improved academic achievement among children and recommended stronger collaboration between schools, parents, and communities to foster educational success.