IMPACT OF PARENTAL INVOLVEMENT IN CHILD’S EDUCATION ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYE LOCAL GOVERNMENT AREAS, EKITI STATE.

The study examined the impact of parental involvement in child’s education on students’ academic performance in public secondary schools in Oye Local Government Areas, Ekiti State. Three research questions and hypotheses guided the study. Ex-post facto research design was adopted. The population for the study comprised all the public secondary schools in Oye Local Government Areas, Ekiti State, totaling 18, with two thousand and twelve (2,012) academic staff altogether. The sample drawn for the study comprised 200 (40%) academic staff from the 18 public secondary schools via a proportionate stratified sampling technique in Oye Local Government Areas, Ekiti State. Parental Participation in Academic Performance Questionnaire (PPAP) was an instrument. Mean and standard deviation were used to analyse research questions, while Pearson’s Product-Moment Correlation was used to test the hypotheses that guided the study at a 0.05 level of significance. The following were the findings from the analysis (1) parental involvement spurs academic success, boosting morale and shifting attitudes, increases overall academic performance of children across subject areas, behaviour, and social adjustment, increase in the success of students heightened parents and teachers’ satisfaction, stimulate school climate, increase school discipline, and that students whose educational needs are always been supplied by parents perform well academically. (2) factors responsible for parental involvement in child’s education on students’ academic performance in public secondary schools include to boost the intellectual level, personality, motivation, skills, interests, study habits, self-esteem, to increase teacher-student relationship of their children, to improve their children’s morale, attitude, and academic achievement across all subject areas, to boost their moral behaviour and social adjustment, to better school attendance, increased academic achievement, better adaptation at school, better acquisition and demonstration of social skills, development of a strong feeling of self-worth and the development of a lifelong love for learning. (3) managerial strategies for improving parental involvement in child’s education on students’ academic performance in public secondary schools include the use of modern technology such as mobile apps and other digital platforms, collaboration with community strategy, organizing parental involvement programmes in school, promoting vibrant Parent-Teachers Association (PTA), the use of strategies such as phoning, asking parent to be a volunteer, sending letters to the parents, report day to involve parents, and the use of cultural and religious sensitivity. (4) Parental involvement significantly influences students’ academic performance in public secondary schools. (5) There is no significant difference between the mean ratings of male and female teachers on the factors responsible for parental involvement in students’ academic performance in public secondary schools. (6) There is no significant difference between the mean ratings of male and female principals on the managerial strategies for improving parental involvement in child’s education on students’ academic performance in public secondary schools. It was recommended that educators, policymakers and school administrators should develop strategies to address technology usage and other obstacles to promote parental involvement and students’ success.