AN EXAMINATION OF THE IMPACT OF PARENT-TEACHER COLLABORATION ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOL IN BENIN, EDO STATE

CHAPTER ONE

INTRODUCTION

Background of the Study

Over the past two decades, there has been significant scrutiny and development in education programs, driven by public officials, parents, and educational researchers focused on policy that promotes inclusive education for every child. Similar to other developing countries proactive stance, Nigeria has increasingly emphasized inclusive education following international frameworks (UNESCO, 2014). The Nigerian Education Act, in alignment with global principles, underscores the importance of inclusive education by advocating for equal educational opportunities and access for all students. This inclusive approach prioritizes the rights of every child to receive equitable education, ensures schools' obligations to accommodate diverse needs, and provides necessary facilities and support for students even as parents are integrated into the policies (Leonard, 2020).  

Historically, Momodu and Whitney (2019) highlighted that Nigeria's education policies have emphasized the importance of partnership between schools and families to support student learning and development. This recognition is rooted in global educational frameworks such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) principles on inclusive education, which advocate for the involvement of parents in educational processes to promote holistic student development (UNESCO, 2014). Furthermore, Nigeria's National Policy on Education underscores the significance of parental participation in enhancing educational quality and fostering a conducive learning environment (Federal Ministry of Education Nigeria, 2023). This policy framework encourages schools to actively engage parents in decision-making processes, school governance, and curriculum development to ensure alignment with community needs and aspirations (Federal Ministry of Education Nigeria, 2023).  This evolution reflects a broader commitment to achieving educational equity and fostering a supportive learning environment through meaningful partnerships between parents and educators. 

Clark (2023) opines that when parents and family get personally involved in education, their children do better in school and grow up to be more successful in life. According to Clark, parent’s involvement includes a lot of different types of activities. Some parents have time to get involved in many ways; others may only have time for one or two activities. Aluede (2020) contends that the earlier in a child educational process, parent involvement in family life education begins, the more powerful the effects. The most effective forms of parent involvement are those which engage parent in working directly with their children on learning at home. Parent may get involved in family life education by ensuring better school attendance by their children, increased motivation, and better self-esteem.Although most parent do not to know how to help their children with their education with their  guidance and support they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children. Parent participation in education was twice as predictive of academic success as family socio-economic status, Uwakwe (2020). When schools encourage children to the practice reading at home with parents the children make significant gains in reading achievement compared to those who only practice at school.

Statement of the Problem

Parent-teacher collaboration is increasingly recognized as pivotal in shaping students' educational outcomes worldwide (Adegbija & Yusuf, 2022). In the Nigerian context, where secondary education serves as a critical foundation for future academic and professional success, the role of effective collaboration between parents and teachers takes on added significance. parent-teacher collaboration in Nigeria's education system has evolved against a backdrop of increasing recognition of the crucial role of parental involvement in enhancing students' educational outcomes (Adegbija & Yusuf, 2022). Onyeoma (2019) mentioned that parents who take an ardent and active interest in their children’s schooling are said to contribute greatly to the performance of their children unlike those parents who are not supportive thus seeming to lead to poor academic performance in their children. Similarly Amauche (2023) mentioned that learners whose parents take interest in their school work are said to perform well, complete their extended learning activities consistently and have no absenteeism records. They are said to have a positive attitude towards schooling and less contending behavior towards their peers. Such findings have been seen across the grades from primary to secondary schools

Although research indicates that strong home-school partnerships can contribute significantly to students' academic motivation, engagement, and overall achievement (Oluwatosin & Ibrahim, 2020). However, it has not been verified whether it influences students’ academic performance in the secondary education, hence continues to be a significant issue. There is a dearth of empirical studies specifically examining the dynamics of parent-teacher collaboration and its direct impact on academic performance within Nigerian secondary schools. Upon this premise, the study examined on the impact of parent-teacher collaboration on students academic performance in secondary school in Benin, Edo State.

Objective of the Study

The objective of this study is focused on the impact of parent-teacher collaboration on students academic performance in secondary school in Benin, Edo State. Specifically, the study seeks to:

Examine the levels of collaboration between parents and teachers in secondary schools in Benin, Edo State.

Investigate different aspects of parent-teacher collaboration in secondary schools in Benin, Edo State.

Ascertain whether parent-teacher collaboration influence s students' academic achievement.

Analyze barriers to effective whether parent-teacher collaboration in secondary schools in Benin, Edo State.

Research Questions

What is the levels of collaboration between parents and teachers in secondary schools in Benin, Edo State?

What are different aspects of parent-teacher collaboration in secondary schools in Benin, Edo State?

Does parent-teacher collaboration influence secondary school students' academic achievement in Benin, Edo State?

What are the barriers to effective whether parent-teacher collaboration?

1.5 Research Hypothesis

Ho: There is no significant impact of parent-teacher collaboration on students’ academic performance in secondary schools.

Hi: There is a significant impact of parent-teacher collaboration on students’ academic performance in secondary schools.

1.6 Significance of the Study

Practically, the outcome of this study would assist to enlighten parents on the need to know and understand the effects of home background on the academic performance of children. Also, it would enlighten the adolescent as to the variables that would contribute to their academic performance in schools. It will also bring about awareness for decision making bodies and even teachers to look into the problems facing teaching and learning in secondary schools in terms of the identified variables. It would bring about for schools the need to provide a conducive environment for teachers and parents interaction through the Parents Teachers Association (PTA) meetings It will bring about awareness for parents after Parents Teachers Association (PTA) meetings the need for the parents to provide necessary facilities needed by their wards for use in schools.

Empirically, the study will contribute to general body of knowledge and serve as reference for further studies in related field.The study will provide basis for developing a more effective pedagogic theory for promoting parental involvement in child education.

 Scope of the study

In content, the scope of the study will border on on the impact of parent-teacher collaboration on students academic performance in secondary school in Benin, Edo State. Specifically, the still will touch aspects of parent-teacher collaboration in secondary schools, unravel whether parent-teacher collaboration influences students' academic achievement and analyze barriers to effective whether parent-teacher collaboration that influences students' academic achievement. Geographically, the study will draw its participants from selected private schools in Benin, Edo State.

1.8 Limitations of the study

While the study may provide valuable insights n on the impact of parent-teacher collaboration on students academic performance in secondary school in Benin, Edo State, limitations exist. The study will only focus on public secondary schools, excluding public schools. This means the results may not be applicable to both public and private institutions. The study also will rely on self-reported data from parents and teachers. This can be subjective and susceptible to bias, as participants may over-report their level of collaboration or involvement. he specific aspects of collaboration measured in the questionnaire may not capture the full range of collaborative practices used in schools.

Definition of Terms

Parent-Teacher Collaboration: This is an ongoing partnership between parents and teachers where they work together to support a student's learning and development. It involves open communication, shared goals, and coordinated efforts to create a positive and effective learning environment for the student. Collaboration can take many forms, such as regular communication about student progress, involvement in homework and academic activities, participation in school events (parent-teacher meetings, school functions), and joint problem-solving regarding academic challenges.

Student Academic Performance: This refers to a student's achievement in their academic studies. It can be measured through various means like grades, standardized tests, or teacher assessments.  In this context, the study focuses on the potential positive impact of parent-teacher collaboration on these measures of academic success.