INFLUENCE OF PARENTAL INVOLVEMENT ON THE LITERACY EDUCATION OF PRIMARY SCHOOL CHILDREN IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE.
This study is aimed at investigating the influence of parental involvement on the literacy education of primary school children in Awka South Local Government.
CHAPTER ONE
1.1 Background to the Study
Literacy is the ability to read for knowledge, write coherently and think critically about the written word. It also includes the ability to understand all forms of communication, be it body language, pictures, videos, and sounds. Furthermore, according to Foley (2001), literacy is used broadly to refer to the mastery of all language, in both spoken and written forms, which enables an individual to use the language fluently for a variety of purposes. The United Nations Education Scientific Organization, (UNESCO) in their 2011 High-level Research seminar for the promotion of adult literacy sees literacy as a human right, a tool for personal empowerment and a means for social and human development Education, on the other hand, according to Oxford Advanced Learner’s Dictionary (7th edition), is a process of teaching and learning especially in schools and colleges to improve knowledge and development skills.
It is often said that parents are the children’s first and most important teachers. As parents guide their children’s behaviours, they teach and prepare them for school. It is called informal education. Onukaogu (2007) argues that unless the home is made a literacy immersion centre where children begin their literacy acquisition, and unless the home is connected with the society and the school in enhancing the children’s literacy acquisition, the home can neutralize the children’s efforts and impede their literacy acquisition.
Many parents today view the home and the school as two separate, disjointed institutions; they feel that the job of educating the children is solely the responsibility of the teachers. However, what these parents fail to understand is that in order to achieve the maximum educational and developmental goals in the life of all children, there is a need for the home, the school and the entire community to collaborate and work together as one team.
According to Henderson and Bella (1994), when parents are involved in the school, children go further to achieve more. As the above observation suggests, it is a well-established fact that a factor that improves children’s success at school fifty years of research, including the often-cited studies by Epstein and her colleagues at Hopkins’ University and Anne Henderson and her colleagues at the centre for law and education carried out in 1998 also demonstrated a strong correlation between parental involvement and increased academic achievement, Henderson and Bella (1994) pointed out that a home environment that encourages learning is more important to the children’s achievement than the parent’s income, educational level or cultural development.
Allen and Darly (2002) found that the benefits of parental involvement extend beyond the realm of literacy and educational achievement. Studies show that children whose parents are involved in their education show greater social and emotional development. Furthermore, according to Desforge and Abouchaara (2003), the benefits also include more resilience to stress, greater life satisfaction, greater life satisfaction, greater self-direction, self-control, greater social adjustment, greater mental health, more supportive relationship, tolerance, successful marriage, greater social competence, more positive peer relations, and less delinquent behavior.
Mullis; Cornille, Ritchson and Sullender (2004) proves that the earlier parents become involved in their children’s literacy practices, the more profound the results and the more lasting the effects. This is also pointed out by Wade and Moore (2001) when they wrote that parents who introduce their children to books early give them a head start in school and an advantage over their peers throughout primary school.
Parental involvement entails a lot more than parents just being involved in literacy development and or improvement. It covers other great aspects of the children’s lives such as attitudes and behaviours, school adjustment attendance and performance as arithmetic, science, and arts. In 1994, the College Board in the U.S.A established a correlation between literacy and a family’s support for children’s efforts.
Reading and writing achievement is felt to be more dependent on learning activities at home than arithmetic or science. In other words, success in reading and writing appears to be the gateway to success in other academic activities as well. Children’s success in school can thus be linked to reading to children at home and listening to them read.
Indeed the single most important activity for building the knowledge required for success in reading is reading aloud to children. Lee and Croniger (1994) pointed out that in addition to reading aloud to children, parents can also take their children to the library, help them get library cards, and help them find books based on their interests and abilities. They went further to say that this is because the availability of books, other reading and writing materials at home, whether owned or borrowed from the library, is directly associated with the children’s achievement in reading comprehension.
According to Baker and Scher (2002), there is example evidence that parents who promote the view that reading is a valuable and worthwhile activity has children who are motivated to read for pleasure as well as for gaining information and love for knowledge. For example, Feinstein and Symons (1998) discovered that parental involvement in children’s education is the single greatest predictor of achievement at age 15. In addition to that reading among other learning activities has been found to be most sensitive to parents because even the illiterate parents who may not understand the process of arithmetic and scientific theories could tell when their children read with proficiency.
It is important that parents are made aware of the significant contributions they can make towards their children’s education. Therefore this study examines the effects of parental involvement on the literacy education of their children.
Statement of the Problem
According to Finney (2013), the family’s role in the children’s learning is indisputable indeed, public support for this relationship has been growing over the last decade as indicated by the following observation and researches
Forty percent (40%) of parents across the U.K believe they are not devoting enough time to their children’s education (Finney, 2013).
Teachers ranked strengthening parents’ role in their children’s learning as the issue that should receive the highest priority in public education policy over the next few years, (Louis Hamis and Associates, 2013).
Among pupils aged ten to fifteen, 75% said they would like to talk to their parents about schoolwork; 52% of older adolescents (fourteen to seventeen years olds), agreed to this, (National Commission on children, 2011).
Eighty-nine percent of company executives identified the biggest obstacle to school reform as lack of parental involvement, (Perry, 2013) clearly, from the evidence above, the family plays a vital role in children’s learning and most especially in learning literacy skills and these roles should be emphasized. Moreover, the benefits of parental involvement in their children’s literacy education need to be made known to parents and ways to involve themselves need to be stipulated too. Therefore this study examines the effects of parental involvement in the literacy education of primary school children.
Purpose of the Study
The main purpose of this study is to find out the influence of parental involvement on the literacy education of primary school children in Awka South Local Government Area of Anambra State.
The study aims at finding out:
- How parents can be effectively involved in the literacy education of primary school pupils in Anambra State.
- The effects of parental involvement on the literacy education of primary school pupils in Anambra East
- The extent to which parental involvement affects the literacy education of primary school pupils in Anambra East.
Significance of the Study
The result of this study will benefit pupils, parents and class teachers in no small ways. For the pupils, it will enhance and solidify their academic performances in general and literacy proficiency in particular.
It will help parents to get closer to their children and create a better understanding of their children’s educational capabilities, limitations, strengths, and weaknesses, and also help them to know how, when and where to help their children overcome their academic obstacles.
On the part of the teachers, it will help ease the workloads of instructing and educating the pupils. It will also facilitate effective and formative communication between teachers and parents.
It will also enable parents to help teachers plan effective school events and curriculum as they work hand-in-hand towards achieving a common goal. In addition, it also will help the teachers of young children to direct and advise the parents on the literacy education of their children.
Scope of the Study
This research was carefully designed to investigate the influence of parental involvement on the literacy education of primary school children in Awka South Local Government Area of Anambra State.
This study covered the 21 local governments in Anambra state and Awka South is one of them. In Awka South Local Government Area, there are 32 public primary schools.
Research Questions
The following questions guided the study
- How can parents be effectively involved in the literacy education of primary school pupils in Awka South?
- What are the effects of parental involvement on the literacy education of primary school pupils in Awka South?
- To what extent does parental involvement affect the literacy education of primary school pupils in Awka South?
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