Abstract
The study explored the relationship between parental involvement in education and academic performance of senior high school students in the Ashanti Mampong Municipality of Ghana. The descriptive correlational research design was used to conduct the study. Stratified random sampling procedure was employed to select a total sample of 471 respondents made up of 186 males and 285 females. Questionnaire and test items on Mathematics and English Language were the research instruments used to collect data for the study. Data analysis was conducted by employing descriptive statistical tools (mean and standard deviation scores) to examine students’ perceived parental academic ambition and involvement in their education while the Zero-order correlation was used to examine the relationships between parental involvement in education and academic performance. The results of the study show a significant positive relationship between parental involvement in education and students’ academic performance. It is recommended from the study that parents should play a leading role in supporting their children’s education since they are the first to expose children to the social and academic world.
Highlights
A person’s education is closely linked with his or her life chances, income and general well-being
The purpose of this study was to examine the relationship between parental involvement and academic performance of senior high school students in Mathematics and English Language
The students’ academic performance was measured by the scores on Mathematics and English Language tests designed by the researchers
Summary
A person’s education is closely linked with his or her life chances, income and general well-being. The success of students in any academic task has become a major concern to educators, parents, researchers and society. Literature indicates that there is lack of specific or universal definition of academic performance. It is a satisfactory and superior level of performance of students as they progress through and complete their school experience. The implication of this definition is underscored by studies which repeatedly demonstrate that the vast majority of students who withdraw from school do so for no reason other than poor academic performance
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