Introduction
It is true to say that parentage has both direct and indirect influence on the academic achievement of the children. The research conducted by cotton & Wikelund (2001) shows that “parent involvement in children’s learning is positively related to achievement and the earlier in a child’s educational process parent involvement begins, the more powerful the effects will be”.
Parent involvement involves ensuring that the homework is done, tutoring the children at home or hiring a tutor for them, attending school functions such as prize giving day, closing day ceremonies etc. Parents may also get involved by helping the school in its development by being a committee member of various school development projects.
Effects and implications that parenting has on students achievement
Children from more learned mothers have greater understanding academically this is supported by the Research Report produced by the Office of Research, Office Educational Research and Improvement (OERI) of the U.S. Department of Education (1993) which indicates that “more highly educated mothers have greater success in providing their children with the cognitive and language skills that contribute to early success in school” the research further shows that “children of mothers with high levels of education stay in school longer than children of mothers with low levels of education” thus they are likely to achieve more academically.
Parents’ involvement has bearing on children’s behavior and attitude, these include attitude toward school or toward particular subject areas, self-concept, classroom behavior, time spent on homework, expectations for one’s future, and absenteeism. The first place for parents to participate in their child’s education is at home, when parents are involved in learning activities at home in a particular subject, such as mathematics, their children show higher achievement in that subject.However, those parents with a negative attitude towards certain subjects such as mathematics have their children end up performing poorly in those subjects, this is because those parents are less involved in those subjects and they do not put emphasis on them.
According to Project 2061 (1997), parents can promote high achievement, no matter where they live or what their income is, by letting their children know they have high expectations, especially in science and mathematics. Parents can convey the importance of high achievement and increase their child’s self-esteem by setting short-term goals and providing rewards for achieving those goals.
Parents, who encourage children’s natural curiosity, watch and learn along with them through modeling the pursuit of lifelong learning, inquiry, and curiosity by reading, asking questions, discussing science-related articles, and visiting museums and science centers succeed in becoming role models for their children simply by continuing their own education.
Short and long term implications on education as a result of parent involvement
Parent involvement in education is likely to yield positive impact on the education system both short and long term, since it is effective in fostering achievement and affective gains at all levels. These impacts are:
- In the short term the children’s grades will improve following the increased level of parent involvement especially through tutoring them at home.
- Most students are likely to change their perception towards mathematics and sciences subjects thus there is a likelihood of many students enrolling in science-based course in higher institutions of learning.
- The teacher’s work in the classroom will be easier since the student’s attitude towards learning is likely to be positive thus promoting easier understanding.
- Absenteeism is also likely to be minimal with the change of attitude. (Epstein, 2001)
A note to future students
Students should insist on their parents’ assistance in doing their homework and reading, and deliver any kind of information that is communicated to them by their teachers to their parents so as to establish a friendly atmosphere between their parents and teachers aimed at ensuring both understand what is best for the children and at the same time become role models.
Reference
Cotton, K. and Wikelund, K. (2001), Parent Involvement in Education. London: Cambridge University Press, pg 80-132.
Epstein, J. (2001), School, family, and community partnerships: preparing educators and improvingschools. Boulder, CO: Westview, pg 19-94.
Maduewesi, E. and Emenogu, E. (1997), Nurturing the adolescents in Nigeria today: The role of thefamily, the school and government. The Nigerian Teach Today.
Parent Involvement in Education. Web.
Parenting and student achievement. Web.
Project 2061, Family and community. Web.
Topping, K.J. (1993), Encouraging Parents’ Involvement in their Children’s Literacy. British Educational Research Journal Vol.18(4) pg. 369-379.
Vincent, O. (2000), Parents’ Literacy and Their Children’s Success in School: Recent Research, Promising Practices, and Research Implications, Education research journal Vol. 2. pg. 178-296.