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INFLUENCE OF PARENTAL INVOLVEMENT ON CHILD ACADEMIC SUCCESS IN LOW-INCOME COMMUNITIES: A CASE STUDY OF MAKURDI, BENUE STATE

CHAPTER ONE

INTRODUCTION

Abstract

This study examines the impact of parental involvement on children’s academic achievement in low-income settings, focusing on primary schools in Makurdi, Benue State, Nigeria. A mixed-methods approach was employed, combining quantitative surveys of 400 parents and teachers with qualitative interviews involving 60 stakeholders (parents, teachers, and school administrators) from 20 selected public primary schools. Quantitative data analysis utilized descriptive statistics and correlation tests, while thematic analysis was applied to qualitative data. Results indicate that active parental engagement, including homework supervision, attendance at school meetings, and provision of learning resources, was associated with a 25 to 35% increase in academic performance and attendance rates. However, significant barriers were identified, with 45% of parents facing literacy challenges and economic constraints limiting participation. Urban low-income areas demonstrated higher involvement levels compared to rural and slum communities, where work obligations often took precedence. Proposed interventions include implementing community literacy initiatives for parents, fostering collaborative school-parent relationships, and introducing government-funded subsidies for educational materials, with the potential to improve involvement rates by 40 to 50%.

1.1 Background of the Study

Parental involvement in children’s education has long been recognized as a key determinant of academic success, particularly in low-income communities where systemic barriers often hinder learning outcomes. Globally, studies show that engaged parents contribute to higher achievement, better attendance, and improved socio-emotional development, with effects most pronounced in disadvantaged settings (Desforges & Abouchaar, 2003; Jeynes, 2018). In developing countries, where poverty affects access to quality education, parental roles monitoring homework, communicating with teachers, and providing emotional support help mitigate resource deficits (Epstein, 2018; Wilder, 2014).

In Nigeria, parental involvement varies significantly by socioeconomic status, with low-income families facing constraints like time poverty from informal labor, low literacy, and cultural norms prioritizing economic survival over schooling (Nwideeduh & West, 2013; Ogunshola & Adewale, 2012). Benue State, often called Nigeria’s “food basket” due to agriculture, has high poverty rates (over 60% in rural areas) and educational challenges, including low enrollment and completion rates in primary schools (National Bureau of Statistics, 2022). Makurdi, the state capital, exemplifies urban low-income communities: slums like Wadata and North Bank house migrant workers and displaced persons, where children face malnutrition, child labor, and overcrowded schools.

In Makurdi’s low-income areas, parents often work long hours in farming or petty trading, limiting involvement to basic provision rather than active academic support (Igbo & Akogwu, 2022). Yet, when involved attending PTA meetings or helping with homework, children show better performance, as involvement fosters motivation and accountability (Muodumogo, 2012). The COVID-19 pandemic highlighted disparities: low-income parents struggled with home learning support, widening achievement gaps (Azubuike et al., 2021).

National policies like the Universal Basic Education Act emphasize free education, but implementation in low-income Makurdi communities remains weak, with parental involvement crucial for bridging gaps (Federal Republic of Nigeria, 2013). Studies in similar contexts show involved parents improve reading/math scores by 20–30%, reducing dropout (Aremu & Sokan, 2013; Abdu-Raheem, 2015). In Benue, where out-of-school children number hundreds of thousands, enhancing involvement in low-income areas could boost retention and success (UNESCO, 2024).

This background establishes Makurdi’s low-income communities as vital for studying parental involvement’s role, where economic hardship intersects with educational needs, offering insights for targeted interventions in Nigeria’s middle belt.

1.2 Statement of the Problem

Low parental involvement in low-income communities in Makurdi constitutes a fundamental barrier to children’s academic success, resulting in persistently lower enrollment, irregular attendance, and diminished performance across primary education. In these communities, characterized by high poverty rates, informal labour, and widespread adult illiteracy, parents are frequently unable to provide the basic academic support that middle- and high-income households take for granted (Igbo & Akogwu, 2022; Muodumogo, 2012). Long working hours in subsistence farming, petty trading, or daily wage labour leave parents with little time or energy to supervise homework, attend school meetings, or monitor progress. Consequently, children in these settings often study without guidance, leading to knowledge gaps estimated at 30–40% compared to peers with active parental support (Aremu & Sokan, 2013).

The absence of parental engagement manifests in multiple measurable ways. Enrollment suffers as some parents prioritize immediate economic contributions from children over schooling, especially during farming seasons or economic hardship. Attendance becomes erratic, with children frequently absent to assist with household chores, hawking, or caregiving responsibilities. Academic performance declines sharply because there is no reinforcement of school lessons at home, no correction of errors, and limited exposure to reading materials or educational dialogue (Abdu-Raheem, 2015). These combined effects create a self-reinforcing cycle: poor performance discourages both children and parents, increasing dropout rates, particularly among girls, and perpetuating intergenerational poverty in already vulnerable communities across Makurdi and wider Benue State.

In Makurdi’s low-income areas such as Wadata, North Bank, and Wurukum, the problem is compounded by parental illiteracy rates exceeding 50%, meaning many adults cannot read school notices, assist with assignments, or engage meaningfully with teachers (Muodumogo, 2012). Cultural attitudes that view education as secondary to survival further entrench disengagement. The result is a stark educational divide: children from these backgrounds consistently underperform in common entrance examinations, NECO/BECE results, and basic literacy/numeracy assessments, feeding into higher secondary dropout and reduced life opportunities (Igbo & Akogwu, 2022).

This low involvement not only undermines individual children but also frustrates broader educational goals in Benue State and Nigeria at large. Despite policies promoting free primary education and parental participation, implementation remains weak in low-income settings, allowing inequality to widen and human capital development to stagnate (Aremu & Sokan, 2013). Without deliberate, evidence-based strategies to enhance parental involvement through literacy programmes, flexible meeting schedules, and community sensitization, the cycle of poor academic success and limited socioeconomic mobility will persist, defeating national aspirations for inclusive and equitable education. The urgency of addressing this problem in Makurdi cannot be overstated, as it represents a microcosm of challenges faced by millions of children in Nigeria’s low-income communities.

1.3 Objectives of the Study

The main objective is to examine the influence of parental involvement on children’s academic success in low-income communities in Makurdi, Benue State.

Specific objectives are:

1. To assess levels and forms of parental involvement in selected communities.
2. To evaluate effects on academic achievement and attendance.
3. To identify barriers and recommend strategies for improvement.

1.4 Research Questions

1. What are prevalent forms and levels of parental involvement in Makurdi low-income communities?
2. How does involvement affect children’s academic success?
3. What barriers exist, and how can they be addressed?

1.5 Significance of the Study

This study generates robust empirical evidence on the critical role of parental involvement in fostering children’s academic success within low-income communities in Makurdi, Benue State, offering actionable insights for multiple stakeholders to address persistent educational disparities. At the local level, the findings equip the Benue State Universal Basic Education Board (SUBEB) and non-governmental organizations (NGOs) with data-driven justification to design and implement targeted community-based programs such as adult literacy classes, flexible parent-teacher meeting schedules, and home-learning resource kits that could realistically boost parental involvement rates by 30–40%. These interventions would directly translate to measurable improvements in pupil enrollment, attendance, and performance, helping close achievement gaps in underserved areas and aligning with SUBEB’s mandate for equitable basic education delivery.

For parents in these low-income settings, the research serves as an empowering resource by highlighting practical, low-cost ways to support their children’s education despite economic and time constraints—such as daily reading routines using local stories, simple homework monitoring techniques, or group study facilitation among neighbors. By demystifying involvement and demonstrating its tangible benefits on grades and motivation, the study encourages greater participation, fostering stronger family-school bonds and enhancing parental confidence in contributing to educational outcomes.

At the school level, administrators and teachers gain valuable strategies for building effective partnerships with parents, including regular communication via community leaders, parent volunteer programs, and school-based workshops on child development. These approaches can transform schools into collaborative hubs, improving teacher morale through shared responsibility and yielding higher pupil retention and classroom engagement in Makurdi’s resource-limited public primaries.

Nationally, the study’s insights inform Universal Basic Education (UBE) policies by providing context-specific evidence from a middle-belt state, guiding the Federal Ministry of Education and UBE Commission toward inclusive reforms for disadvantaged areas—such as subsidized transport for parent meetings or integration of parental involvement metrics into school evaluations. This advances Nigeria’s commitment to Sustainable Development Goal 4 (quality education) by promoting equity and reducing out-of-school rates in vulnerable regions.

Academically, the research enriches the literature on family-education dynamics in Nigeria by offering localized data from low-income urban-rural communities, filling gaps in southeastern/middle-belt studies and contributing to broader discourses on socio-economic influences in child development. It serves as a reference for comparative analyses across states, supporting evidence-based advocacy for parental engagement programs and informing theoretical frameworks on resilience in constrained environments. Ultimately, by illuminating pathways to overcome involvement barriers, the study promotes systemic change toward more inclusive, effective primary education in Nigeria’s diverse contexts.

1.6 Scope and Limitations of the Study

The study focuses on parental involvement in primary schools in Makurdi low-income communities from 2020 to 2025. Limitations include self-reported data bias and urban focus.

1.7 Operational Definition of Terms

• Parental Involvement: Home/school-based support for learning.
• Academic Success: Performance, attendance, completion.
• Low-Income Communities: Areas with high poverty in Makurdi.
• Makurdi, Benue State: Capital with urban slums and rural fringes.

References

Abdu-Raheem, B. O. (2015). Parents’ socio-economic status as predictor of secondary school students’ academic performance in Ekiti State, Nigeria. Journal of Education and Practice, 6(1), 123–128.

Aremu, O. A., & Sokan, B. O. (2013). A multi-causal evaluation of academic performance of Nigerian learners: Issues and implications for national development. Journal of Educational Research, 4(2), 45–52.

Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2, 100022.

Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Department for Education and Skills.

Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.

Igbo, H. I., & Akogwu, R. E. (2022). Relationship between parents’ attitudes, culture on academic performance of secondary school female students in Benue state, Nigeria. Journal of Educational Research in Developing Areas, 3(1), 27–36.

Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163.

Muodumogo, C. A. (2012). Literacy needs of non-literate women in Benue State of Nigeria. Journal of Education, 5(1), 112–120.

National Bureau of Statistics. (2022). Poverty and inequality in Nigeria. NBS.

Ogunshola, F., & Adewale, A. M. (2012). The effects of parental socio-economic status on academic performance of students in selected schools in Edu LGA of Kwara State Nigeria. International Journal of Academic Research in Business and Social Sciences, 2(7), 230–239.

UNESCO. (2024). Global education monitoring report 2024: Gender report. UNESCO.

Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397.