THE EFFECT OF PARENT-CHILD RELATIONSHIP ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN ONDO STATE

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Author

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Department of Education

ABSTRACT

This study examines the effect of parent-child relationships on the academic performance of secondary school students in Ondo State, Nigeria. Using a sample of 300 students, the research explores the correlation between the quality of parent-child relationships and students' academic outcomes, with particular attention to gender differences. The Parent-Child Relationship Scale (PCRS-RN) developed by Rao (2016) was used to assess the nature of these relationships, while academic performance was measured through students' cumulative grades from their previous year.

A descriptive survey design and quantitative methods, including t-tests and Pearson correlation analysis, were employed to analyze the data. The results revealed a significant difference in academic performance between students with favorable parent-child relationships and those with unfavorable relationships (p < 0.05). Female students reported more favorable relationships with their parents compared to male students, and a strong positive correlation (r = 0.74) was observed between parent-child relationship quality and academic performance.

The findings suggest that nurturing and supportive parent-child interactions significantly contribute to better academic outcomes. The study highlights the importance of parental involvement in a child’s education and emphasizes the need for parents to adopt positive engagement practices. Recommendations for parents, educators, and policymakers are provided, along with suggestions for future research, particularly on how socio-economic factors influence these relationships.

Keywords: Parent-child relationship, academic performance, secondary school, Ondo State, gender differences, parental involvement

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The family is recognized as the fundamental social unit from which a child learns basic life skills, establishes values, and gains an understanding of how to navigate societal norms. In Nigeria, particularly in Ondo State, the family plays a vital role in child-rearing, and the relationship between parents and children forms the bedrock of children's cognitive and emotional development. Research has consistently shown that the parent-child relationship significantly influences various aspects of a child’s life, particularly their academic performance. According to Nelson Mandela, "Education is the most powerful weapon which you can use to change the world." This view underscores the importance of education in the development of a child and the broader role parents play in shaping their children's academic journey.

Education in Nigeria is seen as a critical pathway to upward social mobility and economic stability, making academic performance a key indicator of future success. However, in Ondo State, as in many parts of Nigeria, there are growing concerns about the academic underachievement of secondary school students. Societal expectations place high academic demands on students, with academic excellence being viewed as a gateway to better opportunities. Despite these expectations, many students in Ondo State fail to meet academic standards, leading to a growing interest in understanding the factors contributing to academic performance.

Parent-child relationships have been identified as one of the most significant determinants of academic performance. Studies indicate that a positive and nurturing relationship can boost children's academic success by fostering better cognitive skills, emotional stability, and greater motivation. Conversely, strained or negative parent-child interactions can lead to decreased motivation, lower self-esteem, and poor academic performance. In the context of Ondo State, understanding how these relationships affect academic outcomes is crucial for addressing underachievement and improving educational outcomes.

Parent-child dynamics are influenced by several factors, including socio-economic status, cultural expectations, gender roles, and parenting styles. Nigerian culture places a strong emphasis on respect for authority and hierarchy within the family, which can affect how parents interact with their children, especially in terms of academic support. In Ondo State, many parents tend to adopt an authoritarian approach, characterized by high expectations but limited emotional engagement, which may not always result in the desired academic outcomes. As societal norms evolve, so too must the understanding of how parent-child relationships influence academic success.

The purpose of this study is to explore the effect of parent-child relationships on academic performance among secondary school students in Ondo State. It seeks to provide empirical evidence on the significance of family dynamics in educational attainment, which will contribute to the broader discourse on improving academic outcomes in Nigeria.

1.2 Statement of the Problem

In recent years, the academic performance of secondary school students in Ondo State has been a cause for concern. Data from the Ministry of Education indicate a significant drop in the number of students passing national examinations such as the West African Senior School Certificate Examination (WASSCE). Teachers and school administrators have pointed to various factors such as inadequate teaching resources, overcrowded classrooms, and outdated curricula. However, there is growing recognition that family background, particularly the quality of the parent-child relationship, plays a crucial role in shaping students' academic outcomes.

Despite the numerous studies highlighting the importance of parent-child relationships on academic achievement, there is limited empirical research specifically focusing on Ondo State. The lack of localized studies makes it difficult for educators and policymakers to design effective interventions that address the unique challenges faced by families in this region. Moreover, while much of the existing literature focuses on the role of parents in terms of providing resources or monitoring academic progress, there is less emphasis on the emotional and psychological aspects of the parent-child relationship that may influence a child's academic motivation and engagement.

Therefore, this study seeks to fill this gap by examining the nature of parent-child relationships in Ondo State and how these relationships influence academic performance. Specifically, it will explore whether favorable parent-child relationships correlate with higher academic achievement and whether there are gender differences in how these relationships manifest and impact educational outcomes.

1.3 Objectives of the Study

The objectives of this study are as follows:

• To compare the academic performance of students with favorable and unfavorable parent-child relationships.
• To examine gender differences in parent-child relationships among secondary school students in Ondo State.
• To investigate the correlation between parent-child relationships and academic performance.

1.4 Research Hypotheses

The study will test the following null hypotheses:

• H01: There is no significant difference in the academic performance of students with favorable and unfavorable parent-child relationships.
• H02: There is no significant difference in the parent-child relationship between male and female students.
• H03: There is no significant relationship between parent-child relationships and academic performance.

1.5 Significance of the Study

This study is significant for several reasons. First, it will contribute to the growing body of literature on the role of family dynamics in educational outcomes, specifically within the Nigerian context. By focusing on Ondo State, the study will provide localized insights that can inform policy and practice. Second, the findings of this study will be valuable for parents, educators, and policymakers who are looking to improve academic performance among secondary school students. Understanding how the parent-child relationship influences academic success can help schools develop targeted interventions aimed at fostering better relationships between parents and children.

Additionally, the study’s findings may encourage parents to become more actively involved in their children’s education, not just in terms of academic support but also by fostering an emotionally supportive environment at home. This is especially important in a society like Nigeria, where educational achievement is often tied to future success, and where family involvement is seen as a cornerstone of a child's development.