ABSTARCT
This project was carried out to assess the roles of parent- Teacher Association on the teaching and learning in primary schools. Some primary schools were selected in Ojo Local Government Area which was used as the sample for the study, consisted of three private and public schools respectively.
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Hundred Questionnaires were shared for both the parents and pupils of the selected schools which were used as the sample to the study. Four research questions were tested and from the results obtained, the researcher was able to discover that there was a significant impact of the parent-teacher Association in achieving the goals of primary schools.
The association has also helped tremendously in providing the necessary materials needed for the schools including fund which has contributed to the performance of the pupils in their examination.
TABLE OF CONTENT
page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significant of the study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
CHAPTER TWO
2.0 Introduction
2.1 History of Education in Nigeria
2.2 Primary Education System in Nigeria
2.3 Management and Control of Primary Education
2.3.1 Current State of Primary Education (Structure of
Primary Education)
2.4 Parent- Teacher Associations in the School System
2.5 Roles of Parent-Teacher Association in School Management
2.6 Roles of PTA in Teaching and Learning Process
2.7 Benefits of Parent- Teacher Association
2.7.1 The Benefits of PTA to the Pupils
2.7.2 Benefits of PTA to the parents/ Guardian
2.7.3 Benefits of PTA to the Teachers
2.7.4 Benefits of PTA to Schools
2.8 Advantages and Disadvantages of Parent Teacher Association
2.8.1 Advantages of Parent Teacher Association
2.8.2 Disadvantages of Parent Teacher Association
CHAPTER THREE
3.1 Research Methodology
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 The Research Instrument
3.6 Validity and Reliability of the Instrument
3.7 Administration of the Questionnaire
3.8 Methods of Data Analysis
CHAPTER FOUR
4.0 Data Analysis
4.1 Research Question one
4.2 Research Question Two
4.3 Research Question Three
4.4 Research Question Four
CHAPTER FIVE
5.1 Summary
5.2 Conclusion
5.3 Recommendations References
Questionnaire
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Parent involvement is a salient predictor of students’ success (Million,
2003). In fact, many researchers suggest that parent involvement positively impacts students’ achievement, attendance, attitudes, behavior,graduation, and life goals (Burke, 2001 and Belenardo, 2001).
There is also much evidence that these benefits cross lines of family income and parent education level.
In an era characterized by tremendous emphasis on school accountability as measured by students’ performance, education reform measures are replete with components that address parent involvement (Belenardo, 2001).
The parent-teacher association (PTA) has been rigorously advocated inNigeria in recent years, which aims at the promotion of parent involvement to enhance the educational outcomes of students. The number of PTAs has been increasing drastically.
Parents Teachers Association can be identified as very important variable that have potential for promoting directly or indirectly student academic achievements (Olatoye and Ogunkola, 2008).
Looking at the quality of products that Nigeria’s secondary schools turn out, it appears the quality of education received by the students is low in terms of cognitive, affective and psycho motor development there-by making the secondary school system ineffective.
Omoregie(2006) lamented that the primary education which is the pivot of the entire educational system in Nigeria is fast loosing relevance, as it is not fulfilling the national objectives as set down in the National Policy of Education.
The academic performance of primary school pupils could be attributed to several factors but this study is restricted to the role of parents teachers’ association as a potential factor .
It has been noticed in some areas, that school headmasters/headmistress do not involve the parents in the administration of the schools for fear of being criticized.
It appears in some cases, parents are no longer allowed to participate in school programmes and parents are no longer allowed to visit their children in school regularly to see how they fare.
There are instances where some principals no longer make use of the Parents-Teachers Association (PTA) in schools administration. All these tend to make the parents handicapped in assisting the school in the provision of qualitative education to its students .
According to Cotton and Wikelund (2001), many benefits are accrued for the school and for parents themselves when parents become involved in their children’s school activities.
They maintained that, school personnel benefit from the improved rapport that generally accompanies increased parents’ involvement. This rapport is often expressed in parents’ increased willingness to support school with their labour and resources during fund-raising activities or specialprojects.
Besides, Henderson (1987), Hicks and Sammons (1992) and Hillman and Mortimore (1995) had showed in their various studies that parental presence in the school activities and participation in committees’ events and other activities all had positive effects on achievement.
Adewuyi (2002) also submitted that active parent involvement andpositive home-school-community relations have been shown to positively influence effective schooling and students’ achievement.
Ajayi (1999) also posited that, effective administration of schools could be hampered where the PTA is not performing its roles as expected.Also, Ajayi (2007) posited that, the school and the community are inter dependent and interrelated and for the relationship between them to be meaningful, worthwhile and productive, they must be willing to assist each other to achieve their respective goals in atmosphere of love, mutual trust and cooperation.
- STATEMENT OF THE PROBLEM
As educators struggle to identify and maximize the use of every resource to improve students’ performance, it is increasingly important that they establish and maintain high levels of parent involvement in their schools.
Although parent involvement at the elementary-school level has been studied extensively, more research is needed “to determine why there is a decrease of involvement as the child advances to higher grades” (Smith,2001, p. 149)
The purpose of this study was to develop a better understanding of the factors that significantly affect the level of parent involvement during them iddle-school years.
1.3 PURPOSE OF THE STUDY
The purposes of this study are:
1. To reveal parents’ and teachers’ perceptions towards the PTA in
achieving its goals.
2. To examine the impact of parent involvement in the academic Performanceof pupils in the primary school.
3. To explore factors that have been perceived to promote or inhibit theparents’ involvement in the academic process of students in pupils school.
4. To investigate the extent of parents’ involvement in school administration and its effect on the development of primary school pupils.
1.4 RESEARCH QUESTIONS
1. Are there any differences between the perceptions of parents and teachers in terms of the involvement of PTA in achieving school goals?
2. To what extent does parent involvement in the academic process affect their performance in primary school?
3. What factors have been perceived to promote or inhibit parents’ involvement in the academic progress of pupils in primary school?
4. To what extent does parents’ involvement in school administration effectthe development of primary school pupils?
1.5 RESEARCH HYPOTHESIS
1) There is a significant difference between the perceptions of parents and teachers in terms of the involvement of PTA in achieving school goals.
2) There is a significant effect on the parent involvement in the academic processes and their performance in primary schools.
3) There are significant factors which have been perceived to promoteor inhibit parents’ involvement in the academic progress of pupils in primary school.
4) There is a significant relationship in parents’ involvement in the school administration and it effect on the development of primary school pupils.
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