PARENTAL SUPPORT AND GRADE-SKIPPING STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN PRIVATE SECONDARY SCHOOLS, SOUTHWEST NIGERIA

Abstract

This research investigated Parental Support and Grade-Skipping Students’ Academic Achievement in English Language in Private Secondary Schools in Southwest Nigeria. Thorough search of literature shows scarcity of studies on the Parental Support and Grade-Skipping Students’ Academic Achievement in English Language in Private Secondary Schools in Southwest Nigeria. The research was guided by Social learning theory and Attachment Theory. Two research questions were raised to guide the study. Descriptive survey research design was employed. Target population comprised of all private secondary school teachers (41,404) and students (901,945) in Southwest, Nigeria. Three Southwest states, 1,954 teachers and 2,001 students were sampled using multi-stage sampling procedure. Two instruments– Parental Support Questionnaire (PSQ)(α = .890)”and “Academic Achievement of Grade-Skipped Students in English Language (AAGSSEQ)” (K20 = 0.810) were used to collect data. Data collected were analyzed using descriptive statistics methods of standard deviation. Results revealed that academic achievement of grade-skipped students in English language is at a moderate level (= 3.023). Parental support in the area of parental educational level is at a moderate level (= 2.903), parental attitude towards accelerate education (= 2.708) and lastly, parental involvement in academic decision-making (= 2.976). It concludes that moderate level of parental support could be responsible for academic achievement of grade-skipped students in English language within private secondary schools moderate level in Southwest, Nigeria. It was recommended that schools and parents should ensure and encourage their wards effectively and adequately.