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PARENTAL
INVOLVEMENTS, SUCCESSES AND CHALLENGES IN THE PROMOTION OF FAMILY LIFE
EDUCATION
ABSTRACT
This study
sought to examine parental involvement, successes and challenges in the
promotion of family life education.
A
descriptive survey design was chosen to carry out the study. An instrument designed
by the investigator was used to collect data for the study. One hundred and
fifty subjects responded to the questionnaires given to them.
Data
analysis involved the use of frequency counts, percentages and t-test
statistical techniques. The results showed that parents’ involvement in family
life education is a contributor to the promotion of the success of family life
education, parents occupational status is a contributor to parents involvement
in family life education, majority of the respondents are of the view that
students may be successful academically despite adverse family conditions,
parents either single parents or parents of intact homes know the importance of
family life education and thus press for their children to achieve against all odds,
but it was discovered from the research that parents from intact homes showed a
greater interest in the up-bringing of their children than their counterparts
from non-intact homes.
It was
recommended that education with a clear understanding of the lives of their
school families ought to encourage the emergence of a definition of parenting
involvement which would recognize a broad array of parental behaviors intended
to support academic success, there is the need to introduce and broaden
traditional population education to includes topics such as reproductive
health, the status of women intergenerational relationship, and problem solving
skills in order to improve family and social welfare, efforts should be made by
education stakeholders to ensure that most schools provide some form of
sexuality education for adolescent and efforts should be made by
non-governmental organization (NGO’s) to facilitate access to wide range of
parenting information, services and support throughout the country.
CHAPTER ONE
INTRODUCTION 1.1 Background to the study
Preparing
individuals and families for the roles and responsibilities of family living is
nothing new. Because knowledge about human development, interpersonal
relationships, and family living is not innate, societies have needed to
develop ways through which they may transmit the wisdom and experience of
family living from one generation to succeeding ones. Some societies transmit
his knowledge through formal means such as puberty initiation rites. For the
most part however, individuals learn about family living in the family setting
itself as they observe and participate in family activities and interactions in
their own and other families
As societies
change and become more complex, this pattern of informal learning about living
in families becomes inadequate.
The
development of new knowledge, advances in technology, and changing social and
economic condition create situation where the teaching of previous generation
are no longer appropriate or sufficient. In this circumstance, societies must
find or create new ways to prepare individuals for their family roles and
responsibilities. One of these new ways is Family Life Education
Clark (2003)
opines that when parents and family get personally involved in education, their
children do better in school and grow up to be more successful in life.
According to Clark, parent’s involvement includes a lot of different types of
activities. Some parents have time to get involved in many ways; others may
only have time for one or two activities.
Aluede
(2000) contends that the earlier in a child educational process, parent
involvement in family life education begins, the more powerful the effects. The
most effective forms of parent involvement are those which engage parent in
working directly with their children on learning at home. Parent may get
involved in family life education by ensuring better school attendance by their
children, increased motivation, and better self-esteem.
Although
most parent do not to know how to help their children with their education with
their guidance and support they may
become increasingly involved in home learning activities and find themselves
with opportunities to teach, to be models for and to guide their children.
Parent participation in education was twice as predictive of academic success
as family socio-economic status, Uwakwe (2000). When schools encourage children
to the practice reading at home with parents the children make significant
gains in reading achievement compared to those who only practice at school. The
more intensely parent are involved, the more beneficial the achievement
effects. Parent who read to their children, have books available, take trips,
guide TV watching, and provide stimulating experiences contribute to student
achievement. The more parents participate in family life education, in a
sustained way, at every level-in advocacy, decision making and oversight roles
and as home teachers- the better for children’s success.
The society
depends primarily upon the family institution for the production of children
who constitute young members of the society. Also, the family is seen as the
primary agent of socialization where the norms and values of a society are
internalized by the new members of the society that is children, teaching and
behavioral pattern and ways of life. In addition, the family performs the
functions of provision of basic necessity of life like food, shelter, clothing,
education etc.
Arqqawal
(1981) asserted that: “It is the home not the school that determines the
quality of the direction of any child’s life, and that teacher’s works is
fulfilled or destroyed by the operation, for good or ill this major factor in
the education of any child.” (page 19)
Writers like
Adeyemo (1998) and Akinboye (2000) have observed that children from unstable
homes have less adaptability to school situation, less initiative and possess a
less measure of emotional self-control. The anxiety level of home and the
pattern of parental communication with children may affect learning. For
instance, a child that is frequently upset over parent quarrels are at risks
for lower levels of education achievement (Krohn and Bogan, 2001).
Infants
whose parents lack warmth and stability and fail to provide educational
stimulation (e.g teaching and child new words) are at risk of learning and
emotional problems (Werner and Smith, 1992: 24). Infants who suffer from
neglect may also be at risk of health and developmental problems (Kenpe and
Goldbloom, 1997:312).
In a study
of young people from low-income black homes with varying family structures,
Clark (1993)
finds that parents of high academic achievers set firm but not harsh rules,
seek information about their children’s academic progress, enhance literacy
skills through activities such as reading and word games, and model an
optimistic assertive approach to life. In Clark’s study, the two-parent and
single-parent families that had these attributes produced higher achieving
students, while the two-parent and single-parent families that lacked these
characteristics produced less successful students. Similarly, Goldenberg (1999)
describes how assertive parent involvement may significantly influence student
achievement, over the course of Goldenberg’s case study, the children who
improved their reading skill received encouragement and /or home tutoring from
their parents.
Preparing
individuals and families for the roles and responsibilities of family living is
nothing new, because relationships, and family living is not innate, societies
have needed to develop ways through which they may transit the wisdom and the
experience of family living from one operation to succeeding ones. Some
societies transmit this knowledge through formal means such as puberty or
initiation rites. For most part, however individuals learn about family living
in the family setting itself as they observe and participate in family
activities and interaction in their own and other families (Aluede, 2002). As
societies change and become more complex this pattern of informal learning in
families becomes inadequate. The development of new knowledge, advances in
technology and changing social and economic conditions create situation where
the teaching of previous generations are no longer appropriate or sufficient,
in these circumstances, societies must find or create new ways to prepare
individuals for their family roles and responsibilities. One of these new ways
is family life education (Alueze and Ikechukwu, 2002).
The desire
that Nigeria should be a free, just and democratic society, a land full of
opportunities for all its citizens, able to generate a great and dynamic
economy, and growing into a united and self reliant nation, cannot be
over-emphasized; to achieve these goals, education in Nigeria is an instrument
par excellence for effective national development Federal Ministry of Education
(2004). With changes in the society, every child desires to become a
millionaire within a day. It now seems to be difficult for majority of the
children to really concentrate on their studies in this country. Good community
committee (1995) observed that the seed of academic under-achievement among
children have been imbibed from childhood. Many children fail to find self-respect
or self-discipline and capacity to cope with problems in ways that are
constructive or have any appreciation on the importance of skills needed for
learning. In other words, it seems to be true that the causes of
academic-achievement among the youths are multiple, complex and interrelated.
Good community committee (1995) and Schewertz (1995) identified
single-parenthood, poverty, youth violent (crime), drug problem, school
instability and rebellion as causes of children under-achievement in schools.
Sewel (2000) include among many other reasons for students drop out as no
liking school, being suspended or being expelled. Other reasons include
economic reasons socio-economic status of the family. Influence from friends
who are also school drop-outs, personal reasons such as pregnancy for girls. In
addition, school drop-outs had lower grades in school, more disciplinary
problems, and lower rate of home work completion externalized sense control.
Often times, when children fail their promotion examinations, they would rather
prefer going to farm and obtain or acquire plots of land to plant cocoa and
become cocoa farmers. During cocoa season in such parts of South-West Nigeria,
children and parents’ common slang is ‘Oga teacher, how much is your salary?
Two kilos (Kilogrammes) of cocoa will pay your salary. This local syndrome might be responsible for
students drop-out in many rural areas. The rate of drop out appears to be worst
among boys with the emergence of commercial motor cycling known as Okada. Also,
some boys become bus conductors or illegal timber contractor know as
‘Payabayaba’. According to Ayodele (2007), there was a case of a male student
who was arrested for social ills (stealing) and during interrogation; he said
that he dropped out from school because his school fees was not paid and his
mother gave birth to nine children for different nine fathers. Ayodele says further that in the study of
some female students, it revealed that when they fail in school or their fees
were not paid, they seem to experience fear, anxiety, inferiority complex and
guilt among their mates and this seems to give them some psychological problem.
This leads female children to get involve in pre-marital sex and hurriedly get
married.
Owuamanam
(2002) contends that some people go into marriage when there is no money to pay
school fees or take care of their children’s needs. Another problem observed to
be rampant among female children is the issue of regular meeting. As soon as
some female children see their drop-out friends with expensive wears and their
babies, the next thing they do is to copy their colleagues so that they too can
dress like friends and look nice among their peer groups, this usually results
to termination of their academic career.
It seems
that if parents were not educationally oriented, their interest towards the
education of their children might be negatively affected. Adaba (2001) noted
that parents do not encourage the education of their female children because of
erroneous belief that investing money on the education of female children may
end up to be waste when they get married because they lose family’s name and
the husband’s family would reap the fruits of their labour. Adaba also said
that some parents were unable to pay school fees and provide necessary
materials needed by their wards and that this contribute to children’s
under-achievement in schools. Alonge (2003) opined that some parents are harsh
and wicked to their children if they do not perform well or fail their
examinations.
In another
development, if children do not have a stable family life and have bad school
experiences, they may end up as school drop-outs.
The true
influence of children’s background on achievement can be estimated better if
one takes into account those family characteristics- parental values and press
for the child to achieve and the child’s own efforts and perceived
efficacy-that appear to operate independently of convectional aspects of class
(for the few countries in which these factors have been studied) and better
indicators of the material and social aspects of class.
The national
desire that Nigeria should be a free, just and democratic society, a land full
of opportunities for all its citizens able to generate a great and dynamic
economy and growing into a united and self reliant nation, is an important
pointer to the role education has to play in the polity. To achieve these
goals, education in Nigeria is an instrument per excellence for effective
national development, Federal Ministry of Education (2004). With changes in the
society, every child desires to become a millionaire within a day. It now seems
to be difficult for majority of the children to really concentrate on their
studies in this country. Good community Committee (1995) observed that the seed
of academic under-achievement among children have been imbibed from childhood.
Many children fail to find self respect or self-discipline and capacity to cope
with problems
This
background emphasizes the need to bring into focus the present study which
sought to explain parental involvement, successes and challenges in the
promotion of family life education.
1.2 Statement of the problem
This study
is designed to examine parental involvement, successes and challenges in the
promotion of family life education.
1.3 Objectives of the study
The main
objective of the study is to examine the various activities engaged in by parents that affect the children. Other
specific objectives include:
· To examine the activities of parents in
the promotion of family life education
· To determine the level of family
success in the promotion of the family life education
· To assess the challenges affecting the
family life education.
· To find out the extent to which the
educational level of parents influence their involvement in Family Life
Education.
· To determine the extent to which the
size of family affects the success of family life education.
· To examine whether the occupational
status of parents can affect their involvement in family life education
· To find out whether or not the
incidents of separation and divorce in
families have any negative or positive effect on the success of family life
education.
1.4 Research questions
The
following questions are posited to guide the study.
1. To what extent would parents’ involvement in
family education promote the success of family life education?
2. To what extent would parents’ occupational
status promote their involvement in family life education?
3. To what extent would parents educational
level affect their involvement in family life education
4. To what extent would the size of a family
(small or large size) affect involvement in family life education?
5. To what extent would the family status
(intact or non-intact) of a home affect family life education?
6. To what extent would the five independent
variables (Parental involvement in education, parents’ occupational status,
parents’ educational level, size of a family and family status) when taken
together, promote the success of Family
life Education?
1.5 Hypotheses
The
following hypotheses will be tested at the 0.05 level of significance:-
i. There is no significant difference in
the opinion of parents of children adolescent from single parenting homes and
those form intact homes with respect to promotion of family life education.
ii. There is no significant difference in
the opinion of male and female parents from intact homes with respect to
promotion of family life education.
iii. There is no significant difference in
the opinion of Christian and Muslim parents respect to success of family life
education.
iv. There is no significant difference in
the opinion of male and female adolescents with respect to the challenges of
family life education.
1.6 Significance of the Study
The outcome
of this study would provide basis for effective promotion of Family Life
Education.
The study
would assist to enlighten parents on the need to know and understand the
effects of home background on the academic performance of children. Also, it
would enlighten the adolescent as to the variables that would contribute to
their academic performance in schools.
It will also
bring about awareness for decision making bodies and even teachers to look into
the problems facing teaching and learning in secondary schools in terms of the
identified variables.
It would
bring about for schools the need to provide a conducive environment for
teachers and parents interaction through the Parents Teachers Association (PTA)
meetings
It will
bring about awareness for parents after Parents Teachers Association (PTA)
meetings the need for the parents to provide necessary facilities needed by
their wards for use in schools.
This study
will create the opportunity and forum to discuss how home climate set-ups could
enhance or hinder parental involvement in family life education.
Through this
study, practicable solutions would be proffered to correct the unfavorable home
climate in order to help the youth to live in a good and conducive home
environment that will guarantee high quality education, performance and
attainment.
This study
would serve as reference work and launching pad for further researchers on the
extent to which the identified variables (parental involvement success and
challenges) promote family life education. The result of the study is expected
to provide the empirical basis for advising governments, policy makers,
administrators, teacher and other stakeholders in the education system on how
to promote family life education.
The study
will provide basis for developing a more effective pedagogic theory for
promoting family life education.
1.7 Scope of the study
This study
examined ‘Parental involvement successes and challenges in tehe promotion of
family life education. The research was carried out in selected public and
private institutions in Ijebu-Ode Local Government Area of Ogun State, Nigeria
1.8 Limitations of the study
1 The small size of the sample to be used
for the study is a major limitation of the study. A larger sample size would
afford better insight into variables relating to the promotion of family life
education.
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