Parental Involvement and Pupils’ Literacy Development in Public Primary Schools in Ogun State

This study explores the relationship between parental involvement and literacy development among pupils in public primary schools in Ogun State, South West Nigeria. Emerging research highlights the critical role of home-school partnerships in early literacy acquisition, yet many Nigerian parents remain disengaged from their children's educational activities due to socioeconomic pressures and low awareness. The study adopts a descriptive correlational design, drawing a sample of 350 parents and their ward's class teachers from selected schools in three local government areas. Data were gathered using a validated parental involvement scale and a teacher-rated literacy assessment checklist. The study examines dimensions of parental involvement, including home literacy support, communication with teachers, and attendance at school activities. Bronfenbrenner's Ecological Systems Theory guides the conceptual framework. Preliminary observations suggest that children from homes where parents engage in reading activities perform better on literacy tasks than peers from less supportive environments. The study also investigates whether socioeconomic status moderates the relationship between parental involvement and literacy outcomes. Recommendations will address the Ogun State Government, school headteachers, and parent-teacher associations on creating structured frameworks for parent engagement. The findings will contribute empirical data to support family literacy programmes in South West Nigeria and inform teacher education curricula on community engagement strategies. Keywords: parental involvement, literacy development, primary school pupils, Ogun State, home-school partnership