Empirical Study of the Role of Parental Involvement in Primary School Curriculum Implementation in Oyo State

Parental involvement in school curriculum is associated with improved student outcomes and teacher effectiveness, and empirically characterising its current role in primary school curriculum implementation in Oyo State provides evidence for school-family engagement policy. This study empirically examined the relationship between parental involvement and primary school curriculum implementation quality in Ibadan North and Akinyele LGAs, Oyo State, South West Nigeria. A correlational survey design was employed with 200 primary school teachers rating both parental involvement levels and curriculum implementation quality in their schools. Parent questionnaires (n = 200) assessed participation in parent-teacher meetings, home learning support, curriculum consultation involvement, and advocacy for curriculum resources. Pearson correlation and multiple regression analysis were applied. Results showed that parental involvement was significantly positively correlated with curriculum implementation quality (r = 0.48, p < 0.001). Home learning support (beta = 0.39, p < 0.001) and parent-teacher consultation frequency (beta = 0.31, p < 0.01) were the strongest implementation predictors. Schools in higher socioeconomic areas showed significantly higher parental involvement scores (p < 0.05). Only 24.5 percent of schools had a functioning Parent-Teacher Association with meeting frequency above two per term. The study fills an empirical gap and recommends structured Parent-Teacher Association activation, curriculum communication packs for parents at start of term, and socioeconomic equity provisions in school-family engagement programmes in Oyo State. Keywords: parental involvement, curriculum implementation, primary school, Oyo State, school-family engagement