Parental Involvement and Academic Achievement of Basic School Pupils in Kaduna State

This study investigates the relationship between parental involvement in education and the academic achievement of basic school pupils in Kaduna State, North West Nigeria. Research consistently identifies parental engagement as one of the most powerful predictors of children's educational success, yet many Nigerian parents, particularly in low-income communities, have limited participation in their children's schooling due to economic pressures, literacy constraints, and cultural norms around the division of educational responsibility. A descriptive survey was conducted using questionnaires and school record reviews, involving 400 pupils in Primary Four to Six and their parents or guardians across 18 public basic schools in Kaduna North, Kaduna South, and Zaria local government areas. Parental involvement was assessed through homework support frequency, attendance at school meetings, and communication with teachers. Academic achievement was measured using end-of-term examination scores in core subjects. Multiple regression analysis was applied. Results indicate that homework support and attendance at parent-teacher meetings are significantly associated with higher academic achievement. Fathers' involvement, while less frequent than mothers', showed a stronger predictive association with mathematics performance. The study concludes that increasing parental engagement at all levels significantly improves pupil learning outcomes in Kaduna State basic schools. It recommends that schools establish structured family engagement programmes including evening parent literacy classes and local language communication channels to lower barriers to parental participation across diverse community contexts.

Keywords: parental involvement, academic achievement, basic education, Kaduna State, family engagement.