Parental Involvement and Academic Achievement Among Primary School Children in Enugu State

This study examines the relationship between parental involvement and academic achievement among primary school children in Enugu State, South East Nigeria. Increasing concerns about declining academic performance in public primary schools have prompted researchers to investigate the role of the home environment in shaping educational outcomes. Drawing on Bronfenbrenner's ecological systems theory, this research adopts a descriptive survey design to assess how different dimensions of parental involvement, including homework supervision, school attendance, and emotional encouragement, predict pupils' academic performance. A sample of 320 pupils aged 8 to 12 years, along with their parents, was selected through stratified random sampling across four local government areas. Data were collected using the Parental Involvement Questionnaire and pupils' terminal examination scores. Findings indicate that active parental engagement at home and in school activities significantly correlates with higher academic scores across core subjects. Mothers demonstrated higher involvement rates than fathers, particularly in monitoring homework and attending school events. The study also reveals that socioeconomic status moderates the parental involvement-achievement relationship, with parents in higher income brackets showing greater engagement. These findings have practical implications for school counsellors and parent-teacher associations seeking to design interventions that bridge the involvement gap. The study recommends targeted parent education programmes and community outreach campaigns within Enugu's public school system. Keywords: parental involvement, academic achievement, primary school children, Enugu State, ecological systems theory.