Parental Involvement and Academic Achievement Among Primary School Pupils in Kano Metropolis

This study examines the relationship between parental involvement and academic achievement among primary school pupils in Kano Metropolis, North West Nigeria. Declining academic performance in public primary schools has raised concerns among educators and policymakers, with many attributing this trend to limited parental engagement. The study adopts a descriptive survey design, drawing on a sample of 320 pupils and 160 parents selected through stratified random sampling across eight public primary schools. Data were collected using a structured questionnaire adapted from recent parental involvement scales and validated by three educational psychologists. Academic records were obtained from school administrative offices to measure achievement. Findings reveal that parental involvement, particularly in homework supervision and school-event participation, correlates positively with pupils' academic scores in English and Mathematics. The study also finds that socioeconomic status moderates this relationship, with lower-income parents showing less involvement due to work constraints. These results align with recent literature emphasizing the home-school collaboration model as a predictor of early childhood academic outcomes. The study recommends that school administrators in Kano State establish structured parent-teacher programmes that accommodate varying work schedules, and that the Ministry of Education develop community outreach initiatives targeting low-income households. Addressing parental involvement gaps at the primary level is critical to improving educational outcomes across Nigeria's North West zone. Keywords: parental involvement, academic achievement, primary school, Kano, home-school collaboration.