Research Proposals

RELATIONSHIP BETWEEN PARENTS EXPECTATIONS ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS

RELATIONSHIP BETWEEN PARENTS EXPECTATIONS ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS

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TABLE OF CONTENTS

Abstract

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions

 

1.5       Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

1.8       Definition of Terms

 

CHAPTER TWO

REVIEW OF LITERATURE

2.1       Theoretical Framework

2.2       Conceptual Review

2.3       Review of Empirical Studies

2.4       Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHOD                                                                

3.1       Research Design

3.2       Area of the Study

3.3       Population of the Study

3.4       Sample and Sampling Technique

 

3.5       Instrumentation

3.5.1    Validation of the Instrument

3.5.2           Reliability of the Instrument

3.6       Procedure for Data Collection

3.7       Method of Data Analysis

 

CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS

4.1       Answering the Research Questions

4.2       Testing the Hypotheses

4.3       Summary of Findings

4.4       Discussion of Findings

 

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary

5.2       Conclusion

5.3       Recommendations

5.4      Suggestions for further Study

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

Academic performance means to do ones best to be successful to solve problems and puzzles to accomplish tasks requiring skill and effort. Performance is regarded as act of implementation or attaining by hard work. It is consider everything win by effort, an accomplishment, a notable and flourishing action. Moreover, academic performance is normally considered by examinations grades or consistent academic appraisal yet there is no common agreement how we can measure the academic stress.

Without reservation, parents and their expectations influence the general nature of the newborn. As well as the needs of parents is an integral part in children’s education and future performance.

In fact, parents have a desire for compliance with the children associated with the study to affect the needs and achievements of the children and early wish may continue with their child’s full year. Thus, parents act as a series of expected behaviors and qualities associated with their children (Trivedi, 2022).

 

RELATIONSHIP BETWEEN PARENTS EXPECTATIONS ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS

Many investigators defined parental expectations as realistic opinions/views or logical decisions related to success that can be measured in the form of improvement in grades, reaching maximal school levels as well as class attendance (Ijaz, Sajid and Muhammad, 2019).

 

Parental expectations are generally differentiated from aspirations, where the latter consider desires, goals and wishes that parents have for their children’s achievements instead of realistic expectations (Samura, 2015) Parental aspirations and expectations are theoretically discrete phrases but maybe sometimes used interchangeably as the first one refers the desire of parents while later refers the realistic beliefs of parents.

According to Ijaz, Sajid and Muhammad (2019), parental expectations regarding academic performance encompass the standards, aspirations, and beliefs that parents maintain concerning their child’s educational achievements. These expectations delineate the desired level of scholastic accomplishment, encompassing specific academic goals, career ambitions, and the extent of parental involvement and support aimed at facilitating their child’s academic success.

In brief, they wield a substantial influence on a child’s motivation, learning disposition, and actual academic accomplishments. These expectations are molded by a blend of cultural, social, and individual factors and serve as pivotal guiding forces in steering a child’s educational trajectory (Ijaz, Sajid and Muhammad, 2019).

Recent research by Robinson (2019) emphasized the significance of parental involvement beyond mere academic support. They highlighted the importance of emotional support, such as parental encouragement and fostering a positive attitude toward learning, in influencing student academic outcomes. This emotional scaffolding provided by parents significantly contributes to students’ motivation and resilience in the face of academic challenges.

 

Moreover, a study by Dornbusch (2020) highlighted the role of parental aspirations and expectations in shaping students’ career choices and long-term educational goals. The study found that parental expectations not only impact immediate academic performance but also influence students’ aspirations for higher education and future career paths.

Recent literature has also delved into the impact of technology on parental involvement and expectations. Specifically, studies by Miller and Ribisl (2021) and Chang and Hsueh (2022) examined the role of digital communication tools and platforms in enhancing parental engagement with schools and monitoring student progress. Therefore, these technological advancements have altered the landscape of parental involvement, providing new avenues for parents to stay informed and involved in their child’s education.

 

However, recent research has explored the intersectionality of parental expectations with other factors such as student well-being and mental health. Furthermore, studies by Johnson (2023) and Lee and Wong (2023) highlighted the need to balance parental expectations with considerations for students’ mental health. Excessive pressure from high parental expectations can lead to stress and anxiety among students, potentially impacting their academic performance and overall well-being. The relationship between parents expectations on academic performance of senior secondary schools.

In addition, the global pandemic has brought new dimensions to the relationship between parental expectations and academic performance. Research by Chen (2021) and Kumar  (2022) investigated the pandemic’s impact on parental involvement, showing how increased home-based learning led to a shift in parental roles and expectations, requiring adaptability and support to ensure continued academic progress.

Undeniably, the evolving nature of family structures and societal changes also influences parental expectations. Studies by Sanders and Gable (2023) and Harper (2023) examined the impact of diverse family structures, such as single-parent households or blended families, on parental involvement and expectations, highlighting the need for tailored approaches to support different family dynamics.

Therefore, against this background this study aimed to examine the relationship between parents expectations on academic performance of senior secondary schools in Eket Local Government Area.

 

1.2     Statement of the Problem

In brief, the central issue driving this study revolves around the nuanced interplay between parental expectations and the academic performance of senior secondary school students. Indeed, this inquiry aims to delve deeply into the multifaceted dimensions of parental expectations, investigating their substantial impact on students’ scholastic accomplishments.

Furthermore, the research seeks to elucidate the intricate web of influences stemming from parental expectations, exploring how these expectations manifest within varying cultural contexts, socioeconomic circumstances, and their profound psychological ramifications on students’ educational outcomes. The relationship between parents expectations on academic performance of senior secondary schools.

Moreover, the study endeavors to uncover not only the direct correlations but also the underlying mechanisms through which parental expectations shape and potentially propel or hinder students’ academic success in senior secondary education. Therefore, this study aimed to examine the relationship between parents expectations on academic performance of senior secondary schools in Eket Local Government Area.

 

Conclusion

Based on the findings of the study, it was concluded that, the intricate relationship between parental expectations and the academic performance of senior secondary school students underscores the multifaceted nature of educational achievement.

However, this interplay, influenced by cultural, socioeconomic, and psychological factors, highlights the need for a comprehensive understanding to facilitate tailored support systems.

Therefore, recognizing and navigating the complexities of parental expectations can significantly impact students’ educational trajectories, emphasizing the importance of informed interventions and collaborative efforts among educators, policymakers, and parents to foster optimal academic outcomes among secondary school students.

 

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