INFLUENCE OF TEACHER FACTORS AND PARENTAL INVOLVEMENT ON SECONDARY SCHOOL STUDENT ACADEMIC PERFORMANCE IN IBADAN SOUTH-WEST LOCAL GOVERNMENT AREA OF OYO STATE, NIGERIA

Abstract

This study examined the influence of teacher factors and parental involvement on student academic performance in Ibadan South-West Local Government Area of Oyo state. The study adopted the descriptive survey research design of the ex-post facto type. 250 respondents comprising of fifty (50) teachers and two hundred (200) students were sampled using stratified sampling technique. The instruments used for data collection were “Influence of Teacher Factors and Parental Involvement on Student Academic Performance” (TFPISAPS) and Student Achievement Test (SAT). Six hypotheses were tested at 0.05 level of significance. Data collected were analysed using frequency count, simple percentage and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The variables that contributed significantly to student achievement in Mathematics and English are teacher factors (teacher experience, classroom management skill, and class control and planning of instruction skills). The strongest predictor of student academic performance was teacher teaching experience (Beta= 0.518, t= 2.733, p<0.05), followed by teacher requisite skills: [classroom management, class control and planning of instructions] (Beta= 0.291, t= 2.021, p<0.05), while other variables (parental involvement, teacher qualification and teacher adequacy) are not potent predictors of student academic performance. These findings can be used to guide planners on the need for qualified teachers to facilitate effective teaching and learning in secondary schools in Nigeria and a greater academic progress can be achieved by students if their parents are conscious of the fact that there is a lot, they can do to bring to reality their goals and aspiration for their children.