Thesis Abstract

Abstract
This study investigates the influence of parental background on the academic achievement of primary school pupils in English language in Enugu North Educational Zone. The research aims to explore the various aspects of parental background, including socioeconomic status, parental education level, parental involvement in education, and home environment, and how these factors impact the academic performance of primary school children in English language. A mixed-methods approach will be utilized, incorporating both quantitative and qualitative data collection methods. The quantitative aspect will involve a survey of primary school pupils to gather information on their academic performance in English language, as well as demographic details such as parental education level and socioeconomic status. Additionally, qualitative data will be collected through interviews with parents to gain insights into their involvement in their child's education and the home environment. The research will focus on primary school pupils in Enugu North Educational Zone, utilizing a sample size that is representative of the population. Data analysis will involve statistical techniques to determine the relationship between parental background factors and academic achievement in English language. Qualitative data will be analyzed thematically to identify patterns and themes related to parental involvement and home environment. The findings of this study are expected to provide valuable insights into the role of parental background in shaping the academic achievement of primary school pupils in English language. By understanding the influence of factors such as socioeconomic status, parental education level, parental involvement, and home environment, educators and policymakers can develop targeted interventions to support students from diverse backgrounds and improve overall academic performance. The implications of this research are significant for educational stakeholders, including teachers, school administrators, parents, and policymakers. By recognizing the impact of parental background on academic achievement, schools can implement strategies to support students who may face challenges due to their family circumstances. Ultimately, this study aims to contribute to the existing body of knowledge on the relationship between parental background and academic achievement, particularly in the context of English language learning in primary schools.

Thesis Overview

The research study examined the influence of parental background on academic achievement of primary school pupils in English Language in Enugu-North Educational Zone. Three research questions and three hypotheses guided the study. An ex-post-facto research design was adopted for the study. The sample consisted of three hundred and eighty eight primary school pupils from eight schools from the study area. An instrument tagged ‘Parental Background and English Language Achievement Test was used to collect data. Expert judgements were used to ensure face and content validity. The Cronbach Alpha, method was used in determining the internal consistency reliability co-efficient of the Parental Background and English Language Achievement Test. The reliability of the instrument was 0.81 and this went to show that the instrument was reliable. The data collected were analyzed using mean and standard deviation to answer the research question. The t-test statistics was used to test the null hypotheses at 0.05 level of significance. The results showed that the academic achievement of primary school pupils in English Language was influenced by parents’ level of education, parents’ occupation and parents’ residential areas. Among others, it was recommended that parents should endeavour to make out time and resources for their children’s academic pursuits.