The Influence of Parental Involvement on Learner’s Academic Engagement in Some State Secondary Schools in Yaounde VI Sub-Division

Abstract

This study examines the influence of Parental Involvement on Learner’s Academic Engagement in Some State Secondary Schools in Yaoundé VI Sub-Division. The problem of this study emanates from the observed low engagement in academic by secondary school students in Yaoundé VI. To conduct this study, we set the main and specific objectives. The main objective was to examine the influence of parent involvement on student’s academic engagement. we also set main and specific questions: the main question states that in what ways does parental involvement influence student’s academic engagement? we also set specific and general hypothesis in null and alternative (Ha, Ho). The general hypothesis was that Ha: there is a relationship between parental involvement and students’ academic achievement, and Ho: there is no relationship between parental involvement and students’ academic achievement. To conduct this mixed research work, we employ the qualitative and quantitative methods of data collection (interview and questionnaire). using the simple random sampling techniques, a sample size of 178 was reached. The data collected was analysed using the spearman rank correlation and the results were presented in frequencies and tables. the results showed that Ha1: spearman’s correlation value r = 0.218, which indicates a low correlation between Parents level of education and Learners’ academic engagement. This is equally based on the fact that the level of significance is 0.004 which is largely less than 0.05, (alpha) which is the standard error margin: r = 0.218, P= 0.004 ≤ 0,05. Ha2: spearman’s correlation value r = 0.0.228, which indicates a low correlation between Home environment and Learners’ academic engagement. This is equally based on the fact that the level of significance is 0.003 which is largely less than 0.05, (alpha) which is the standard error margin: r = 0.228, P= 0.003 ≤ 0,05. Ha3: spearman’s correlation value r = 0.387, which indicates a low correlation between Voluntary work at school and Learners’ academic engagement. This is equally based on the fact that the level of significance is 0.000 which is largely less than 0.05, (alpha) which is the standard error margin: r = 0.387, P= 0.000 ≤ 0,05, and Ha4: spearman’s correlation value r = 0.259, which indicates a low correlation between communication with teachers and Learners’ academic engagement. This is equally based on the fact that the level of significance is 0.001 which is largely less than 0.05, (alpha) which is the standard error margin: r = 0.259, P= 0.001 ≤ 0,05. We therefore recommend that both the schools and parents should strengthen their collaboration in order to improve students’ academic engagement.