ABSTRACT
This study examined the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study The population of the study comprised all the three hundred and forty-four (344) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred (100) teachers were selected from 5 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique. The instrument used for data collection was a structured questionnaire, titled “Attitude of Working Class Parents Towards the Education of their Children(AWCPTECQ) validated by two lecturers, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 100 teachers from the 5 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were and analyzed using frequency counts, percentage and mean statistics. Findings of the study revealed among others that working class creates conducive learning environment for their children in Oshimili South Local Government Area. It was recommended among others that Delta State Ministry of Education should organize regular parental involvement workshops to encourage working-class parents to sustain active participation in their children’s learning activities.
CHAPTER ONE
INTRODUCTION
Background to the Study
Teaching and learning processes are fundamentally influenced by the attitudes and involvement of parents, with parental support serving as one of the most significant predictors of student academic success and educational outcomes.
Education is widely regarded as a fundamental tool for individual and societal development. It serves as the foundation upon which knowledge, skills, values, and attitudes are built to prepare individuals for meaningful participation in society. For children to derive maximum benefits from education, active parental involvement is essential, especially during the formative years. Education is seen as a process through which individuals acquire knowledge, skills, values, and attitudes required for personal and societal development (Igbokwe & Eze, 2019). It involves both formal and informal means of preparing individuals to participate meaningfully in the social, economic, and political life of their community. Through this process, people are shaped intellectually, morally, and socially to become responsible members of society. Education serves as a tool for transmitting cultural values, norms, and innovations from one generation to the next to ensure continuity and transformation in society (Ogunyemi & Adebayo, 2021). It empowers individuals with the capacity to think critically, make informed decisions, and contribute meaningfully to national development. Education is viewed as a lifelong process through which individuals acquire the competencies necessary for effective living in a dynamic world (Okolie & Nwachukwu, 2020). It begins at birth and continues through different stages of human development, both in and out of the classroom. This process prepares individuals to adapt to changes, solve problems, and take advantage of opportunities in various aspects of life.
Attitude is regarded as a learned disposition that influences how an individual reacts to situations, objects, or people either positively or negatively (Okezie & Igwe, 2019). It reflects one’s internal beliefs and emotions, which in turn shape consistent patterns of behaviour. In education, parental attitude determines the level of attention and encouragement given to children’s academic progress. Attitude also encompasses mental and emotional responses toward educational responsibilities and roles (Adeoye & Omolayo, 2021). These responses, whether supportive or neglectful, are often shaped by parental beliefs, previous experiences, and socio-economic status. Positive attitudes often translate into active engagement in the child’s learning, while negative ones may result in disconnection. Furthermore, attitude can be seen as a psychological tendency expressed through evaluation, which can be seen in behaviour and verbal expression (Chika & Madueke, 2020). In the family context, this affects how parents value education and the way they support their children’s learning journey. Such tendencies influence home-schools collaboration and children’s academic success.
Working class parents are individuals involved in semi-skilled or unskilled occupations that often demand physical labour and offer limited income (Owolabi & Ajayi, 2022). Their roles may include artisans, traders, drivers, or clerical workers, and these jobs often involve long hours and minimal job security. These parents frequently face economic and time-related constraints that impact their ability to support their children’s education consistently. They are also characterized by limited access to economic and social capital, which would affect their involvement in school-related matters (Obasi & Nwankwo, 2021). However, their level of educational attainment and attitude toward learning still play a role in shaping how much they can support their children academically. Their commitment to their children’s future success often pushes them to make sacrifices despite occupational challenges. Additionally, working class parents are seen as those whose daily income sustains the family but leaves little room for educational investment (Ijeoma & Okoro, 2020). The burden of meeting daily needs often limits participation in school events and home-based learning activities. Nonetheless, many still value education as a pathway out of poverty and make deliberate efforts to support their children where possible.
Participation in learning activities entails the active engagement of students in structured educational tasks both in school and at home (Nnadi & Okonkwo, 2020). This includes classroom interactions, homework, reading, and discussions with peers and teachers. When parents monitor and support these activities, students are more likely to develop commitment to learning. It also involves learners’ involvement in academic and co-curricular tasks that facilitate comprehension and skill acquisition (Enemuo & Udeh, 2021). Such participation promotes discipline, critical thinking, and retention. Parents play a key role by providing encouragement and reinforcing the importance of these activities at home. Moreover, participation is seen as a measure of students’ willingness to engage with learning opportunities provided by the school (Chidera & Yusuf, 2018). Active participation results in better academic performance and deeper learning. Parents who provide emotional and academic support help strengthen this involvement.
Interest and motivation are internal psychological drives that initiate and sustain learning behaviours (Akinlade & Eze, 2021). Interest makes learning enjoyable and relevant, while motivation provides the energy needed to persist, even when tasks are challenging. When parents show appreciation for learning and celebrate academic efforts, children are encouraged to stay focused. Interest refers to the learner’s attraction to a subject, while motivation pushes the learner to take action towards mastery (Onuoha & Ayeni, 2023). These elements are essential for long-term academic success and personal development. Parents can influence these by creating a positive learning atmosphere and setting educational goals. Furthermore, motivation and interest are strengthened when learners perceive the value of education and the support of significant others like parents (Nwachukwu & Obasi, 2020). In working class families, verbal praise, small rewards, and goal-setting can improve motivation. Sustained motivation leads to perseverance, curiosity, and academic achievement.
A conducive learning environment is one where physical, emotional, and psychological conditions support effective teaching and learning (Uche & Bello, 2018). At home, this includes having quiet spaces, access to study materials, and parental emotional support. When these conditions are met, children tend to concentrate better and perform well academically. It also refers to the presence of stability, encouragement, and minimal distractions that allow for smooth learning processes (Oladimeji & Chukwu, 2021). Working parents can promote this by maintaining routines and minimizing disruptions during study time. The availability of basic resources like textbooks and lighting also plays a key role. In addition, a positive learning environment includes warm interpersonal relationships, regular feedback, and a culture that promotes academic excellence (Eze & Nwachinemere, 2022). Parents contribute to this by showing interest in their children’s education, attending school meetings, and helping with assignments. Such involvement enhances learners’ confidence and academic engagement.
In many urban areas such as Oshimili South, parents often engage in full-time or multiple jobs to meet family responsibilities, which can reduce the time and energy available for direct educational support. As a result, issues such as poor supervision of homework, limited attendance at school functions, and lack of communication with teachers may arise (James, 2021). These factors can negatively impact children’s academic performance, interest in school activities, and motivation to learn. While some working parents make deliberate efforts to balance their professional duties with their children’s educational needs, others may unintentionally neglect this responsibility due to time constraints or work-related stress. Hence the need to examine the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State.
Purpose of the Study
The main purpose of this study is to examine the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:
- examine the attitude of working class parents towards participation in learning activities of their children in Oshimili South Local Government Area.
- investigate the attitude of working class parents towards the learning interest and motivation of their children in Oshimili South Local Government Area.
- assess the attitude of working class parents towards creating a conducive learning environment for their children in Oshimili South Local Government Area.
Research Questions
The following research questions were raised to guide the study:
- What is the attitude of working class parents towards the learning activities of their children in Oshimili South Local Government Area?
- What is the attitude of working class parents towards the interest and motivation of their children in Oshimili South Local Government Area?
- What is the attitude of working class parents towards creating a conducive learning environment for their children in Oshimili South Local Government Area?
Statement of the Problem
The role of parents in the academic development of their children cannot be overstated. Parental support, motivation, and involvement are crucial for fostering interest, discipline, and strong learning outcomes among school-aged children. However, in recent times, the rising number of dual-income and single-working-parent households in urban centers such as Oshimili South has brought about a shift in the level of parental engagement with children’s education. Many working parents are faced with the challenge of balancing job responsibilities with family commitments, often resulting in reduced supervision of academic work, limited participation in school activities, and poor communication with teachers. These circumstances may lead to low academic interest and poor motivation in children, as well as a lack of conducive learning environments at home.
Despite the growing concern, there is limited empirical evidence on how the attitudes of working parents specifically influence these aspects of their children’s education in Oshimili South. This study, therefore, seeks to examine the attitudes of working parents towards the learning activities, interest and motivation, and home learning environment of their children in Oshimili South Local Government Area of Delta State.
Significance of the Study
This study is significant to various stakeholders in the educational sector, including students, parents, teachers, school administrators, policymakers, and future researchers.
To students, the study would help highlight the importance of parental support and how it influences their motivation, academic interest, and performance. The findings may create awareness among students about the value of communicating their educational needs to their parents, especially when parental involvement is limited due to work commitments.
To parents, particularly working parents, the study would serve as a reflective tool for evaluating their current attitudes and involvement in their children’s education. It may encourage them to adopt more effective strategies for balancing their professional responsibilities with their parental duties to ensure better educational outcomes for their children.
To teachers, the study provides insight into the challenges working parents face and how these challenges may affect students’ academic progress. It would guide teachers in developing more flexible and collaborative communication strategies that accommodate the schedules of working parents.
To school administrators, the findings would be useful in formulating school policies and programmes that foster increased parental involvement. For example, schools might implement flexible meeting schedules or provide digital platforms for better engagement with parents who are unable to attend school events physically.
To policymakers, the study underscores the need to develop family-friendly workplace policies and educational support systems that enable parents to be more involved in their children’s academic life. It may also inform the design of community-based initiatives that support both working parents and students.
To future researchers, this study serves as a useful reference for further investigations into the relationship between parental occupation and educational outcomes. It would also open avenues for comparative studies across different regions or occupational groups.
Scope of the Study
This study focused on attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. With particular emphasis on participation in learning activities, interest and motivation and conducive learning environment.
Pages: 60
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
