INFLUENCE OF PARENTAL ASSESSMENT CULTURE ON
PRIMARY SCHOOL PUPILS' ACADEMIC PERFORMANCE IN
ENGLISH AND SOCIAL STUDIES IN BENUE STATE – NIGERIA
There is increasing need for parents' active participation in the assessment
of their children at home. This study investigated the influence of parental
assessment culture on primary school pupils' academic performance in
English and Social Studies in Benue State. Three research questions were
developed for the study, which is a survey and correlation study. A sample
of 200 primary six pupils from six schools was randomly selected using the
hat and draw procedure. The six primary schools were also selected using
random sampling technique. Rating scale and English and Social Studies
achievement tests were used for data collection. Descriptive statistics and
Pearson moment correlation were used as statistical tools for data
analysis. The findings revealed that parents have low level of assessment
culture in evaluating academic works of their primary school children.
There was low positive correlation between parental assessment culture
and pupils' academic performance in English Studies (r = .042, p= .556),
whereas, parents assessment culture was positively related to pupils'
performance in Social Studies (r = .780, p=.010). It is recommended,
among others, that parents should cultivate the culture of assessing their
children academic activities at home, and provide feedback to the school
on children's academic behaviours at home.
Key-words: Parents, Pupils, Assessment, Achievement, English Studies, Social
Studies
Felix, Osa Ibode and Nasela, Pila
INFLUENCE OF PARENTAL ASSESSMENT CULTURE ON PRIMARY SCHOOL PUPILS' ACADEMIC PERFORMANCE IN ENGLISH AND SOCIAL STUDIES IN BENUE STATE – NIGERIA
There is increasing need for parents' active participation in the assessment of their children at home. This study investigated the influence of parental assessment culture on primary school pupils' academic performance in English and Social Studies in Benue State. Three research questions were developed for the study, which is a survey and correlation study. A sample of 200 primary six pupils from six schools was randomly selected using the hat and draw procedure. The six primary schools were also selected using random sampling technique. Rating scale and English and Social Studies achievement tests were used for data collection. Descriptive statistics and Pearson moment correlation were used as statistical tools for data analysis. The findings revealed that parents have low level of assessment culture in evaluating academic works of their primary school children. There was low positive correlation between parental assessment culture and pupils' academic performance in English Studies (r = .042, p= .556), whereas, parents assessment culture was positively related to pupils' performance in Social Studies (r = .780, p=.010). It is recommended, among others, that parents should cultivate the culture of assessing their children academic activities at home, and provide feedback to the school on children's academic behaviours at home. Key-words: Parents, Pupils, Assessment, Achievement, English Studies, Social Studies