Main Article Content
This study is an attempt to determine students’ academic achievement in English language based on parental involvement in their children’s education in the southern educational zone of Cross River State. One research question and one null hypothesis was formulated and tested. The sample consisted of 376 senior secondary two students (SS2) of the 2011/2012 academic session. Instrument for data collection were the home background variable questionnaire (HBVQ) and an English achievement test. The data gathered was analysed using Pearson’s Product Moment Correlation Analysis. The finding revealed that parental involvement in their children’s education significantly influenced their academic achievement in English language. On the basis of the finding it was concluded that when parents assist their children with their school work at home, children academic achievement is likely to be high. Thus, it was recommended that parents work regularly with children’s learning activities at home to facilitate achievement.
Keywords: Influence, parental involvement, children’s education, academic achievement, English language