School Supervision and Parental Factors as Determinants of Academic Achievement in English Language among Public Secondary School Students in Oyo State, Nigeria

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dc.contributor.authorFlorence Gbemisola OGUNLOWO
dc.date.accessioned2024-05-22T13:25:31Z
dc.date.available2024-05-22T13:25:31Z
dc.date.issued2022-12
dc.description.abstractThis study investigated school supervision and parental factors as determinants of Academic Achievement in English Language among public secondary school students in Oyo State as literature show paucity of studies on the subject matter. Dearth of study on joint influence of school supervision and parental factors on academic achievement in English language was the gap filled. The studies were guided by social cognitive and ecological system theories. Three research questions and two hypotheses were formulated. Descriptive survey research was adopted. Study population comprised of all principals (625) and teachers (14508). Sample size consisted of 3653 teachers and 276 principals. Two self-constructed questionnaires – school supervision indices Questionnaire (SSIQ) and parental factors indices Questionnaire (PFIQ) were used. A self-constructed test Academic Achievement in Englis Language Test (AAELT) was used. Data collected were analyzed using descriptive and inferential statistics. Results showed forms of supervision is occasionally adopted by principals in public secondary schools in Oyo state (x=2.38) fair. Results showed parental affecting English Language performance of students in public secondary schools is on average level (x=3.05) fair. Results showed that 40% (221) of students scored between 55 and 59 grade showed that most of the students have credit in English Language. results revealed significant influence of school supervision and parental factors on Academic Achievement in English Language (F=10.738, P<0.05). Result revealed a relative influence of school supervision and parental factors on academic achievement in English Language among public secondary school students in Oyo State (Beta=.110; t=1.125; significant =.001). Parental factor and (Beta =.271; t=3.628; significance = .001) of school supervision are relatively significant at P<0.05. it was therefore recommended that teacher’s supervision should improve upon, parents should be actively involved in their children educational development and Ministry of Education should ensure teachers are more committed to their job. Keywords: School Supervision, Parental factors, Academic Achievement. Word count: 295
dc.identifier.citationKate Turabian
dc.identifier.issnM.Sc
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/292
dc.language.isoen
dc.publisherLead City University
dc.relation.ispartofseriesM.Sc
dc.titleSchool Supervision and Parental Factors as Determinants of Academic Achievement in English Language among Public Secondary School Students in Oyo State, Nigeria
dc.typeThesis

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