CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Education is the largest sense in any act or experience that has a formative effect on
the mind, character, and physical ability of an individual. In this sense, Education is the
process by which society deliberately transmits accumulated knowledge, skills, and values
from one generation to another (Fafunwa 1974). Moreover, Education is universally
recognized as one of the most fundamental building blocks for human development and
poverty reduction. It is one of the keys to achieving the Millennium Development Goals
(MDGs). The National Center for Education Statistics opined that the financial support of
parents or guardians towards their children’s education is important; it is commonly argued
that social class plays a vital role in the formation of an individual’s attitude towards his or
her education. The socio-economic background of the parents may define how their support
towards their children should be. According to Richards (2003), he claims socio-economic is
anything that concerns the pattern of consumption, distribution of increase, how people
behave, and their overall quality of life. Although this is harder to measure, changes in the
loss of tangible factors are also considered, such as personal safety, dignity, freedom of
association, etc. This may be divided into three classes, such as lower class, middle-class land
upper class. These effects of the social classes by all means determine how students are
catered by their parents.

Over the past several decades, scholars have been concerned with the poor academic
performance of children. The research studies revealed that various factors are responsible for
the scholastic failure of students, such as low socio-economic background, student’s cognitive
abilities school-related factors, environment of the home, or the support given by the parents
and other family members (Roces and Gracia,2002). Generally, schools are considered places
that provide an appropriate learning environment for a child, but the importance of parents
and community cannot be ignored. Parents, adult family members, and siblings contribute
significantly to various components of the personality of the child, particularly in improving

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his or her academic performance. The pivotal role of the parents continues as it has been
recognized by the teachers and parents themselves that they are essential for the complete
development of the personality and career of their children. Ilesanmi (2002) indicated that
without children’s support, it is hard for teachers to devise academic experiences to help
students learn meaningful content. In-home settings, the learning process occurs explicitly or
consciously, often in an informal way. Parents teach and train their children early in their
lives, the fundamental skills, attitudes, and values necessary for day-to-day living (UNESCO
1992). The unwritten knowledge being conveyed by parents to their children is specific and to
a certain degree, specialized, i.e. that will enable the children to cope successfully with the
requirements of the immediate confines of homes and the community. Thus, this research
investigates financial support and its effect on parents’ financial support on students'
performance in secondary school; using Ondo West local government, Ondo as a case study.

Education is a cornerstone of individual and societal development, providing the

foundation for intellectual growth, character formation, and physical capability enhancement.
It plays a pivotal role in transmitting accumulated knowledge, skills, and values across
generations, shaping the trajectory of human progress (Fafunwa, 1974). Education is
universally recognized as an indispensable driver for poverty reduction, economic growth,
and social equity, aligning closely with global goals like the Millennium Development Goals
(MDGs) and the Sustainable Development Goals (SDGs). Parental financial support is a
critical determinant in shaping a child’s educational journey. Research highlights that the
socio-economic background of parents significantly impacts their ability to provide this
support, influencing the quality and continuity of a child's education. The National Center for
Education Statistics emphasizes those socio-economic factors, including income level,
occupation, and educational attainment, play a crucial role in determining the resources
available for a child’s academic success. Social class distinctions further exacerbate these
disparities, with children from lower socio-economic backgrounds often experiencing limited
access to quality education and learning resources (Richards, 2003).

Socioeconomic status (SES) is not merely about financial stability but also
encompasses aspects like social capital, cultural norms, and access to resources that influence
a family’s overall quality of life. Richards (2003) categorizes socio-economic classes into

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lower, middle, and upper classes, emphasizing that these distinctions often dictate the level
and type of support parents can provide for their children. For instance, parents from higher
socio-economic courses are often better equipped to offer educational materials, private
tutoring, and exposure to extracurricular activities that enhance learning outcomes. In
contrast, children from lower socio-economic classes may face challenges like inadequate
school supplies, lack of transportation, and insufficient parental involvement due to economic
pressures. The role of parents extends beyond financial support. Their active involvement in a
child’s education is critical for holistic development and academic success. Roces and Gracia
(2002) identify several factors contributing to poor academic performance, including low
socio-economic background, cognitive challenges, and environmental factors. Among these,
parental support—both financial and emotional—emerges as a significant predictor of a
student’s academic achievement. This involvement creates a conducive learning environment
at home and fosters positive attitudes toward education.

Teachers and educational institutions also recognize the essential role of parents in a
child’s academic journey. Ilesanmi (2002) argues that without parental involvement, it
becomes challenging for educators to design and implement effective learning experiences.
This underscores the importance of parents as co-educators who provide foundational skills,
attitudes, and values necessary for navigating academic and social life. Parents from higher
socio-economic backgrounds often have access to better resources, such as well-funded
schools, private tutoring, and enrichment programs, which contribute to their children’s
academic success. Conversely, children from lower socio-economic backgrounds may
struggle due to limited access to such resources, compounded by economic instability and less
educational exposure at home (UNESCO, 1992). The disparity in resources leads to unequal
opportunities, perpetuating cycles of poverty and limited educational attainment. This socio-
economic divide is evident in parental financial support for education. For example, middle
and upper-class parents can afford school fees, books, extracurricular activities, and
technological tools essential for modern education. Lower-class parents, however, may
struggle to meet even basic educational expenses, leading to academic underperformance
among their children.

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 In addition to formal schooling, the home environment plays a significant role in
shaping educational outcomes. UNESCO (1992) highlights that informal learning at home—
such as storytelling, teaching life skills, and fostering curiosity—lays the groundwork for
academic and personal development. Parents act as the first educators, instilling values,
discipline, and foundational knowledge complementing formal education. The unwritten and
often intangible support provided by parents is invaluable. It equips children with coping
mechanisms and social skills necessary for academic and social success within their
immediate communities. This dual role of formal and informal education underscores the
importance of comprehensive parental involvement in a child’s academic journey. Given the
critical role of parental financial support and socio-economic background in shaping
educational outcomes, this study seeks to explore the effect of parental financial support on
students' academic performance in secondary schools, focusing on Ondo West Local
Government, Ondo, as a case study. By examining these dynamics, the research aims to
provide insights into the challenges and opportunities for enhancing educational equity and
performance.

1.2 Statement of the problem

Various bodies of research, consisting mostly of large-scale surveys suggest that financial
support from parents or guardians has several significant effects on their children's academic
welfare. According to Oyeniyi (2006), the primary function of parents is the rearing and
protection of their children and passing on the values and beliefs of society. It is also their
responsibility to help them in terms of shelter, provision of food, and qualitative education.
But various numbers of parents are unfaithful in their responsibility towards their children.
The level of education attainment of pares influences academic achievement. One problem
with the survey research in the area of parental attitude is its inability to delineate the process
by which social class affects an individual’s attitude toward education.

A key question that must be answered Is why there are differences In parental attitudes
towards their children education welfare. Cob (2007) suggested that two concepts are causal
factors to this, these are resistance or conformity which is central to understanding the process
by which parental attitudes are shaped towards financing the education of their children. This

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study therefore carries out the effect of parents’ financial support on students’ performance in
school.

1.3 Objectives of the study

The general purpose of this study is to examine the effects of parent’s financial
support on student’s performance in secondary school. The specific research objectives of this
study are to:

1. Observe the impact of parental support in helping the children in their academic
performance.
2. Explore the relationship between parental support and students’ academic growth.
3. Assess the indirect effect of lack of parental financial support on students’ academic
development.

1.4 Research Questions

Specifically, the study is designed to give answers to the following questions which
were purposely formulated, to ensure easy research findings.

1. What are the impacts of parental support in helping their children’s academic
performance?
2. Is there a significant relationship between parental support and student’s academic
growth?
3. What are the indirect effects of lack of parental financial support on students’
academic development?

1.5 Research hypothesis

The study aims to assess the effects of parents' financial support on student's
performance in secondary school in Ondo West local government, Ondo. This will be
achieved by establishing the status of the four hypothesis states:

1. There is a significant relationship between parents' financial support and students'

academic performance.
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 2. Students' academic performance is positively affected by the level of financial support
provided by parents.
3. Students whose parents provide financial support demonstrate better academic
performance in secondary school.
4. Parents' financial support positively correlates with students' overall academic success
in secondary school.
5. The impact of parental financial support in students performance is moderated by
factors such as socio-economical status and parental educational level.
6. Students from families with higher financial support are more likely to achieve higher
standardized test scores compared to peers with less financial backing.

1.6 Significance of the Study

This study will be of help to improve children's School readiness and academic
achievement. The Involvement and participation in promoting the social, emotional, and
academic growth of children will be considered. Most education intervention programs,
Including Head start, require parent’s participation and considered it as an essential
component. These are significances of this study to the society because it would shed more
Light on how parents would build up attitude which will make them more concerned with the
welfare of their children’s education. Not only this, the study would be significant to the
teachers in the primary, secondary, and higher levels of education, as it would further educate
them to know that not all their students are from the same family background. The
Government are not be left out, they would be aware that the socioeconomic aspect of the
society must be upgraded so that all other sectors will be upgraded. They would be
encouraged to up responsibility for assisting students by sponsoring their education.

1.7. Scope and delimitation of the study

The scope of this study is restricted to all the secondary schools in Ondo west local
government, Ondo State. The study further delimited some selected secondary schools in the
local government. The selected secondary schools are:
1. All Glory College, Oka Ondo.
2. Life Veneration High School, Ondo.

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3. Alilak Grammar School, Ondo.
4. Calvary Comprehensive College, Oka, Ondo.
5. Mind builders Group of schools, Ondo.

1.8 Definition of key Terms

The following definitions clarify the key terms and concepts that were used in this
study, ensuring a common understanding for both researchers.

 Effect: The word "Effect" as used in this study means the power or strength that a
particular thing has on another.
 Parent: The word “parent” as used in this study means a person who gave birth or a
relative who plays the role of guardian to nurture and raise a child or young person.
 Financial: The word "financial" has to do with money.
 Support: The word "Support" means to assist or render backup.
 Student: The word "Student" as used in this study is an individual learning in a school.
This may be either in the higher institution or in the secondary/primary school.
 Academic: The word "Academic" is connected with education, especially studying in a
school.
 Performance: The word "performance" means the level at which something means to
carry out deep feelings on a particular.

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 CHAPTER TWO

LITERATURE REVIEW

 Introduction

This study chapter will deeply review parents' financial support and its effect on students'
performance. The researcher will look at various journals, textbooks, magazines, and other
academic-related materials on the various sub-topics; parental support and academic
achievement, parental support and self-concept, and causes of lack of financial support by
parent's involvement and student academic performance as well as relationship between
parent involvement and academic performance.

2.1 Conceptual Review

Parental Support and Academic Achievement

One of the most influencing factors affecting the academic performance of a child in
school is the lack of financial support from their parents or guardians. According to Kabi
(2003), Parental financial support and aspiration go a long way in determining the academic
achievement and welfare of a child. It is believed that the socio-economic class of the parent
is crucial in determining the educational attainment of a child. It could still be overshadowed
by parent's educational attitudes and overall support. There are various ways by which parents
can motivate their children academic life towards attaining high academic heights, such
motivations include assessment and assistance in the child's homework, advice on career
choice, and provision of education motivational materials such as books, instructional aids,
etc which are classified under financial support. The cooperation of both parents is highly
required in achieving this kind of provision, if a pupil is not under this kind of parent, they
will encounter problems.

According to Idowu (2001), parent’s involvement in the academic welfare of their

ward could be determined through the following factors; Parent's education, Parent's income
and occupation, and Social class in the society. Lack of parental care and necessary attention
to pupils (children) is a factor for the subsequent rise in the percentage of juvenile
delinquency (crime among children). The absence of parental instructions causes children to
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develop irreversible behavioral and emotional problems. They do this seek attention and
resort to crimes thinking that in this way they could fulfill their wishes. They may revert to
uncontrolled violence if not kept an eye upon. Such criminal activities cannot be brought to a
halt until their distressing symptoms of low self-esteem, depression, dysphonic mood tension
worries, and other disturbances are relieved, and the importance of the parent's role in this
regard cannot be overemphasized. Parents have an important role in helping their kids
appreciate and give themselves to education to fulfill their potential. Children are influenced
by their parents have a positive approach towards education and take an active interest in what
they are learning at school.

According to Idowu (2000), children benefit if their parents have a positive attitude
towards learning and they are involved in their children's school work, such as supporting
school life. When parents are involved in their children's school work, supporting them
morally and making material contributions, such children will have good academic success,
this is because the level of school success is strongly linked to the expectations, parents have
on their children to succeed, with children performing better the higher parental expectations
are. Having a positive attitude towards these expectations and encouraging your child to
succeed will help him to appreciate his education. Parents have roles to play in guiding their
children towards doing their homework, children should be guided to spend more time on
their assignments than playing away their time, thus, when parents have enough time
supervising their children on their homework, that shows they have positive attitude towards
their children's homework and in this way, such pupils will begin to get better and better
academically. Students should have a quiet place to read at home, this will be able to serve as
a library for them when they are not in school. It is also part of the child's parent's
responsibility that they should help their children to inculcate good studying habits.

To examine parent's attitudes towards the finance of higher education of their children.
The overall question is "How are parents funding their share of the total spending for their
children's academic?" According to Raymond (2007), A large number of parents who are truly
zealous towards contributing to the academic welfare of their children usually borrow from
banks, co-operative societies, and some organizations in the public or individual members, to
be able to sponsor the education of their children, this kind of life usually experienced by the

9
low-class set of peoples in the society, those who cannot add value to themselves personally
without seeking other people's consent. However, this case is different among the first-class
set of parents who do not find it hard most especially financially to sponsor the academics of
their children. To make parents actively participate in day to day affairs of their children's
academics and bidding to make their attitude positive towards the academic welfare of their
children, the teachers have roles to play, this is because the teachers are intermediaries
between the pupils and their parents the same applicable to pupils and teacher. The teacher
must be ready to use various methods to involve the teacher in day-to-day classroom and
home activities, they should send the pupils home to their parents with a tag. The teacher will
assign positions for some representative positions. Fan (2001) demonstrates that parents'
educational aspirations for their children proved to be strongly related to students' academic
growth. Research studies have found that parental educational level has a significant impact
on a child's learning, (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the
academic success of higher institution students to the values and aspirations they share with
their parents, and also to the home learning activities in which their parents are involved with
them. All parents have desired to do something better for their children according to their
available resources. However the extent and effectiveness of parental support pests on a
variety of reasons, such as ethnicity, family income, and home environment and their
awareness about the importance of education.

Research studies indicated that socioeconomic status is correlated strongly with

parents' educational ambition for their children. Khan, (2006) states that "interacting with and
sharing the child's activities is affected by the level of parents’ education and income". In
families with low socioeconomic status, the majority of illiterate parents do not have an
understanding of the requirements of their children's education. Some poor parents make
some arrangements to help their children in their studies and to do their home assignments,
while others rely on school for the education of their children, as they do not have enough
resources to spend extra money on home tuition etc. This results in poor performance in the
academic achievement of their children. The findings of the study conducted by Smith (2001)
also supported the view that economic circumstances are significantly correlated with
academic achievement. The nature of the parental support changes at different age levels of

10
children. Gonzel. (2002) found that parental support is likely to decrease as children move
from primary to middle and then to high institutions.

Similarly, a research study by Fan, (2001) shows that children also develop a sense of
responsibility and perform better as they grow older. The study indicated that those students
whose parents had higher expectations for their children's academic achievement performed
better from the beginning of their academic career and accelerated faster in their academic
progress during the transition period of middle to high grades. The children also seek
emotional support from their parents when they face academic problems at school. Educated
and sensible parents always encourage their children and give proper guidance in school-
related matters, but illiterate and economically deprived parents may act violently and thus
upset their children more. A study by Repetti (1996) indicates that "children described
themselves as more demanding and difficult with their parents on days in which they had
earlier perceived more problems with peers, such as being teased by another child or feeling
excluded by friends, or more academic problems, such as receiving a poor grade or having
difficulty with school work

The "self" is considered a fundamental concept from the very beginning in personality
theories of psychology. A sum number of students are responsible for sponsoring themselves
in the funding of their academies in the secondary and higher institutions in Nigeria, while
there are some that their parents usually support, there a two broad separate categories of
students who are in the same school. William, (2007), has explained a significant division
between these two aspects. The who belong to self-support are mostly students from a poor
background, many times some of those who are in this category are sets of students who do
not have hope in their parents, while some are orphans, this set of students usually have
confidence in themselves, and make their determination in sponsoring themselves, unlike their
counterparts who are on the other side, who have supportive parents, they don't have time to
concentrate on their academics as those who enjoin support Smith, (2004). Thus, the self-
concept is said to be a set of planned self-attitudes that are relatively established and
"characteristic" of an individual who has no hope but in himself alone. Research studies have
indicated that parental support factors have a significant contribution to the development of
positive self-regard that is statistically related to the academic achievement of the students,

11
considering how the other types of financial support affect the effort dimension of grade
production. A loan is a legal contract that includes a promise that future payment with interest
will be made in exchange for cash up front. A student who falls in the self category may take
the source of his or her support from various areas, such students may decide to take a loan,
since, he or she has the understanding that the money is not a gift but merely a cash advance.
This weakens the level of his or her concentration on academic challenges. In the case of
loans, it is discovered that there exists a relationship between aid amount and the academic
performance of students, this is because as the debt accumulates, so also such students lose
the strength to concentrate on his or her academics. Another means is Work and Study, which
involves students working and at the same time studying, this also has a great effect on the
academic performance of the students. Ogunseha (2013).

Causes of Lack of Financial Support by Parents

Poverty must not be a bar to learning, and learning must be an escape from poverty."
These words were spoken by President Lyndon B. Johnson in his "Great Society" speech of
1964 (Johnson, 2003). This idea and many others expressed in his Great Society speech, has
greatly influenced and continues to shape the way policymakers look at financial aid for
higher education students. the higher education participation rate since the 1960s has
increased dramatically, with 24.4% of the population age 25 or older having a bachelor's
degree or more in 2000 compared to just 7.7% in 1960 (Tribune, 2006). Parent involvement in
a child's education is consistently found to be positively associated with a child's academic
performance. However, there has been little investigation of the mechanisms that explain this
association. The present study examines two potential mechanisms of this association: the
child's perception of cognitive competence and the quality of the student-teacher relationship.

It has also been discovered that death and divorce in the family have brought a lot of
setbacks to how students are been supported by their parents. Olugbemi (2012) stated that
some students have failed gallantly in their academic performances, this is discovered to have
usually been caused either by the death of one or both of their parents or the divorce of one of
the parents. A very good number of these parents do not live under the same roof, as a result
of some kind of misunderstanding. This creates a lot of problems for their children or

12
offspring because it creates problems for such parents to focus on supporting the academic
growth of their children.

Parent involvement and student academic performance

Parent involvement has been defined and measured in multiple ways. Including
activities that parents engage in at home and school and positive attitudes parents have
towards their child's education, school, and teacher (Epstein, 2003). The distinction between
the activities parents partake in and the attitude parents have towards education was
highlighted by several recent studies. Several studies found that increased frequency of
activities was associated with higher levels of child misbehavior in the classroom whereas
positive attitudes towards education and school were associated with the child's increased
academic performance (Bradley, 2003). Specifically, Epstein, (2003) reported that an increase
in the parent's school activities, such as an increased number of parent-teacher contacts, was
associated with worsening achievement, as increased contacts may have occurred to help the
teacher manage the child's existing behavior problems. The significance of parent attitudes
toward education and school is less well understood, although attitudes are believed to
comprise a key dimension of the relationship between parents and school (Eccles & Harold,
2006).

Parents convey attitudes about education to their children during out-of-school hours
and these attitudes are reflected in the child's classroom behavior and in the teacher's
relationship with the child and the parents (Bloom, 2003). Parent involvement in a child's
early education is consistently found to be positively associated with a child's academic
performance. Specifically, children whose parents are more involved in their education have
higher levels of academic performance than children whose parents are involved to a lesser
degree. The influence of parent involvement on academic success has not only been noted
among researchers but also among policymakers who have integrated efforts aimed at
increasing parent involvement into broader educational policy initiatives. Coupled with these
findings of the importance of early academic success, a child's academic success is relatively
stable after early elementary school (Adegoke, 2012).

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 Researchers have reported that parent-child interactions, specifically stimulating and
responsive parenting practices, are important influences on a child's academic development
specific parenting practices that are amenable to change, such as parent involvement, and the
mechanisms by which these practices influence academic performance, programs may be
developed to increase a child's academic performance. While parent involvement is related to
increased academic performance, the specific mechanisms through which parent involvement
exerts its influence on a child's academic performance are not yet fully understood.
Understanding these mechanisms would inform further research and policy initiatives and
may lead to the development of more effective intervention programs designed to increase
children's academic performance.

Relationship between Parent Involvement and Academic Performance

Based on previous research, it was hypothesized that parents who have a positive
attitude towards their child's education, school, and teacher can positively influence their
child's academic performance by two mechanisms:
 by being engaged with the child to increase the child's self-perception of cognitive
competence
 by being engaged with the teacher and school to promote a stronger and more positive
student-teacher relationship. Perceived cognitive competence is defined as the extent to
which children believe that they possess the necessary cognitive skills to be successful
when completing academic tasks, such as reading, writing, and arithmetic (Oluyemi,
2013). Previous research found evidence that higher parent involvement contributes to an
increase in a child's perceived level of competence (Ryan, 2012). There are theoretical
pathways as stated by Oluyemi (2013), through which children's perceptions and
expectations of their cognitive competence are influenced by others:
 performance accomplishments/performance mastery,
 vicarious reinforcement,
 verbal persuasion, and
 Emotion regulation.

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 In addition, a child's increased perception of cognitive competence is consistently
related to higher academic performance. Based on theory and previous findings Oluyemi,
(2013) suggests that perceived cognitive competence be examined to explain the relation
between parent involvement and a child's academic performance. A positive student-teacher
relationship has been defined as the teacher's perception that his or her relationship with the
child is characterized by closeness and a lack of dependency and conflict. Closeness is the
degree of warmth and open communication between the student and teacher, dependency is
the over-reliance on the teacher as a source of support, and conflict is the degree of friction in
student-teacher interactions. Previous research found that close, positive student-teacher
relationships are positively related to a wide range of child social and academic outcomes in
school. Specifically, a close student-teacher relationship is an important predictor of a child's
academic performance. Previous research has also found that parent involvement in a child's
education positively influences the nature of the student-teacher relationship. Therefore, the
student-teacher relationship was examined for its ability to explain the relationship between
parent involvement and a child's academic performance.

2.2 Theoretical Framework

 Human Capital Theory: This theory posits that investments in education and training
enhance an individual's productivity and economic value. According to Becker (1993),
parents' financial support can be seen as an investment in their children's education,
leading to better academic outcomes.
 Social Capital Theory: This framework emphasizes the importance of social
networks and relationships in achieving educational success. Coleman (1988) suggests
that financial support from parents can facilitate access to resources, tutoring,
extracurricular activities, and a conducive learning environment, thereby enhancing
students' performance.
 Ecological Systems Theory: Proposed by Bronfenbrenner (1979), this theory
suggests that a child's development is influenced by various environmental systems,
including family. Parental financial support can impact students' educational
experiences by providing stability and resources critical for academic success.

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  Parental Involvement: Research indicates that financial support often correlates with
higher levels of parental involvement in education. Jeynes (2016) found that this
involvement can take various forms, such as helping with homework, attending school
events, and fostering a positive attitude towards education, all of which contribute to
better student performance.
 Maslow's Hierarchy of Needs: According to Maslow, for students to perform well
academically, their basic needs (such as financial stability) must be met first. Parents'
financial support can help fulfill these needs, allowing students to focus on their
studies without the distraction of financial stress.

2.3 Empirical Review

Research has consistently shown that parental financial support significantly impacts
students' academic performance in secondary schools. For example, a study conducted by
Okeke (2015) demonstrated that students whose parents provided financial support had better
access to educational resources, such as textbooks and tutoring services, which positively
influenced their academic outcomes. The study highlighted that financial assistance also
enabled students to participate in extracurricular activities that foster personal development
and social skills. In another study by Afolabi (2018), it was found that financial support from
parents reduced the stress associated with educational expenses, allowing students to
concentrate more on their studies. The results indicated that students receiving adequate
financial backing had higher grades and better attendance compared to their peers who lacked
such support. This suggests that financial stability at home can create a more conducive
learning environment.

Furthermore, Adetunji (2020) emphasized the motivational aspect of parental financial

support. The research indicated that when parents invest in their children's education, it
enhances students' aspirations and encourages them to strive for academic excellence. This
investment not only reflects the parents' commitment to education but also instills a sense of
responsibility in students. This review illustrates the crucial role of parental financial support
in improving academic performance among secondary school students. The impact of parental
financial support on students' academic performance has been widely studied. Research

16
indicates that students who receive financial assistance from their parents tend to perform
better academically. For instance, a study by Adebayo (2017) found that financial support
helps student’s access necessary educational materials and reduces the financial burden,
which in turn enhances their focus and performance in school. Additionally, according to the
findings of Eze (2019), students with strong financial backing from their parents showed
higher levels of motivation and engagement in their studies. The study concluded that parental
involvement, including financial support, plays a critical role in shaping students' academic
success.

2.4 Summary of review

This study examined financial support and its effect on students' academic
performance. In conclusion, having touched on some works of psychologists and other
educators, it is rightly known that parents' attitude towards financing their child's academic
welfare must be good and positive, the financial aspect of their child's academic life.
Experience and research show that parents are more than the backbone of their children's
academic.

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 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter of the study deals with the research methodology; the various types of
research made in this study will be discussed in this chapter of the study.

3.1 Research Design

The research method adopted for this study is the survey research method. The study
is designed to investigate the effect of parent financial support on students' academic
performance in Secondary Schools in Ondo West local Government.

3.2 Population of the Study

This study makes use of one hundred students of secondary schools in Ondo West
local government, the students used for the study are selected students from five various
schools in the local government. The selection is a combination of male and female students
from the various schools. Therefore, the total population of this study is One Hundred (100)
students.

3.3 Sampling Techniques

In choosing the school to be used for this research, the researcher decided to adopt the
sampling random technique for the study area, in this process the researcher chose schools in
Ondo West local government. Five schools are selected through a Simple Sampling
Technique

3.4 Research Instrument

The research instrument used for this study is a survey questionnaire. The questionnaire is well
structured and prepared for the students to answer. The questionnaire which was titled "Effect of
parents’ financial support on student’s performance in secondary school” The questionnaire
contains two sections; section A and B. Section A of the instrument is all about the bio-data of
each of the respondents while section B consists Fifteen (15) items for the students to answer.

18
The questionnaires are designed in such a way that items of information required from
respondents are minimal to enable them to promptly fill and return back.

3.5 Validation of Instrument

The Questionnaire was initially designed by the researcher and was given to the
supervisor for scrutiny. This is to ensure content validity before it is used on the subject. In
this study, the survey questionnaire was meticulously designed, reviewed, and pre-tested to
ensure they effectively measured the intended variables. The supervisor helps identify and
address any ambiguities, biases, or inaccuracies, enhancing data validity.

3.6 Reliability of the instrument

In this research, the survey questionnaire was tested for internal consistency and
stability. A test-retest reliability survey was used to ensure that the instruments consistently
yield dependable results throughout the study.

3.7 Method of Data Collection

The researcher will administer his questionnaires to the selected secondary schools in
Ondo West. After the students have patiently answered the questionnaire, the researcher will
collect the questionnaire back and gather it for data analysis.

3.8 Data Analysis

The method to be adopted in this research would be based on a statistical table by distributing the
respondents according to their answers from the survey for data analysis. Sample statistical tools
will be used in most cases, frequency in tabular form and percentage would be used. This is
necessary because the data obtained are qualitative and fixed.

19
 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction

This chapter represents the analysis and interpretation of the data collected in the cause of this
research. The personal data information was analyzed using frequency count and simple
percentage. The results are represented in the following tables.

Demography Distribution of Data

Table 1: Percentage distribution of respondents by Gender
Gender Frequency Percentage

Male 47 47%
Female 53 53%
Total 100 100%

The result from Table 1 shows that the total number of participants is 100, of which 47 are male,
representing 47% of the respondents. Meanwhile, 53 participants are female, accounting for 53%
of the respondents.

Table 2 Distribution of Respondents by Class

Class Frequency Percentage

JSS 2 19 19%
JSS 3 20 20%
SSS 1 40 40%
SSS 2 5 5%
SSS 3 16 16%
TOTAL 100 100%

The result from Table 2 indicates that the total number of respondents is 100, distributed across

different classes. JSS 2 has 19 respondents, making up 19% of the total. JSS 3 comprises 20

respondents, representing 20%. The largest group is SSS 1, with 40 respondents, accounting for

20
40% of the total. SSS 2 has the smallest representation with only 5 respondents (5%), while SSS

3 includes 16 respondents, making up 16% of the total.

Table 3: Percentage distribution of respondents by Age

Age Frequency Percentage

15 years 44 44%
16 years 45 45%
17 years 7 7%
Above 17 4 4%
Total 100 100%

The result from Table 3 reveals that the total number of participants is 100. Among them, 44

respondents are aged 15 years, representing 44%. Respondents aged 16 years form the largest

group, with 45 participants accounting for 45% of the total. Participants aged 17 years make up

7%, with 7 respondents. The smallest group is those above 17 years, with 4 participants,

representing 4% of the total.

4.1 Data Analysis

The data collected for the 15 items was analysed, which included the response options of
“Strongly agree," “Agree”, "disagree” and “Strongly Disagree”. The summary of the data were
calculated using simple percentage. All response of Strongly Agree and Agree were collapse
together to obtain the percentage of agreement for each item, and all response of Disagree and
Strongly Disagree were combined together to form the percentage of disagreement for each item

21
Table 4: The impacts of parental support in helping their children’s academic performance
KEY: A –Agree, and D – Disagree.
S/N ITEM Agree Disagree

RQ1 What are the impacts of parental support in helping their

children’s academic performance?

1. My parents provide emotional encouragement that helps me stay

98% 2%
motivated and focused on my studies

2. My parents actively engage in my academic life by discussing my

96% 4%
homework, grades, and school progress.

3. My parents provide me with the time and resources (e.g., study

91% 9%
place, books, internet access) needed to succeed academically.

4. The academic expectations my parents have for me motivate me

94% 6%
to perform well in school.

5. Financial support from my parents (e.g. for school fees, tutoring, I

93% 7%
activities) has positive]; impacted my academic

From the data presented in Table 4, it is evident that a majority of respondents agree that

parental support positively impacts their academic performance. Specifically, 98% of

respondents agree that emotional encouragement from their parents keeps them motivated and

focused on their studies. Similarly, 96% of respondents agree that active parental engagement,

such as discussing homework and school progress, benefits their academic life. Moreover, 91%

of respondents agree that the provision of resources like study materials, books, and internet

access aids their success, while 94% agree that parental expectations motivate them to excel.

Additionally, 93% agree that financial support, including funding for school fees and tutoring,

has a positive impact on their academic performance.

Table 5: The significant relationship between parental support and student’s academic
growth.
RQ2 Is there a significant relationship between parental support Agree Disagree

22
 and student’s academic growth?

6. The level of involvement my parents have in my academic

activities (e.g., helping with homework, attending parent-teacher 94% 6%
meetings) has positively contributed to my academic growth.

7. Lack of parental financial support affects my ability to purchase

47% 53%
necessary academic materials (e.g., textbooks, stationery)

8. Lack of parental financial support hinders my participation in

extracurricular activities that could enhance my academic 45% 55%
development

9. Financial Support from my parents (e.g., paying for extra tutoring,

learning materials, school fees) has had a direct positive impact on 75% 25%
my academic progress.

10. My parents’ guidance on career choices and academic planning

has helped me develop a clear path for my academic and 87% 13%
professional growth.

Table 5 reveals that 94% of respondents agree that parental involvement in academic activities,

such as attending parent-teacher meetings and helping with homework, positively contributes to

their academic growth. However, a significant proportion (53%) of respondents disagree that

they receive sufficient financial support to purchase necessary academic materials, and 55%

disagree with having the financial means to participate in extracurricular activities. Despite this,

75% of respondents agree that financial support from their parents directly enhances their

academic progress, and 87% agree that parental guidance on career choices and academic

planning helps them establish a clear academic and professional path.

Table 6: The indirect effects of lack of parental financial support on students’ academic
development.
RQ3 What are the indirect effects of lack of parental financial Agree Disagree
support on students’ academic development?

11. The lack of financial support from my parents has made it difficult
for me to access necessary educational resources (e.g., textbooks, 46% 54%
online materials, tutoring) that support my academic growth.

12. The financial difficulties at home, due to lack of parental financial 47% 53%

23
 support, cause stress and anxiety that negatively affect my ability
to focus on my studies.

13. The lack of parental financial support has limited my ability to

participate in extracurricular activities (e.g., sports, clubs,
42% 58%
academic competitions), which I believe could help improve my
academic development.

14. Without sufficient financial support from my parents, I feel I have

fewer opportunities to attend additional educational programs
56% 44%
(e.g., summer schools, special workshops) that could help
improve my academic performance.

15. The lack of financial support, from my parents has led me to

question my ability to achieve my long-term academic goals (e.g., 36% 64%
attending college, pursuing advanced degrees).

The data in Table 6 highlights the negative impacts of insufficient parental financial support. A

majority (54%) of respondents disagree that they can access necessary educational resources like

textbooks and online materials due to a lack of financial support. Similarly, 53% disagree that

they can focus effectively on their studies, citing stress and anxiety caused by financial

difficulties. Furthermore, 58% of respondents disagree that they can participate in extracurricular

activities, which they believe could enhance their academic development. Additionally, 56%

agree that insufficient financial support limits their opportunities to attend additional educational

programs like summer schools and workshops, while 64% disagree that they feel confident in

achieving their long-term academic goals due to financial constraints.

4.3 Discussion of Findings

The results obtained from this study highlight the significant role of parental support in

influencing students' academic performance.

The findings from Table 4 reveal that a majority of students reported that parental

support, including emotional encouragement, active engagement in academics, and provision of

necessary resources, positively affects their academic performance. This aligns with the findings

24
of Idowu (2001), who emphasized the role of parental involvement in improving students'

academic outcomes through provision and motivation. Similarly, Kabi (2003) noted that socio-

economic factors, reflected in financial and emotional support, significantly determine students'

academic success.

From Table 5, the data indicate that parental involvement in academic activities, such as

attending parent-teacher meetings and providing guidance on career choices, contributes

positively to students' academic growth. However, the lack of financial support remains a critical

barrier, with many respondents reporting challenges in purchasing academic materials and

participating in extracurricular activities. This finding supports the views of Fan (2001), who

argued that financial limitations hinder students' academic progress. Additionally, Khan and

Malik (1999) linked parental financial support to the provision of a conducive learning

environment and better academic outcomes.

The findings from Table 6 highlight the indirect effects of inadequate parental financial

support. A significant number of students indicated that financial difficulties lead to stress and

anxiety, negatively impacting their focus and participation in academic activities. This is

consistent with the study by Repetti (1996), which found that financial strain within the family

increases psychological stress, adversely affecting students' academic performance. Furthermore,

the inability to access additional educational programs due to financial constraints reflects

Bloom's (2003) assertion that limited resources can restrict students' academic opportunities and

growth.

Overall, the findings demonstrate the critical importance of both emotional and financial

parental support in shaping students' academic trajectories, while also highlighting the adverse

25
effects of financial constraints. These results align with previous research that underscores the

interconnectedness of parental support, socio-economic status, and students' academic success.

26
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter focuses on summarizing the findings of the study, presenting conclusions,

making recommendations, and suggesting areas for further studies. It aims to provide a

comprehensive understanding of the effects of parental financial support on students' academic

performance in secondary schools in Ondo West Local Government Area, Ondo State.

5.1 Summary

The study investigated the impact of parental financial support on the academic

performance of secondary school students in Ondo West Local Government. It adopted a

descriptive survey research design, utilizing a questionnaire administered to 100 students from

selected schools. The study aimed to explore the relationship between parental financial support

and students' academic outcomes, including the direct and indirect effects of financial constraints

on academic development.

Key findings show that a significant proportion of students acknowledged that emotional

encouragement and active engagement by parents positively influenced their academic

performance. The provision of financial resources, such as school fees, textbooks, and access to

tutoring, was identified as a critical factor in enhancing students' academic growth. Challenges

such as insufficient parental financial support limited students' ability to access necessary

educational resources and participate in extracurricular activities. Financial constraints

contributed to stress and anxiety among students, negatively affecting their focus and academic

aspirations. The results underscore the interconnectedness of parental involvement, financial

capacity, and students' academic success.

27
5.2 Conclusion

The study concludes that parental financial support plays a crucial role in shaping

students' academic outcomes. Emotional encouragement, coupled with financial contributions,

significantly enhances students' motivation, focus, and access to educational resources. However,

the lack of adequate financial support poses significant challenges, including limited

participation in academic and extracurricular activities, heightened stress, and reduced

confidence in achieving long-term academic goals. Addressing these financial barriers is

essential for improving students' academic performance and overall educational experience.

5.3 Recommendations

1. The government should implement programs that provide financial assistance to students

from low-income families to ensure equitable access to education. Policies promoting

subsidized educational materials and free extracurricular programs should be prioritized.

2. Parents should be sensitized on the importance of financial and emotional support in their

children’s academic journey through community workshops and school-organized

seminars.

3. Schools should establish financial aid programs, scholarships, or grants to support

students facing financial difficulties. Counselling services should be provided to help

students manage stress and anxiety caused by financial constraints.

4. Community-based organizations should collaborate with schools to provide additional

resources, such as learning materials and funding for extracurricular activities.

5. Regular assessment of students' needs and parental involvement should be conducted to

address emerging challenges effectively.

28
5.4 Suggestions for Further Studies

To expand on the findings of this research, the following areas are suggested for further studies:

1. A comparative study of the effects of parental financial support on students’ academic

performance in rural and urban areas.

2. Investigating the impact of parental education level on the type and extent of financial

support provided.

3. Exploring the role of community and government initiatives in mitigating financial

barriers to education.

4. Analysing the long-term effects of financial constraints on students' academic and

professional aspirations.

5. Examining the influence of parental financial support on students’ performance in

specific subjects, such as mathematics or sciences.

By addressing these areas, future research can provide a broader understanding of the factors

influencing students' academic success and inform strategies to enhance educational outcomes.

29
 References

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secondary school students. Journal of Educational Psychology.3(4),43-48.

Adegoke O. O. (2012).Principals supervisory practices and teachers performance in secondary

schools in Ekiti State. unpublished [Link]. The University of Ado Ekiti Nigeria.56-76.

Adetunji A. (2020). The role of parental financial Support in Enhancing Students academic
performance in secondary schools. Nigerian Journal of Educational Studies (2),57-68.

Afolabi A. (2018). Impact of parental financial assistance on academic achievement of secondary

school students. International Journal of Education and Research. 4(2),111-121.

Bloom R.A.(2003).Classroom management.

Bradley M. O. (2003).Comparative study of administrative effectiveness of head teachers in

public and private schools in state Nigeria. Journal of Educational Administration (2)
196-200.

Cob I.E. (2007).Teachers participation quality, assurance in public and private secondary schools
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Epstein U.I.(2003).A comparative analysis of university control in public and private school in
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Excles C.O.(2006).A comparative study of resources situation and teachers job performance in
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Eze I. (2019). Parental involvement and academic performance: the role of financial support in
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Fan E. T. (2001).School discipline policy. A problem of balance Eugene, Oregon: Centre for
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31
 APPENDIX
ADEYEMI FEDERAL UNIVERSITY OF EDUCATION, ONDO
FACULTY OF MANAGEMENT & SOCIAL SCIENCES
DEPARTMENT OF ECONOMICS
QUESTIONNAIRE ON THE EFFECTS OF PARENT’S FINANCIAL SUPPORT ON
STUDENT’S PERFORMANCE IN SECONDARY SCHOOL. A CASE STUDY OF ONDO
WEST LOCAL GOVERNMENT AREA OF ONDO STATE.

Dear Respondents,
This questionnaire is designed to conduct a survey on the effects of parent’s financial support on
student’s performance in secondary school. A case study of Ondo West Local Government Area
of Ondo State. Kindly respond to the items in this questionnaire. It is purely for academic
purposes. Your feedback will contribute to achievement of the set objectives. Thank you for your
cooperation.
Kindly tick (√) and fill appropriate options to the items in the spaces provided below.

Section A: BIO-DATA
Instruction: Complete the following information by ticking (√) that which applies to you.
GENDER: Male ( ), Female ( )
School:_________________________________________
Class:__________________________________________
Age: 15yrs ( ), 16yrs ( ), 17yrs ( ), above ( )

SECTION B
Instruction: Please tick (√) for yourself in the box the response that gives the best
description of how you feel about the concept.
Key: SA= Strongly Agree, A= Agreed, D= Disagreed, SD = Strongly Disagreed
SECTION B
S/N Items SA A D SD
Q1 What are the impacts of parental support in helping their children’s
academic performance?
1. My parents provide emotional encouragement that helps me stay motivated and
focused on my studies.
2. My parents actively engage in my academic life by discussing my homework,
grades, and school progress.
3. My parents provide me with the time and resources (e.g., study space, books,
internet access) needed to succeed academically.
4. The academic expectations my parents have for me motivate me to perform well
in school.
5. Financial support from my parents (e.g., for school fees, tutoring, extra-curricular
activities) has positively impacted my academic performance.

Q2 Is there a significant relationship between parental support and student’s

academic growth?

32
 6. The level of involvement my parents have in my academic activities (e.g.,
helping with homework, attending parent-teacher meetings) has positively
contributed to my academic growth.

7. Lack of parental financial support affects my ability to purchase necessary

academic materials (e.g., textbooks, stationery)?

8. Lack of parental financial support hinders my participation in extracurricular

activities that could enhance my academic development

9. Financial support from my parents (e.g., paying for extra tutoring, learning
materials, school fees) has had a direct positive impact on my academic
progress."

10. My parents' guidance on career choices and academic planning has helped me
develop a clear path for my academic and professional growth."

What are the indirect effects of lack of parental financial support on

Q3 students’ academic development?

11. The lack of financial support from my parents has made it difficult for me to
access necessary educational resources (e.g., textbooks, online materials,
tutoring) that support my academic growth."

12. The financial difficulties at home, due to lack of parental financial support, cause
stress and anxiety that negatively affect my ability to focus on my studies.

13. The lack of parental financial support has limited my ability to participate in
extracurricular activities (e.g., sports, clubs, academic competitions), which I
believe could help improve my academic development.

14. Without sufficient financial support from my parents, I feel I have fewer
opportunities to attend additional educational programs (e.g., summer schools,
special workshops) that could help improve my academic performance."

15. The lack of financial support from my parents has led me to question my ability
to achieve my long-term academic goals (e.g., attending college, pursuing
advanced degrees)."

33