Journal of Education & Social Policy

Effect of Parental Involvement on the Reading Skills of Pupils in Lower Primary School in Ondo State, Nigeria
IROEGBU, Victoria Ihekerenma (Ph.D); IGWEIKE, Okiotor Margaret

Abstract
The study investigated the effect of parental involvement in reading skills development of lower primary school pupils. It evaluated the level of reading skills development by lower primary school pupils in a public primary school. It further determined the impact of parental level of education and involvement on reading skills development. The study adopted descriptive survey design. The population for the study comprised all lower primary school pupils and their parents in a Nigerian State. The sample size for the study comprised 308 voluntary participants selected with the use of simple purposive sampling technique of boys and girls in lower primary classes from eligible schools. Reading Skills Assessment Test and Parental Involvement Questionnaire were validated with reliability coefficients of 0.72 and 0.84 respectively, and used to collect data. Mean percentage scores and ANOVA were used to analyze the data. Results showed the reading skill of the pupils is at average level (Mean=51.54, SD=15.96). Results further showed that while parental level of involvement had a significant impact on reading skills development of school pupils, (F (2,151) = 10.494, p<.05); parental level of education had no significant impact on reading skills development (F (6,133) = 1.466, p>.05). It was concluded that parental involvement was a significant success determinant factor in pupils reading skills development. It was therefore recommended that parents should step up their efforts towards encouraging their children/wards in the development of reading skills at homes.

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