RELATIONSHIP BETWEEN PARENTAL FACTORS AND STUDENTS’ PERFORMANCE IN BIOLOGY IN PUBLIC SECONDARY SCHOOL IN ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS STATE

Abstract

This study aims to evaluate the relationship between parental influence and the academic performance of senior secondary school students studying Biology in the Alimosho Local Government Area of Lagos State, Nigeria. This study used a mixed-methods approach, incorporating both primary and secondary data sources. The findings of the study revealed significant relationships between parental influences on the academic performance students in Biology in Alimosho Local Government of Lagos State. A correlational analysis revealed significant positive relationships between all four factors and student performance, with parental cultural practices showing the strongest correlation (r = .433, p < 0.05). Multiple regression analysis demonstrated that these factors collectively accounted for 25.3% of the variance in student performance (R² = 0.253). However, relative contribution analysis indicated that parental support (B = 0.259, p < 0.05) and educational level (B = 7.749, p < 0.05) were significant predictors, while parental disposition and cultural practices were not statistically significant. These findings underscore the importance of parental support and education in enhancing students' academic performance in Biology.