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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
Article Title: Assessment of Parental Involvement in Children's Literacy Development
by Enemuo, J. O. and Obidike, N. D.

The place of children in the developmental structure of any society makes them a critical factor in the development of the society. Thus, it is their inalienable right to be enabled by their parents and society to develop their full potentialities and grow for the full realization of their individual personality. And as such, the importance of parental involvement as an accelerating and motivating factor in their children's literacy development cannot be over emphasized. However, the general observation is that parents in this part of the country are too busy with their economic pursuits, thereby leaving their children in the hands of teachers and nannies. On this premise, the paper examined the level of parental involvement in the literacy development of their children in Anambra State. It also focused on the extent gender and type of parents determined their level of involvement. Two research questions and two hypotheses guided the study. The study adopted descriptive survey design. The sample comprised 862 parents who are members of Parents Teachers Association of the sampled schools in the study. This sample was drawn using multi-stage sampling technique. A 22-item instrument tagged Parental Involvement in Childrens Literacy Development Questionnaire was developed by the researchers and used for data collection. The instrument was duly validated by two specialists and the reliability was determined using Cronbach Alpha Statistic which yielded reliability coefficient of 0.78 for home-based/school-based involvement. The data collected were analysed using mean, standard deviation and t-test statistic tested at 0.05 level of significance. Results showed that parents expressed very low level of involvement; male and female parents did differ significantly in their mean ratings on the extent of their involvement t(860) = 2.91, p = .05; single-parents and two-parents did not differ significantly in their mean ratings on the extent of their involvement t(860) = .28, p = .05. Based on these findings, the study recommended among others that: government through the relevant agencies should ensure that parenting education programme such as family-centred curriculum and instruction is enshrined in the school programme for this will make parents to be better parents and teachers of their children; Anambra State Universal Basic Education Board (ASUBEB) to subsidize schools to initiate activities such as workshops, seminars/conferences to help parents change the home environment because parents need specific information on how to help and what to do since some of them did wish to be more supportive and involved in their childrens education but felt ill-equipped to do so; teachers to empower parents by training them as mentors and home work helpers; parents to participate in any parenting education programme organized by their childrens schools to help them learn ways to create supportive learning at home and parents to model reading and writing in order to encourage the children to read and write at home as well as providing a variety of reading and writing materials at home. Moreover, the trained serving teachers should be engaged in in-service courses that will provide them with relevant knowledge on parental involvement skills and strategies. It is hoped that if these recommendations are given due consideration, parental involvement would be enhanced.
Keywords: children literacy development; parental involvement and education.
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Editor-in Chief

Prof. Guofang Li
Associate Professor
Department of Teacher Education
College of Education
Michigan State University
United States of America.