TEACHERS’ PERCEPTION OF PARENTAL INFLUENCE ON PUPILS’ STUDY HABITS IN ILORIN SOUTH LOCAL GOVERNMENT AREA, ILORIN, KWARA STATE

Abstract

The study assessed teachers‘ perception of parental influence on pupils‘ study habits in primary schools in 
Ilorin South LGA, Kwara State. The study adopted a descriptive survey research design where one research 
question and three hypotheses were raised. The population for the study consisted 118 primary schools with 
708 teachers in Ilorin South LGA, Kwara State, where 100 teachers were randomly selected. A researcherdesigned questionnaire titled ―Teacher‘ Perception of Parental Influence on Pupils‘ Study Habits 
(TPPIPSH)‖ was used for data collection. The validity of the instrument was conducted by two experts in 
Childhood Education and Psychology respectively, while Cronbach Alpha reliability method used yielded an 
index of 0.71. Mean and standard deviation was used to answer the research question, while t-test and 
Analysis of Variance were used to test the hypotheses formulated. The findings revealed positive perception 
of teachers on parental influence on pupils‘ study habits. It was also revealed that, there is significant 
difference in the perception of teachers on the basis of gender and school type, while there was no significant 
difference in the perception of teachers based on experience. It was recommended that Parents should be 
actively involved in their children‘s educational activities so as to instill in them the best study habits 
needed. Moreover, there should not be gender bias in the parent involvement so as to strike balance between 
the two genders, and parental influence on pupils‘ study habits should not be school type based. The support 
given the parent whose their children attends private schools should also be maintained by parents whose 
their children attend government owned schools.