EFFECT OF TEACHING STRATEGIES AND PARENTAL SUPPORT ON STUDENT ACADEMIC ACHIEVEMENT IN SELECTED SCHOOLS IN EGBEDA LOCAL GOVERNMENT, OYO STATE

Overview & Synopsis

Abstract Academic achievement is a multifaceted phenomenon influenced by a variety of internal and external variables. In the Nigerian educational context, there is a growing concern regarding the declining performance of students relative to social expectations. This study investigated the impact of two critical external determinants: teaching strategies employed by educators and the nature of support provided by parents.The study adopted a survey research design. The population consisted of 910 Junior Secondary School Year 2 (JSS2) students across seven public secondary schools in Egbeda Local Government Area, Oyo State. Using the Taro Yamane formula and cluster sampling, a sample size of 278 students was selected. Data were collected using a structured 5-point Likert scale questionnaire, which demonstrated high reliability (Cronbach’s alpha coefficients: Teaching Strategies = 0.82; Parental Support = 0.79). Objective academic performance data in Basic Science were obtained from school records. Data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and one-way within-subjects ANOVA via SPSS. The findings revealed a significant main effect of teaching strategies on student academic achievement (F(2.329,659.114)=58.032,p<.0005,ηp2=.170). Peer teaching (M=20.87) and problem-based teaching (M=20.23) were found to be more effective than direct instruction (M=19.57) and project-based teaching (M=18.94). Furthermore, parental support significantly influenced achievement (F(2.725,771.184)=45.757,p<.0005,ηp2=.139). Specifically, parental monitoring (M=19.12) and home-based involvement (M=18.15) yielded higher academic mean scores compared to parental communication (M=17.25) and school-based involvement (M=16.89). The study concludes that innovative, student-centered teaching methodologies and active at-home parental monitoring are superior predictors of academic success compared to traditional lecture-based methods and passive school-based parental participation.