PARENT-CHILD COMMUNICATION AND LEARNING MATERIALS PROVISION: KEY FACTORS TOWARD IMPROVING ENGLISH LANGUAGE PERFORMANCE AMONG PRIMARY SIX PUPILS IN NSIT-UBIUM

Abstract

This study examined the relationship between parent-child communication, parental provision of learning materials and academic performance of primary six pupils in English Language in Nsit-Ubium local government area of Akwa Ibom state, Nigeria. In order to achieve the objectives of the study, two research questions and two null hypotheses were formulated to guide the study. The population of the study consisted of nine hundred and eighteen (918) primary six pupils from ten (10) primary schools in Nsit-Ubium local government area of Akwa Ibom state. The sample for this study was two hundred (200) primary six pupils randomly selected from the ten (10) primary schools for the study. The instruments used for the study was a structured questionnaire titled; Parental Involvement Questionnaire (PTIQ) and English Language Achievement Test (ELAT). The reliability of the research instruments was established using Cronbach alpha for PTIQ and Kudar Richardson’s KR-20 for ELAT. The reliability estimates for PTIQ ranged from .87-.92, while that of ELAT was .88. Pearson Product Moment Correlation Analysis was used in testing the hypotheses, each hypothesis was tested at 0.05 level of significance with 198 degrees of freedom. The findings revealed that; there is a significant relationship between parent-child communication, provision of learning materials and academic performance of primary six pupils in English Language. Based on the findings of the data analyses, it was recommended among other that Parents and guardians of primary six pupils in Nsit-Ubium local government area of Akwa Ibom state, Nigeria, parents should prioritize effective communication with their children, and providing the necessary learning materials by creating a supportive and encouraging environment that fosters academic success in English Language.