Assessment of Parental Involvement in the Academic Performance of Children With Special Needs in Benin City
Chapter One
Abstract
This quantitative study adopted a survey research design to investigate the crucial link between parental involvement and the academic success of children with special needs in Benin City. A structured questionnaire, comprising statements related to parental involvement, academic performance, and influencing factors, was designed and administered to a sample of 120 respondents. The study utilized SPSS27 for data presentation and analysis, incorporating one-sample t-tests to examine hypotheses related to the correlation between parental involvement and academic performance, as well as the influence of socioeconomic factors. The findings revealed a positive correlation between the level of parental involvement and the academic performance of children with special needs. Additionally, socioeconomic factors were identified as significant determinants of parental involvement in the education of these children. The use of one-sample t-tests, with an assumed mean of 0 and a critical table value of 2.92 at a 5% level of significance, provided robust statistical evidence to support these conclusions. The study contributes to the existing knowledge by uncovering the specific challenges faced by parents in Benin City and emphasizes the importance of cultural competence in educational practices. In conclusion, this research contributes valuable insights into the complex dynamics of parental involvement and academic success in the context of special education in Benin City. The positive correlation found between parental engagement and academic outcomes underscores the pivotal role of parents in the educational journey of children with special needs. Based on these findings, the study recommends tailored interventions, informed by cultural sensitivity, to enhance parental involvement and, subsequently, improve the academic experiences and outcomes of these children.
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CHAPTER ONE
INTRODUCTION
Background to the Study
Parental involvement plays a pivotal role in shaping the academic journey of children, and its significance becomes even more pronounced when considering children with special needs. As Tria (2020) emphasizes in the context of the Covid-19 pandemic, the role of parents in supporting their children’s education has been brought into sharp focus. Agarwal (2020) underscores the idea that blended learning, necessitated by the pandemic, has made parental involvement a ‘new normal.’ In the case of children with special needs, the importance of tailored support and understanding from parents cannot be overstated (Arens & Jude, 2017). In the educational landscape of Benin City, understanding the level of parental involvement in the academic journey of children with special needs is crucial due to its potential impact on their academic performance.
The COVID-19 pandemic has reshaped the educational landscape globally, bringing to light the necessity of parental involvement in new learning environments. Abuhammad, Donga, and Bhamani (2020) conducted a quantitative review on barriers to distance learning during the pandemic, highlighting the challenges faced by parents. As the pandemic forced a transition to online education, parents became essential partners in facilitating their children’s learning at home (Basilaia & Kvavadze, 2020). The insights gained during this period underscore the need to understand how parental involvement, as observed by parents themselves, influences the academic performance of children with special needs in Benin City.
Research has shown that children with special needs benefit significantly from parental involvement. For instance, parental engagement has been linked to positive outcomes in students with Attention Deficit/Hyperactivity Disorder (ADHD) during remote learning (Becker et al., 2020). Bozkurt and Sharma (2020) emphasize that as education moves from the normal to the new normal and beyond, parental involvement becomes increasingly crucial. In Benin City, understanding the multifaceted nature of parental engagement in the academic journey of children with special needs is essential for devising effective support systems tailored to the unique needs of these students.
The experience of homeschooling during the pandemic provides valuable insights into parental involvement and its impact on students. Bubb and Jones (2020) stress the importance of learning from the home-schooling experience, highlighting the perspectives of pupils, parents/carers, and teachers. Buchari and Matondang (2017) investigated the impact of noise levels on students’ learning performance, emphasizing the environmental aspects of parental involvement. In Benin City, exploring the lessons learned from the pandemic and considering environmental factors in parental engagement can contribute to a comprehensive assessment of the relationship between parental involvement and the academic performance of children with special needs.
In the context of special education, the role of parental involvement is even more nuanced. Assefa and Sintaheyu (2019) conducted research in Ethiopia, revealing the relationship between parental involvement and student’s academic achievement in primary and secondary schools. Edmonds and Smith (2021) explored the effects of classroom noise on student performance, underlining the need for a conducive learning environment. In Benin City, understanding the specific ways in which parents of children with special needs are involved and how these actions correlate with academic outcomes is essential for designing targeted interventions.
The impact of COVID-19 on education has prompted a shift in focus toward online learning, making it imperative to consider how parents perceive and support their children’s online education. Dong, Cao, and Li (2020) studied Chinese parents’ beliefs and attitudes regarding young children’s online learning during the pandemic. Dziuban et al. (2018) expanded knowledge on parental involvement in children’s secondary education, emphasizing its connections with high school seniors’ academic success. In Benin City, acknowledging the changing dynamics of education and understanding parental perspectives on online learning for children with special needs is vital for crafting effective strategies.
The COVID-19 pandemic has also highlighted disparities in access to education, creating what is known as the digital divide. Stelitano and Doan (2020) discussed teachers’ perceptions of inequities in students’ Internet access and participation in remote learning. The United Nations (2020) emphasized the need for policies addressing education during and beyond the pandemic. In Benin City, considering the socio-economic factors influencing parental involvement and its impact on the academic success of children with special needs is crucial for promoting inclusivity and equitable educational opportunities.
Statement of Problem
The academic journey of children with special needs in Benin City is confronted with a significant challenge: the varying levels of parental involvement and its potential impact on their academic performance. Despite the widely acknowledged importance of parental engagement in a child’s education (Fernández-Alonso et al., 2017; Castro et al., 2021), there is limited empirical understanding of how this involvement manifests specifically in the context of children with special needs in Benin City. The existing body of literature predominantly addresses general parental involvement or focuses on specific aspects, such as online learning during the COVID-19 pandemic (Dong et al., 2020; Stelitano & Doan, 2020). However, the unique needs of children with special needs demand a specialized examination of parental involvement tailored to their educational requirements.
Moreover, the shift towards online education has introduced new dynamics that might disproportionately affect children with special needs and their families (Dziuban et al., 2018; Uilter-Pinner & Ambrose, 2020). Understanding how parents of children with special needs navigate this shift and the challenges they face is crucial for formulating targeted interventions.
The lack of a comprehensive assessment of parental involvement in the academic performance of children with special needs in Benin City is a critical gap in the existing literature. The dearth of research on this specific demographic hinders the development of evidence-based strategies and policies that cater to their unique educational needs. This study seeks to address this gap by conducting a thorough investigation into the multifaceted nature of parental involvement and its nuanced impact on the academic journey of children with special needs in Benin City.
Objectives of the Study
The specific objectives of this study include:
- To assess the level of parental involvement in the academic lives of children with special needs in Benin City.
- To examine the academic performance of children with special needs about the extent of parental involvement.
- To identify factors that facilitate or hinder parental involvement in the education of children with special needs in Benin City.
Research Questions
- What is the extent of parental involvement in the academic lives of children with special needs in Benin City?
- How does parental involvement correlate with the academic performance of children with special needs?
- What are the factors that either facilitate or hinder parental involvement in the education of children with special needs in Benin City?
 Research Hypotheses
Null Hypotheses(H0):
- There is no positive correlation between the level of parental involvement and the academic performance of children with special needs.
- Socioeconomic factors do not significantly influence the extent of parental involvement in the education of children with special needs.
Alternative Hypotheses(H1):
- There is a positive correlation between the level of parental involvement and the academic performance of children with special needs.
- Socioeconomic factors significantly influence the extent of parental involvement in the education of children with special needs.
 Significance of the Study
This research carries profound implications for diverse stakeholders within the educational ecosystem. Primarily, it offers invaluable insights into the intricate dynamics of parental involvement in the academic trajectories of children with special needs. This understanding is pivotal for educators as it equips them with the knowledge necessary to customize their teaching methodologies, ensuring they are attuned to the distinctive requirements of these students. By recognizing and adapting to the nuanced ways in which parents are involved, educators can create a more inclusive and effective learning environment.
Moreover, the implications extend to policymakers who can leverage the study’s findings to formulate targeted interventions and policies. These interventions can be specifically designed to cultivate a supportive educational atmosphere that accommodates the needs of both parents and their children with special needs. Policymakers can play a pivotal role in facilitating an inclusive education system by incorporating evidence-based insights into their decision-making processes.
Additionally, the research outcomes directly benefit parents of children with special needs. By gaining a deeper understanding of the tangible impact their involvement can have on the academic success of their children, parents are empowered to take a more active role in their children’s educational journey. Armed with this awareness, parents can engage in meaningful collaborations with educators, contributing to a more collaborative and communicative partnership. In essence, this study acts as a catalyst for fostering a holistic and symbiotic relationship between educators, policymakers, and parents, ultimately enhancing the educational experience and outcomes for children with special needs in Benin City.
Scope of the Study
This study focuses on parental involvement in the academic performance of children with special needs in Benin City. The geographical scope is limited to selected schools and communities within the city. The study includes both public and private educational institutions to ensure a comprehensive representation of the diverse educational landscape in Benin City.
 Operational Definition of Terms
Parental Involvement: The active participation of parents in the educational process of their children, including but not limited to attending parent-teacher meetings, helping with homework, and engaging in school activities.
Academic Performance: The measurable outcomes of a student’s educational achievements, including grades, test scores, and overall progress in academic subjects.
Children with Special Needs: Individuals who require additional support due to physical, intellectual, or emotional challenges that may impact their ability to participate fully in a standard educational setting.
Socioeconomic Factors: Economic and social influences, including income, education level, and occupation, that may affect the level of parental involvement in the education of children with special needs.
Educational Environment: The overall setting and conditions within schools, including teaching methodologies, available resources, and support services, that may influence parental involvement and academic performance.
Interventions: Targeted actions or programs designed to improve parental involvement and subsequently enhance the academic outcomes of children with special needs.
Policymakers: Individuals involved in the formulation and implementation of educational policies at the local, regional, or national level.
Inclusive Education: An approach that aims to address the diverse needs of all students, including those with special needs, within mainstream educational settings.
ReferencesÂ
- Newman, I., & Benz, C. R. (2020). Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Carbondale: Southern Illinois University Press.
- Olcott, D., Jr., et al. (2020). Why parent involvement is so important in early childhood education. Retrieved from HiMama.
- Oyinloye, O. M. (2020). The possible impact of COVID-19 on senior secondary school student’s performance in science education in Nigeria. J Pedagog Sociol Psychol, 2(2), 80-85. DOI: 10.33902/JPSP.2020263901.
- Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online, 24(1), 1666538. DOI: 10.1080/10872981.2019.1666538.
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