Comparative Assessment of Parental Involvement and Socioeconomic Status on Comprehension of English Readings among Secondary School Students in Oyo West, Oyo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026371Keywords:
Parental involvement, socioeconomic status, students’ disposition, English reading comprehensionAbstract
This study investigated parental involvement and socioeconomic status as correlates of students’ disposition to English reading comprehension in secondary schools in Oyo West Local Government Area of Oyo State. The study adopted the survey research design of the correlational type. Simple random sampling technique was used to select five public senior secondary schools from 11 public senior secondary schools in Oyo West Local Government Area of Oyo State. Fifty SS II students were randomly selected from each school, making a total of 250 students. In all, 250 students participated in the study. Four instruments were used for data collection: Parental Involvement Questionnaire (r=.75), Parents’ Socioeconomic Status Questionnaire (r=.76) and Students’ Disposition to English Reading Comprehension Questionnaire (r=.78). Data collected were analysed using Person Product Moment Correlation and Multiple Regression Analysis. Findings of the study revealed that there was positive significant relationship between parental involvement (r = 0.606; p<0.05) and students’ disposition to English reading comprehension. There was low significant relationship between socioeconomic status (r = 0.214 p<0.05) and students’ disposition to English reading comprehension. The joint contribution of the independent variables (parental involvement and socioeconomic status) to the prediction of students’ disposition to English reading comprehension was significant (F (2,246) = 74.03; Adj R2 = 0.376; p<0.05). Also, the relative contribution of parental involvement (β = 0.585; t = 11.399; p<0.05) to students’ disposition to English reading comprehension is significant. The relative contribution of socioeconomic status (β = 0.179; t = 2.453; p<0.05) to students’ disposition to English reading comprehension is significant. Based on the findings of this study, it was recommended that For effective teaching and learning of English reading comprehension, parental involvement and their socioeconomic status should be strengthened. Parents should be educated on why their involvement in their children’s education is important.
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