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Parental Involvement and Students’ Commitment to University Education in Rivers State, Nigeria

Timipere Okumbiri PhD, Victor A. Omgbou PhD

Abstract

This study investigated the relationship between parental involvement and students’ commitment to university education in Rivers State, Nigeria. A correlational survey design was adopted for the study. The population comprised 90,370 students and a sample size of 620 respondents was adopted. Data were collected using a structured questionnaire titled Parental Involvement and Students’ Commitment to Education . The instrument’s reliability was confirmed with a Cronbach alpha coefficient of 0.731. Results from mean, standard deviation, and Pearson Product Moment Correlation analyses indicated a strong, positive, and statistically significant relationship between parental interaction with lecturers and students’ commitment to university education (r = 0.774, p < 0.05). Similarly, a significant relationship was found between parental participation in school social activities and students’ educational commitment (r = 0.628, p < 0.05). Findings revealed that students whose parents maintained regular communication with lecturers exhibited higher motivation, clearer academic goals, and stronger emotional investment in their studies. Additionally, parental participation in social events such as matriculation and convocation ceremonies enhanced students’ sense of belonging, support, and dedication to learning. Based on these findings, it is recommended that parents are encouraged to engage consistently with lecturers and actively participate in school-organized social activities.

Keywords

Parental involvementStudents’ commitment to educationParent-lecturer interactionSchool social activitiesUniversity education.

References

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