1.1 Background to the Study
Education is a fundamental human right, the key to sustainable development, a crucial tool for effective participation in societies and it enhances peace and stability among countries (Ninomiya, 2003). Posse and Melgosa (2002) identified three environments that must come into play in the educational process which include; the family, the school and the community. The researchers opined that for a successful educational process to be realized the objectives of these three environments must be harmonized. Ford and Harris (2007) examined parental influences on African-American students’ school achievements. They focused on parents’ level of education, marital status and family income and found that children from high and middle socio-economic families are exposed to a better learning environment at home.
According to Gabriel (2005) the main beneficiaries of TRLF are: Orphans, children of subsistence farmers, nomadic pastoralists and single parent families without any regular source of income. Despite all incentives and efforts by the Government and NGOs to enhance quality and participations in education, this region still perform dismally in academics. Harris (2006) posited that for proper social and emotional development, students require a strong and reliable primary care giver who provides unconditional love, guidance and general support. They also require safe, predictable, and stable environment. Children raised from arid regions like Tana River County are much less likely to have these vital needs met than their counterparts from regions with favorable climatic conditions. Most families in these regions tend to practice pastoralism. This occupation entails moving from place to place in search of greener pastures and water for animals. Parents tend to be overworked; they are overstressed and authoritarian with children and fail to form solid, healthy relationship with their children leading to emotional and social challenges which may translate to poor academic performance (Ahnert & Pinquart, 2006).
Frontiers, E. & rachael, O (2021). Assessment of the Effect of Parental Status on Academic Performance Business Studies Student in Ogbomosho, Oyo State. Afribary. Retrieved from https://afribary.com/works/assessment-of-the-effect-of-parental-status-on-academic-performance-business-studies-student-in-ogbomosho-oyo-state
Frontiers, Edu, and Oyelabi Rachael "Assessment of the Effect of Parental Status on Academic Performance Business Studies Student in Ogbomosho, Oyo State" Afribary. Afribary, 25 Dec. 2021, https://afribary.com/works/assessment-of-the-effect-of-parental-status-on-academic-performance-business-studies-student-in-ogbomosho-oyo-state. Accessed 20 Jan. 2022.
Frontiers, Edu, and Oyelabi Rachael . "Assessment of the Effect of Parental Status on Academic Performance Business Studies Student in Ogbomosho, Oyo State". Afribary, Afribary, 25 Dec. 2021. Web. 20 Jan. 2022. < https://afribary.com/works/assessment-of-the-effect-of-parental-status-on-academic-performance-business-studies-student-in-ogbomosho-oyo-state >.
Frontiers, Edu and Rachael, Oyelabi . "Assessment of the Effect of Parental Status on Academic Performance Business Studies Student in Ogbomosho, Oyo State" Afribary (2021). Accessed January 20, 2022. https://afribary.com/works/assessment-of-the-effect-of-parental-status-on-academic-performance-business-studies-student-in-ogbomosho-oyo-state