Parent-Community Involvement as a Catalyst in Primary Education: A Study in Plateau Central Zone, Nigeria

Abstract

Primary education is the foundation of formal learning and serves as the bedrock for an individual's educational journey. It provides basic literacy, numeracy and essential life skills necessary for further learning and personal development. This study investigated the influence of parent-community involvement on the development of primary education in Plateau Central Zone, Nigeria. The Ecological Systems Theory by Urie Bronfenbrenner (1979) served as the theoretical framework for this study. This study employed a cross-sectional survey research design. The population of the study comprised 7,500 primary school teachers and parents across selected communities in Plateau Central Zone. Here are five Local Government Areas in Central Plateau Zone, these include Bokkos, Mangu, Pankshin, Kanke and Kanam. The sample of the study consisted of 500 respondents, including 350 primary school teachers and 150 parents, selected from 30 public primary schools in the region. The sample was drawn using a random sampling technique to ensure equal representation of both teachers and parents. The instrument for data collection was a structured questionnaire titled "Influence of Parents-Community Involvement on Primary Education Development Questionnaire (IPCIPEQ)." The questionnaire was designed on a four-point Likert scale and consisted of 20 items measuring the level of parental and community involvement in primary education and its impact on educational development. The instrument underwent face and content validity by experts in educational research and measurement to ensure clarity and relevance. The data collected were analysed using mean scores for research questions. The findings revealed that active parental engagement, including the provision of school materials, encouragement of home study and regular attendance monitoring, significantly enhanced students' academic success. Similarly, community support through school infrastructure maintenance, financial assistance and security provision played a crucial role in fostering a conducive learning environment. However, several challenges hindered effective collaboration, including financial constraints, work commitments, poor communication, cultural beliefs and inadequate government support. In line with the findings, it was recommended that there is a need for a collective approach involving schools, government agencies and local leaders to enhance primary education development, ultimately ensuring better learning outcomes for students. The findings reveal that while parents contribute through direct supervision, provision of learning materials and engagement with school activities, community support plays a crucial role in maintaining school infrastructure, providing financial assistance and fostering a conducive learning environment.