Socio-Economic Status, Parental Involvement, and Students’ Achievement in Reading Comprehension

Abstract

The development of reading skills in students should be taken seriously by parents and teachers. Every student needs to develop effective reading skills in order to succeed in school. This study examined the effects of socioeconomic status and parental involvement on students’ achievement in reading comprehension. This study utilized the quasi experimental design. Using multi-stage sampling techniques, a sample of four hundred and eighty-nine (489) students were selected. Reading Comprehension Achievement Tests (RCAT) which served as pre-test and post-test were developed and used to collect data from the respondents. Descriptive statistics and ANOVA were used to analyze the data collected. All hypotheses were tested at 0.05 level of significance. The results obtained showed that socioeconomic status and parental involvement had no effects on students’ achievement in reading comprehension. It was suggested that this study could be replicated in other parts of the state and other states in Nigeria to see if the same results will be obtained.