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All Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Emmanuel Chibuike Nwune
Department of Science Education, Nnamdi Azikiwe University, Awka, Nigeria
Education Mathematics Social Sciences Other

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Does Parental Academic Support Consistently Predict Pupils’ Academic Achievement? Unbundling the Impacts of the Dimensions of Parental Academic Support Emmanuel Chibuike Nwune; Charles Amaechi Anidi; Nnaemeka Kenechi Oguezue; Kingsley Chinaza Nwosu
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i1.102

Abstract

The significance of parental academic support has been noted in educational research, highlighting its impact on several aspects of learning outcomes. Most researchers conceptualized parental academic support as multidimensional, given that it encompasses various strategies and activities parents adopt to support the learning of their children. Yet, few studies have unbundled the impacts of these dimensions on pupils’ academic achievement. We designed this study by employing a predictive correlational research design to determine how parental academic support predicts pupils’ academic achievement by unbundling how the various dimensions of this support impact their achievement using hierarchical multiple regression analysis. A simple random sampling method was employed to select 261 students (54% male and 46% female; mean age = 10.51 ± 1.41 years) from six intact classes across two primary schools affiliated with and administered by two tertiary institutions in Anambra State, Nigeria. We adopted the Perceived Parental Academic Support Scale developed by Chen (2005) to obtain pupils’ views regarding the academic support they receive from their parents. The scale was divided into five dimensions (interpersonal, cognitive, emotional, behavioural, and instrumental) and rated on a 4-point rating continuum from ‘strongly agree’ to ‘strongly disagree’. The average scores of the pupils for the 2023/2024 academic session were used to represent their academic achievement. Major findings indicated that pupils’ age and gender predicted their academic achievement. Also, the findings show that the cognitive dimension of parental academic support predicted the pupils’ academic achievement. We concluded from the findings of the study that pupils’ age, gender, and the cognitive dimension of parental academic support are critical to pupils’ academic achievement.
Does Emotional Intelligence Drive Better Grades in Computer Studies? A Predictive Analysis Jane Nkiruka Ozumba; Ebele Chinelo Okigbo; Emmanuel Chibuike Nwune
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v3i1.47

Abstract

The study investigated students’ emotional intelligence as a predictor of their achievement in Computer Studies in Awka Education Zone. The study was guided by two research questions and two hypotheses. It adopted the correlation survey research design on a population of 14,657 senior secondary two (SS2) students, out of which a sample of 390 students was obtained using Taro Yamane’s formula. However, only 335 (128 males and 207 females) students, representing 85.9% of the sample size, accurately completed the administered questionnaires and thus were used as the sample for the study. Emotional Intelligence Scale (EIS) with a Cronbach alpha reliability coefficient of 0.79 was used for collecting data for this study. Three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka, validated the instrument. Data were collected by direct administration of the instruments to the students. Also, the second-term examination results of the students in Computer Studies for the 2023/2024 academic session were used as the achievement scores for the study. The data were analysed using the Pearson product-moment correlation Coefficient and regression analysis. The study’s findings revealed that emotional intelligence significantly predicted students’ academic achievement in Computer Studies. Also, the findings showed a moderating gender influence in the prediction in favour of the female students. The study’s findings imply that Computer studies teachers, as well as other educational stakeholders, should not just focus on helping students attain cognitive intelligence. These stakeholders should give emotional intelligence sufficient attention in the classroom, considering its significant role in predicting students’ academic achievement.
Co-Authors Charles Amaechi Anidi Ebele Chinelo Okigbo Jane Nkiruka Ozumba Kingsley Chinaza Nwosu Nnaemeka Kenechi Oguezue