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All Journal Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP DUTIES: Education and Humanities International Journal
Saleman Mashood Warrah
Kwara State University, Malete, Nigeria
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Parental Involvement and Academic Achievement of Private Secondary School Students in Kwara State, Nigeria Adeseko Sunday Olaifa; Abibat Oyebola Ayoola; Adam Ishola Mustapha; Saleman Mashood Warrah; Abubakar Abiola Yusuf
Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jppp.v7i1.30648

Abstract

This study investigated parental involvement and academic achievement of private secondary school students in Kwara State, Nigeria. The study was motivated by growing concerns about students’ academic performance and the increasing recognition of parental involvement as an important factor influencing educational outcomes. Despite the expansion of private secondary schools in Kwara State, limited empirical studies have examined how specific dimensions of parental involvement contribute to students’ academic achievement within the private school context. Therefore, the study examined parental participation in the provision of school facilities, frequent meeting attendance, homework assistance, school event attendance, and academic progress monitoring in relation to students’ academic achievement. The study adopted a survey research design. The population consisted of teachers and principals from private secondary schools in Kwara State, Nigeria. A sample of 357 respondents was selected using multistage sampling techniques. Data were collected using a researcher-designed questionnaire titled “Parental Involvement and Students’ Academic Achievement Questionnaire (PISAAQ).” The instrument was validated by experts and tested for reliability using the Cronbach’s Alpha method. Mean and standard deviation were used to answer the research questions, while Pearson Product-Moment Correlation (PPMC) statistics were used to test the hypotheses at the 0.05 level of significance. The findings revealed that parental involvement activities were highly practised in private secondary schools and that students’ academic achievement level was high. The study further found significant relationships between all dimensions of parental involvement and students’ academic achievement. The study concluded that active parental involvement positively influences students’ academic success. 
ChatGPT's Handling of L2 Learners’ Fossilized Errors: A Linguistic Evaluation Zahratun Nufus; Saleman Mashood Warrah
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.219

Abstract

This study investigates ChatGPT’s capacity to address fossilized grammatical errors in English as a Foreign Language (EFL) learners’ academic writing. Through a mixed-methods design, a controlled corpus of 500 hypothetical sentences containing persistent error types, such as verb tenses, articles, prepositions, and non-idiomatic expressions, was submitted to ChatGPT-4. Quantitative analysis evaluated correction accuracy using standard metrics (precision, recall, F-score), while qualitative content analysis assessed the pedagogical appropriateness and consistency of ChatGPT’s feedback. Results showed high accuracy in correcting rule-based structures (e.g., subject-verb agreement), but significantly lower performance for context-sensitive and fossilized errors. While ChatGPT often provided clear corrections, its feedback frequently lacked explanatory depth, contextual sensitivity, and scaffolding necessary for promoting learner noticing and long-term acquisition. These findings suggest that although ChatGPT can effectively support surface-level proofreading, it cannot fully substitute the role of human instructors in addressing deeply ingrained L2 errors. The study emphasizes the importance of explainable AI, AI literacy, and hybrid instructional models that combine technological efficiency with pedagogical intentionality. It offers implications for educators, curriculum developers, and AI tool designers seeking to integrate language models into second language acquisition contexts.
Co-Authors Abibat Oyebola Ayoola Abubakar Abiola Yusuf Adam Ishola Mustapha Adeseko Sunday Olaifa Zahratun Nufus