Impact of Parental Participation, Peer Group and School Location on Students’ Academic Performance in Agricultural Science in Ondo Metropolis Secondary Schools

Abstract

Abstract This research explored the impact of parental participation, peer group influence, and school location on the academic achievement of Agricultural Science students two in Ondo Metropolis. Three research questions were raised and two hypotheses formulated, the study employed a descriptive survey design, structured questionnaires were given to 400 students sampled through multistage sampling procedure, from various secondary schools in Ondo Metropolis. Using different three instruments to collect data, analysis of the data collected were performed using frequency counts, percentages, Pearson Product-Moment Correlation (PPMC) and multiple regression analysis. The result revealed that students’ academic performance positively correlates with parental involvement (r=.822; PGP=. -742 and -.867). The ANOVA result from the regression analysis shows that there is a significant effect of the independent variables on the academic performance, F (3, 396) = 3.766, P < 0.05. The findings revealed that parental participation had a strong positive correlation with students' academic achievement in agricultural science, while peer group influence and school location also significantly affected performance. Students with supportive parents and positive peer relationships performed better academically, and those attending schools in more accessible locations generally achieved better outcomes. There is therefore the need to organize programs to enhance parental involvement, fostering healthy peer interactions, and ensuring equal access to quality education regardless of school location.