The educational level of parents goes a long way in influencing the academic performance of their children. According to Stevenson (1984) the higher and educational status of the parents the greater the degree of parental involvement in school activities, the younger the age of the child the greater the degree of parental involvement and children of parents who are more involved in school activities do better in school than children with parents who are less involved.
Therefore, parents involvement is related to their children’s performance and the mothers’ educational level along with the age of child are stronger predictors of parental involvement in schooling for boys than girls. It has been found out that parents who believed that their own role is important for their child’s achievement tended to be more controlling and to be keen in developing the child’s interest. Also, the parental attribution of the child’s achievement to the child’s own effort is positively related to the child’s actual achievement result. It is also found that the child’s actual school achievement is directly related to the parental interest in developing behaviour. Today in our nation, it is clearly known that parents who are educated knows more of the quality of education and tends to give their children all it takes to be successful in their academic performance.The value of socio-economic factors for predicting academic achievement seems to be specially supported by researchers. White (1986) and Morakinyo (2003) indicates the existence of a relationship between socio-economic status and academic achievement. White (1986) in a meta-analysis of 620 correlation coefficient from 100 students indicates that a definite relationship exists between socio-economic status and academic achievement. He noted that the frequency obtained correlation ranged from 0.10 to 0.70; that is positive relationship which means one factor increases the other also increases.
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