Influence of Parental Involvement and Peer groups of Nursery Pupils’ Academic Performance in Argungu Emirate, Kebbi State, Nigeria

Abstract

This research explored the Influence of parental involvement and Peer groups of nursery pupils in Argungu Emirate, Kebbi State, Nigeria. A descriptive survey research design was adopted. Data were collected using a structured, closed-ended questionnaire administered to 600 parents/guardians of nursery pupils. The instrument comprised of  demographic items with Likert-scale statements (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree) measuring parental involvement, peer group influence, perceived academic performance, and related beliefs about parental education. Descriptive statistics (frequencies, percentages, means, and standard deviations) were used to answer RQ1 and RQ2, while Pearson product-moment correlation and multiple linear regression were used to test the hypothesized relationships underlying RQ3, RQ4, and RQ5. All percentages reported in this document are as recorded in the field data (Field Work, 2025) and may not always sum to exactly 100% due to rounding.

 The study concluded that collaborative efforts among parents, teachers, school administrators, and government agencies are essential for improving learning outcomes in early childhood education. Recommendations include strengthening parental participation, continuous teacher training, provision of adequate learning facilities, and effective monitoring of nursery education programmes in Nigeria.