ABSTRACT
This study sought to examine parental involvement, successes and challenges in the promotion of family life education.
A descriptive survey design was chosen to carry out the study. An instrument designed by the investigator was used to collect data for the study. One hundred and fifty subjects responded to the questionnaires given to them.
Data analysis involved the use of frequency counts, percentages and t-test statistical techniques. The results showed that parents’ involvement in family life education is a contributor to the promotion of the success of family life education, parents occupational status is a contributor to parents involvement in family life education, majority of the respondents are of the view that students may be successful academically despite adverse family conditions, parents either single parents or parents of intact homes know the importance of family life education and thus press for their children to achieve against all odds, but it was discovered from the research that parents from intact homes showed a greater interest in the up-bringing of their children than their counterparts from non-intact homes.
It was recommended that education with a clear understanding of the lives of their school families ought to encourage the emergence of a definition of parenting involvement which would recognize a broad array of parental behaviors intended to support academic success, there is the need to introduce and broaden traditional population education to includes topics such as reproductive health, the status of women intergenerational relationship, and problem solving skills in order to improve family and social welfare, efforts should be made by education stakeholders to ensure that most schools provide some form of sexuality education for adolescent and efforts should be made by non-governmental organization (NGO’s) to facilitate access to wide range of parenting information, services and support throughout the country.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Preparing individuals and families for the roles and responsibilities of family living is nothing new. Because knowledge about human development, interpersonal relationships, and family living is not innate, societies have needed to develop ways through which they may transmit the wisdom and experience of family living from one generation to succeeding ones. Some societies transmit his knowledge through formal means such as puberty initiation rites. For the most part however, individuals learn about family living in the family setting itself as they observe and participate in family activities and interactions in their own and other families
As societies change and become more complex, this pattern of informal learning about living in families becomes inadequate.
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