COMMUNITY INVOLVEMENT IN SCHOOL ACTIVITIES IN PUBLIC PRIMARY SCHOOLS IN OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

Community involvement in school activities is a crucial and multifaceted concept that plays a pivotal role in the Nigerian education system. Community involvement in school activities means the provision of resources, both tangible and intangible, to support the school’s activities (Binani, 2021). This can include financial contributions, donations of learning materials, volunteering time and expertise, and even offering mentorship to students. These resources have a direct impact on the quality of education and the range of opportunities available to students, especially in cases where public schools may face resource constraints. Community involvement in school activities involved the active engagement of various stakeholders, including parents, guardians, local residents, community leaders, and organizations, in the educational processes and activities of a school (Amoko, 2021). Community involvement in school activities goes beyond mere attendance at parent-teacher meetings; it encompasses a wide range of collaborative efforts aimed at enhancing the overall educational experience and outcomes for students.

One of the primary function of community involvement in secondary schools is the active participation of parents and community members in decision-making processes. This could involve contributing to the formulation of school policies, curriculum development, and the planning of school events. When community members have a say in these matters, the resulting decisions are more likely to reflect the local values, traditions, and needs, thus fostering a stronger sense of ownership and cultural relevance within the school environment (Isiaka, 2020). When parents, guardians, and community members are actively involved in school activities, students perceive a broader community of individuals who care about their well-being and success. This support system can positively impact students' self-esteem, motivation, and overall emotional and social development.

The Parent-Teacher Associations (PTAs) seems to constitute one way of community involvement in school activities. Parent-Teacher Associations play a crucial role in bridging the gap between schools and host communities. These associations provide a platform for parents, teachers, and community members to collaborate and contribute to the overall development of students (Owolabi, 2022). Parent-Teacher Associations can organize fundraising events, establish dialogue between parents and teachers, and actively engage in decision-making processes related to school policies and programs. Through Parent-Teacher Associations, host communities have a voice in shaping the educational landscape and nurturing a sense of collective ownership.

Another way of community involvement in school activities may be through volunteering programmes. Host communities can contribute to school activities through volunteer programs. This involves community members offering their time, skills, and expertise to support various school initiatives. Volunteers can assist in the classroom, organize extracurricular activities, mentor students, or provide specialized knowledge in areas such as arts, sports, or sciences (Aujuwa, 2020). By engaging in volunteer programs, host communities actively participate in the educational process and provide valuable support to educators. Community members often contribute their time and expertise by volunteering in schools. They might serve as classroom assistants, provide tutoring sessions, or offer workshops on various topics. These volunteers not only provide additional support to students but also expose them to diverse perspectives and experiences.

Others ways of community involvement in school activities may be through fundraising initiatives. Community involvement can take the form of financial support through fundraising events. These efforts can help raise funds for school infrastructure, educational resources, extracurricular activities, and scholarships. By participating in fundraisers, community members actively contribute to enhancing the learning environment (Ayodele, 2019). The host community may engage in fundraising to finance capital projects of the school such as construction of new administrative or classroom block, fencing of the school, provision of staff quarters, staff rooms, and laboratories. The extent of community involvement in school activities may reflect on the school climate.

School climate is a comprehensive term that encompasses the emotional, social, and physical well-being of everyone within a school community. It refers to the prevailing atmosphere, attitudes, and values that shape interactions and experiences within the educational setting (Adjikpono, 2020). School climate is not solely dependent on the physical aspects of a school, but it extends to the social dynamics, behavior, and relationships among students, educators, administrators, and parents. A positive school climate is vital for promoting student engagement, well-being, and academic success. It fosters a sense of belonging, acceptance, and safety, which enhances students' motivation to learn and grow. A nurturing school climate enables students to develop positive relationships, embrace diversity, and demonstrate respect for others. Furthermore, it provides a platform for students to voice their opinions, fostering a sense of ownership and empowerment.

The impact of community involvement in school activities cannot be overemphasized. Community involvement in school activities promotes a positive school climate by positively influencing academic performance. When parents and community members actively engage in school events such as parent-teacher associations, career guidance programs, and educational workshops, students experience increased motivation, support, and academic guidance. This collaborative effort leads to improved academic outcomes and higher student achievement (Okpocha, 2020). Community involvement plays a vital role in promoting the social and emotional well-being of students. By actively participating in extracurricular activities such as sports events, cultural festivals, and art exhibitions, community members provide students with opportunities for personal growth, self-expression, and skill development. Such activities foster a sense of belonging and pride, reducing instances of bullying, social isolation, and behavioral issues, thereby improving the overall school climate.

Community involvement may fosters a sense of ownership and responsibility among both parents and local residents towards the school. When parents and community members actively participate in school activities such as parent-teacher meetings, fundraising events, and educational workshops, they develop a vested interest in the success of the school. This sense of ownership translates into a more supportive and conducive environment for learning, as parents and community members become stakeholders in the students' education (Ochonogor, 2021). Community involvement contributes to a collaborative and cooperative atmosphere within the school. When various stakeholders work together, they bring diverse perspectives and ideas to the table. This collaboration leads to the development of innovative teaching methods, extracurricular programs, and initiatives that address the specific needs of the students and the community.

Statement of the Problem

In contemporary time, preliminary observation has shown that the extent of community involvement in school activities seems to be largely questionable. Common observation shows that it seems host community are not assisting the government in ensuring a positive school climate. The current trend in many secondary schools today tends to make one wonder if other educational stakeholders such as host communities are still helping government in the aspect of secondary school development.  Current trends such as; dilapidated structures in some schools; lack of libraries, lack of well-equipped laboratories, inadequate classroom blocks and essential amenities, make many to question if host communities are putting concerted effort to provide a better school climate. Could community involvement in school activities really impact on school climate? It is in search for answer to this question that the study seeks to investigate community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State.

Research Questions

The following research questions were raised in order to guide the study:

1. What is the extent of community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State?

2. What are the various ways of community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State?

3. Is there a significant difference in the relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State?

4. Is there a significant relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State based on school location?

Hypotheses

Research question 1 and 2 were answered directly while research question 3 and 4 will be hypothesized and tested at 0.05 level of significance.

HO1: There is no significant relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State.

HO2: There is no differences in the relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State based on school location.

 

 

Purpose of the Study

The purpose of the study is to investigate community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State. The specific objectives of the study are to:

1. ascertain the extent of community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State;

2. establish various ways of community involvement in school activities in public primary schools in Ovia North East Local Government Area of Edo State;

3. find out if there exist a significant relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State;

4. examine if there is a significant difference in the relationship between community involvement in school activities and school climate in public primary schools in Ovia North East Local Government Area of Edo State based on school location.

Significance of the Study

The study would benefit students, parents, teachers, curriculum planners, Ministry of Education and prospective researchers. The study would benefit students as it will help offer insights on how community involvement can improve their academic performance, social skills, and overall well-being. When parents and members of the community participate in school activities, students feel supported and valued. This sense of belonging can lead to positive student behavior and engagement, which can ultimately lead to better academic outcomes.

The study would benefit teachers as it will help them see how community involvement in school activities can lead to a positive school climate. Thus, teachers will be made to see the core importance of school-community relationship.

The study would benefit parents as it will help them see various ways through which they can contribute positive as part of the school community to ensure better school climate. This increased involvement can provide parents with a better understanding of their child's learning environment, which can lead to more informed decision-making when it comes to their child's education.

The study would benefit curriculum planners and the Ministry of Education as it will help them see the importance of community involvement in school activities on school climate in secondary schools. This will put them in a better position to come up with necessary policies that will help strengthened the ties between schools and their host communities. The study would benefit prospective researchers as findings from the study will serve as a source of reference point for them.

Scope and Delimitation of the Study

The scope of the study covers on how the various ways of community involvement in school activities such as the Parent-Teacher Associations (PTAs), volunteering programmes and fund raising impact on school climate in public primary schools in Ovia North East Local Government Area of Edo State.

The study is delimited to public primary schools in Ovia North East Local Government Area of Edo State.

Definition of Terms

The following terms were operationally defined in the study:

Community Involvement: Community involvement in school activities means the provision of resources, both tangible and intangible, to support the school’s activities.

Parent-Teacher Associations: This refers to a formal organization composed of parents, teachers and staff that work together towards the improvement of the school.

Fund Raising: This include financial contributions, donations of learning materials by host communities.

Volunteering Programme: This involves community members offering their time, skills, and expertise to support various school initiatives.