Abstract

The study investigated parents' involvement and peer influence as correlates of students' achievement in English reading comprehension in senior secondary schools in Ibadan South West Local Government. This study adopted the descriptive survey design of the correlational type. Simple random sampling technique was used to select five (5) public secondary schools from thirty-six public secondary schools in Ibadan South West Local Government Area of Oyo State. Fifty students were selected from each school, making a total of two hundred and fifty (250) SS II students. Three research instruments were used for data collection:
Questionnaire on Parents Involvement (r=.86), Questionnaire on Peer Influence (r=.84) and Achievement Test in English Reading Comprehension (r=.78). Data collected were analysed using Pearson Product Moment Correlation and Multiple Regression Analysis. The results were interpreted at 0.05 level of significance. Findings of the study showed that there was a positive low relationship between parents' involvement and students achievement in English reading comprehension (r = 0.185; p<0.05) and a positive low relationship between peer influence and students achievement in English reading comprehension (r = 0.167 p<0.05). It was also revealed that parents' involvement r = 1.398; p>0.05 and peer influence r = 0.557; p>0.05 were found not to have any significant relationship with students' achievement. The composite contribution of the independent variables F = 4.53 to (2,247) achievement in reading English comprehension were significant. It was further revealed that none of the independent variables had predictions on students' achievement. Based on the findings of this study, it was recommended that parents should encourage positive peer relationships among their children. Government should encourage literacy among parents. Teachers should also strictly monitor students' progress based on reading exercises and assignments.