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.
The development of new knowledge, advances in technology, and changing social and economic condition create situation where the teaching of previous generation are no longer appropriate or sufficient. In this circumstance, societies must find or create new ways to prepare individuals for their family roles and responsibilities.
Clark (2003) opines that when parents and family get personally involved in education, their children do better in school and grow up to be more successful in life. According to Clark, parent’s involvement includes a lot of different types of activities. Some parents have time to get involved in many ways; others may only have time for one or two activities.
Aluede (2000) contends that the earlier in a child educational process, parent involvement in family life education begins, the more powerful the effects. The most effective forms of parent involvement are those which engage parent in working directly with their children on learning at home. Parent may get involved in family life education by ensuring better school attendance by their children, increased motivation, and better self-esteem.
Although most parent do not to know how to help their children with their education with their  guidance and support they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children. Parent participation in education was twice as predictive of academic success as family socio-economic status, (Uwakwe, 2000). When schools encourage children to the practice reading at home with parents the children make significant gains in reading achievement compared to those who only practice at school. The more intensely parent are involved, the more beneficial the achievement effects. Parent who read to their children, have books available, take trips, guide TV watching, and provide stimulating experiences contribute to student achievement. The more parents participate in family life education, in a sustained way, at every level-in advocacy, decision making and oversight roles and as home teachers- the better for children’s academic achievement.  
The society depends primarily upon the family institution for the production of children who constitute young members of the society. Also, the family is seen as the primary agent of socialization where the norms and values of a society are internalized by the new members of the society that is children, teaching and behavioral pattern and ways of life. In addition, the family performs the functions of provision of basic necessity of life like food, shelter, clothing, education etc.
Arqqawal (1981) asserts: “It is the home not the school that determines the quality of the direction of any child’s life, and that teacher’s works is fulfilled or destroyed by the operation, for good or ill this major factor in the education of any child.” (page 19)
Adeyemo (1998) and Akinboye (2000) have observed that children from unstable homes have less adaptability to school situation, less initiative and possess a less measure of emotional self-control. The anxiety level of home and the pattern of parental communication with children may affect learning. For instance, a child that is frequently upset over parent quarrels are at risks for lower levels of education achievement (Krohn and Bogan, 2001).
Infants whose parents lack warmth and stability and fail to provide educational stimulation (e.g teaching and child new words) are at risk of learning and emotional problems (Werner and Smith, 1992: 24). Infants who suffer from neglect may also be at risk of health and developmental problems (Kenpe and Goldbloom, 2007:312).
In a study of young people from low-income black homes with varying family structures,
Clark (1993) finds that parents of high academic achievers set firm but not harsh rules, seek information about their children’s academic progress, enhance literacy skills through activities such as reading and word games, and model an optimistic assertive approach to life. In Clark’s study, the two-parent and single-parent families that had these attributes produced higher achieving students, while the two-parent and single-parent families that lacked these characteristics produced less successful students. Similarly, Goldenberg (2009) describes how assertive parent involvement may significantly influence student achievement, over the course of Goldenberg’s case study, the children who improved their reading skill received encouragement and /or home tutoring from their parents.