Influence of Parental Support on the Academic Performance of Some-In-School Adolescent with Cerebral Palsy in Ilorin Metropolis

Abstract

This study investigated the influence of parental support on the academic performance of some in-school adolescents with cerebral palsy in Ilorin metropolis, Nigeria. Cerebral palsy presents significant physical, communication, and learning challenges that often impede educational participation, making parental support critical for academic success. A descriptive survey research design was employed, with 40 adolescents with cerebral palsy aged 13–19 years selected from inclusive and special schools using purposive and simple random sampling techniques. Data were collected using a structured questionnaire titled "Parental Support and Academic Performance Questionnaire (PSAPQ)" and analyzed using descriptive statistics including frequency counts, percentages, and mean scores. The content validity was established, and reliability was found to be 0.76. Findings revealed that emotional parental support significantly influences academic performance, with a weighted mean of 3.40, indicating that parental encouragement, confidence-building, emotional comfort, and affirmation positively shape educational outcomes. Additionally, parental involvement in school activities was found to affect academic performance to a high extent (weighted mean = 3.40), with parents actively monitoring attendance, collaborating with teachers, providing learning materials, and participating in school events. The study concludes that both emotional support and active parental engagement are essential determinants of academic success among adolescents with cerebral palsy. Recommendations include consistent parental encouragement, school-based parental training programs, strengthened parent-teacher communication, and inclusive education policy enforcement to enhance educational outcomes for learners with disabilities.