Parental Engagement, Parents’ Attitude to Science, and Basic Science Students’ Mental Well-Being in the Ibadan Metropolis, Nigeria

Good mental well-being is necessary for achievement in science at any level. There are extrinsic factors that have the potential to determine a learner’s mental well-being, and the role of the parent(s) cannot be undermined. Therefore, this study examined the relationships between parental engagement (PE), parents’ attitude to science (PAS), and mental well-being (MWb) among junior science students. This descriptive survey involved a population of Junior Secondary Three (3) students studying Basic Science in public co-educational schools. A sample of three hundred (300) respondents was randomly drawn from 10 schools within the metropolis. Quantitative data were sourced using three validated questionnaires and analyzed using descriptive and inferential statistics. The research showed that PE (2.19) and PAS (2.13) are relatively high, while MWb (2.51) is moderately normal. The influence of PE and PAS on MWb is significant. Both PE and PAS have a significant positive relationship with MWb. Also, PE and PAS were found to jointly contribute to students’ MWb. In conclusion, PE and PAS have implications for the child’s mental well-being and ultimate success in science. We, therefore, recommend that more parental engagement be encouraged by improving sensitization, and orientation programs could be organized for parents of science students. This may provide an avenue for parents to be better equipped to support their young scientists.

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