Gender And Parental Support On Attitude Towards Students’ Achievement In Reading Comprehension In English Language Among Senior Secondary School Students In Ogun State

This study probes the intricate interplay of gender and parental support in shaping students' attitudes and achievement in reading comprehension, an essential pillar of English language mastery. Employing a robust ex-post facto survey design, it harnessed a multistage sampling technique to draw a representative cohort of 499 students from Abeokuta North and South Local Government Areas. Data collection leaned on three rigorously validated instruments: The Parental Support Questionnaire (), Student Attitude Questionnaire (), and English Language Reading Comprehension Achievement Test (). Guiding the inquiry were three pivotal research questions, with responses derived from Pearson Product-Moment Correlation and Multiple Regression analyses at a 0.05 significance level. Key revelations illuminate transformative pathways: Age, as a proxy for personal factors, emerged with a significant positive correlation to students' achievement () and attitudes (). Collectively, these predictors explained 8% of the variance in achievement. The study posits that gender and student attitudes are indispensable levers in optimizing the English language comprehension teaching-learning ecosystem, urging educators to prioritize them for equitable outcomes.