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English Grammar Competence for Monotechnic Students: Parental Responsibility as an Indispensable Instrument

Author

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  • Ufuoma Rebecca Davies

    (Lead City University, Ibadan Ufuomarebecca@gmail.com)

  • Amusa, Akeem Kolawole

    (Lead City University, Ibadan amusaakeem15@gmail.com)

Abstract

This study examines the role of parental responsibility in developing English grammar competence among monotechnic students in Nigeria. Drawing from sociocultural theory and empirical evidence, this research explores how parental factors including education level, income, occupation, and home environment significantly influence students' academic achievement in English grammar. The study reveals that parental involvement serves as an indispensable instrument in fostering grammatical competence, particularly within the unique educational context of Nigerian monotechnic institutions. The study concludes with recommendations for policy makers, educational institutions, and parents to strengthen the home-school partnership in grammar education. This study adopts a qualitative, descriptive research design grounded in a systematic review of peer-reviewed literature. A structured search was conducted across Google Scholar, ERIC, and ResearchGate, covering publications from 2019 to 2025 and focusing on parental involvement, English grammar competence, and academic achievement in Nigeria and comparable multilingual educational settings. Purposive sampling guided the selection of 47 relevant studies. Thematic analysis was employed to identify recurring conceptual relationships across the reviewed literature. Institutional examination records from Oyo State College of Agriculture and Technology, Igbo-Ora (General Studies, English Grammar, 2022-2024) provided empirical performance data. Vygotsky’s (1978) Sociocultural Theory, supplemented by Bronfenbrenner’s Ecological Systems Theory, served as the analytical lens through which parental influence on grammar development was interpreted. Going by the findings of this study, it is observed that that the competence and academic achievement of the students in English Grammar is best enhanced when parents live up to their responsibilities.

Suggested Citation

  • Ufuoma Rebecca Davies & Amusa, Akeem Kolawole, 2025. "English Grammar Competence for Monotechnic Students: Parental Responsibility as an Indispensable Instrument," International Journal of Contemporary Research in Humanities, Lead City University, vol. 3(1), pages 100-112.
    • Handle: RePEc:ris:ijcrhu:023100
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