THE IMPART OF SCHOOL COMMUNITY ON THE ACADEMIC PERFORMANCE IN AGEGE JUNIOR SECONDARY SCHOOLS IN AGEGE LOCAL GOVERNMENT AREA, LAGOS STATE, NIGERIA

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The educational system plays a pivotal role in the development of any society. Within this system, the contributions of families, schools, and communities form the bedrock of student success. Numerous studies have highlighted the importance of parental involvement and community support in influencing academic performance. Despite this, disparities persist in how these contributions manifest across different socioeconomic and cultural contexts. Parental involvement encompasses activities such as assisting with homework, attending parent-teacher meetings, and fostering a conducive learning environment at home. Simultaneously, community support involves providing resources, mentorship, and advocacy to enhance educational outcomes. Together, these factors bridge gaps in educational access, promote equity, and ensure students achieve their full potential. Globally, countries with strong school-family-community partnerships, such as Finland and Singapore, report higher academic performance and social well-being among students. However, in developing nations, limited resources and cultural barriers often hinder such collaborations. This study seeks to explore these dynamics in depth, providing insights into how parental and community involvement influence academic outcomes. Education is universally acknowledged as a critical factor in individual and societal development. The success of educational systems hinges not only on the quality of teaching but also on the active participation of parents and the surrounding community. Research indicates that when parents are actively involved in their children's learning process, students exhibit better academic performance, improved behavior, and enhanced social skills. Similarly, community support plays a complementary role by providing resources, mentorship, and a sense of collective responsibility for educational outcomes. Historically, schools functioned as isolated entities responsible for all aspects of education. However, with evolving societal challenges such as urbanization, economic inequality, and cultural diversity, the need for collaboration between schools, families, and communities has become apparent. Globally, best practices in countries like Finland and Singapore showcase how robust partnerships contribute to academic excellence and equitable access to education. Despite this, many regions still face challenges,

School’s community refers to the various individuals, groups, businesses and institutions that are interested in the welfare and vitality of a school and form the neighborhoods served by the school. It encompasses the school administrators, teachers and staff members who work in a school; the students who attend the school and their parents and families; and local residents and organizations that have a stake in the school’s success, such as school board members, city officials, and elected representatives; businesses, organizations, and cultural institutions; and related organizations and groups such as parent- teacher associations, booster clubs, charitable foundations, and voluntary school improvement committees. The School community concept is closely related to the concept of voice and shared leadership which generally seek to broaden the involvement of more individuals and diverse view in the governance and programming in the (http://edglossary.org/school-community/ school has limited parental engagement, inadequate community resources, and fragmented collaboration.

The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao, 2011) [6]. Education is an essential factor for effective development of any country like Nigeria. The western education adopted by Nigeria is highly based on individualism, socio-economic and internationalization which are geared towards national development. According to Ajewole and Okebukola (2010) [8], a number of factors are said to have contributed to the students’ poor academic achievement in school. The authors stress that a host of these factors may surround students’ poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in secondary school may be a reflection of the type of learning environment. Farombi (2010) [21]. Observed that poor school environment may have negative influence on students’. academic achievement especially if such environment lacks good school climate, instructional materials, discipline, physical facilities, has poor teacher quality, type of location of school is questionable there is small class size and over population of students in classrooms. Farombi further opined that school facilities are a potent factor to quantitative education. The importance to teaching and learning of the provision of adequate instructional facilities for education cannot be over-emphasized. The dictum that “teaching is inseparable from learning but learning is not separable from teaching” is that teachers do the teaching to make the students learn, but students can learn without the teachers. According to Akande (2013). Learning can occur through one’s interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. It includes books, audio -visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, Farombi 2011) Tsavga, (2011) maintains that the learning environment plays a vital role in determining how students perform or respond to circumstances and situations around them. This implies that no society is void of environmental influences.

The learning environment determines to a large extent how a student behaves and interacts, that is to say that the environment in which we find ourselves tend to mould our behaviour so as to meet the demands of life whether negatively or positively. The author opined that the desire for both qualitative and quantitative education has multiplied the problem of providing an effective and conducive learning environment for teaching and learning. In Agbani Education Zone, there is an increase in the number of students’ enrolment in schools with little or no regards to improving the learning environment so as to better their performance. Freiberg, Driscoll and Knights (2011) observed that some of the notable factors that may influence students’’ academic achievement in secondary schools are; school climate, instructional materials, discipline, physical facilities, teacher quality, type of location of school and class size. This is because, schools with a good and conducive environment that has the best type of teachers, instructional materials and physical facilities will produce better school leavers with high achievement. Most at times parents of students are not satisfied with the facilities provided in their school. Also, the extent at which some teachers, exhibit high level of indiscipline does not seem to portray them as role models. They rather encourage indiscipline among students by their attitudes. This may have negative influence of students’ academic achievement. Adzemba (2013) [5]. Defines learning as a relatively permanent change in behaviour due to practice and experience. This definition is a confirmation of Akoja (2011) [11], who views learning as a relatively permanent change in behavior as a result of insight, practice, experience or stimuli in the environment. To buttress further view school environment as the immediate surroundings of the school which also include classrooms dining halls, examination halls, football fields among others. For learning to be meaningful and effective, Learning environment according to Zaria in Aliade (2012) is a place where teachers impact knowledge of the various subjects to students thereby bringing them up morally and guide them as regards to career choice. Awule cited in Aliade (2012) stated that learning environment should have good infrastructural development, Social facilities such as food subsidies, healthcare, fire service, etc; Academic infrastructure such as transportation, communication, sewage, water, electricity etc; Physical facilities such as well-stocked library, playground, enough classes, Gym, workshop etc. All these characteristics according to the author have positive impact on academic achievement of students in secondary schools. In the same vein Abenga (2011) [1], opined that an improved environmental condition leads to higher intelligence scores while poor environmental conditions reduce these scores. Academic achievement in this context simply means the scores students have obtained in either examination or test which has led to their performance. In this study therefore, the researcher hope to examine impact of school environment on the academic performance of senior secondary school students in public secondary schools in Agbani Education Zone with particular reference to availability of social facilities, academic infrastructures and school physical facilities.

In both internal and external examinations, as revealed by research studies. Despite the Enugu State government’s effort towards the provision and renovation of infrastructures in secondary schools, students performance in both internal and external examinations such as National Examination Council (NECO) or Senior Secondary School Certificate Examination (SSCE) and other examinations are still very low and below expectation. Several research studies have identified other factors such as lack of Social facilities such as food subsidies, healthcare, fire service, etc; Academic infrastructure such as transportation, communication, sewage, water, electricity etc; Physical facilities such as well-stocked library, playground, enough classes, Gym, workshop etc as being responsible for poor academic achievement of students. The researcher observed with dismay that the school environment in the study area is nothing to write home about. The school climate is not interesting for teaching and learning, instructional material are inadequately provided, Infrastructural facilities are in dilapidated conditions, lack of trained teachers and other facilities that promote teaching and learning are also in short fall which may tend to influence students’ academic achievement in school. It is on this premise that the researcher is motivated to appraise the impact of school environment on the academic performance of senior secondary school students in public secondary schools in Agbani Education Zone.

Concept of School Environment The increasing school enrolment and students interests in learning from the best kind of environment has generated much research interest in order to put into use by private individuals mission, communities or government proprietors an environment that will be stimulating and will enhance academic achievement of students. Environment is a place where the child functions. This includes home, the school, the peer group, the classroom, the totality of the child’s upbringing including his spiritual life, tissue needs, social needs, psychological needs it is defined not to mean only the place in which the child lives (physical) but also the people with which he comes in contrast with (social) (Akem, 2011). Gagne (2013) states that environment for the child includes a host of structures such as buildings, furniture’s, equipment’s, instructional materials, the teachers, the peer group and other people involved in the development of a child. Booth and Okely (2015) looked at school environment as the physical environment (e.g. facilities and equipment), school policies (e.g. time allocated for physical and Health Educational Sport) and school practices regulating PE and Sport, banners to participation and strategies to promote participation). This definition encapsulates components of the Health Promoting School Model (NHMRC, 1996) and also how school staff tends to contextualized health, particularly physical activity. Nwangwu (2011) gave the characteristics of school environment to include school buildings, classrooms, furniture’s, playgrounds, sporting facilities, laboratories, libraries and equipment’s which aid the teachers in effective delivery of lesson. According to State of Maine (2012) school environment includes the physical and aesthetic surroundings and the psychological climate and culture of the school. Concept of Academic Achievement Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important. According to Annie, Howard, Stoker and Mildred (2008) . Academic achievement is the outcome federal the extent to which schools with a better school climate have higher achievement and better socio emotional health. The school climate–student achievement connection has been well - established in the research (Freiberg, Driscoll, and Knights, 2010).

School facilities have been observed as a potent factor to quantitative education. The importance to teaching and learning of the provision of adequate instructional facilities for education cannot be over - emphasized. The dictum that “teaching is inseparable from learning but learning is no separable from teaching” is that teachers do the teaching to make the students learn, but students can learn without the teachers. According to Akande (2012) [9], learning can occur through one’s interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. It includes books, audio - visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 2014). Writing on the role of facilities in teaching, Balogun (2011) [15]. submitted that no effective science education programme can exist without equipment for teaching. This is because facilities enable the learner to develop problem -solving skills and scientific attitudes. In their contribution, Ajayi and Ogunyemi (2013) reiterated that when facilities are provided to meet relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual students will also learn at their own paces. The net effect of this is increased overall academic performance of the entire students. Commenting on why high academic attainment is not in vogue in Nigeria secondary schools, Adesina (2014) [3]. identified poor and inadequate physical facilities, obsolete teaching techniques, overcrowded classrooms among others, as factors. Throwing more light on school facilities and moral guiding provision, Fabunmi (2012) [20]. asserted that school facilities when provided will aid teaching learning programme and consequently improve academic achievement of students while the models guiding their provision to schools could take any form as rational bureaucratic and or political model. According to Hallak (2012), facilities form one of the potent factors that contribute to academic achievement of students in the school system. They include the school buildings, classroom, accommodation, libraries, laboratories, furniture, recreational equipment, apparatus and other instructional materials. He went further to say that their availability, relevance and adequacy contribute to academic achievement of students. He however, quickly added that unattractive school buildings and overcrowded classrooms among others contribute to poor academic achievement of the students in primary and other levels of education.

According to Megan (2012), “research on school climate in high -risk urban environments indicates that a positive, supportive, and culturally conscious school climate can significantly shape the degree of academic success experienced by urban students”. Furthermore, researchers have found that positive school climate perceptions are protective factors for boys and may supply high risk students with a supportive learning environment yielding healthy development, as well as preventing antisocial behaviour. A positive school climate results in positive outcomes for school personnel as well. Characteristics of school climate, especially trust, respect, mutual obligation and concern for others’ welfare, can have powerful effects on educators’ and learners’ interpersonal relationships (Center for Social and Emotional Education, 2015). Safe, collaborative learning communities where students feel safe and supported report increased teacher morale, job satisfaction, and retention. The interaction of various characteristics of school and classroom climate can create a fabric of support that enables all members of the school community not only to learn but also to teach at optimum levels (Freiberg, 2013). Conversely, a negative school climate interferes with learning and development. Organizational climate is assumed to have some effect upon the success of a school in accomplishing its objectives (Singh, 2016). Various studies documented that students in 14 International Journal of Educational Research and Studies www.journalofeducation.net schools with a better school climate have higher achievement and better socio emotional health. The school climate–student achievement connection has been well - established in the research (Freiberg, Driscoll, and Knights, 2010). Influence of School Physical Facilities on Academic Achievement of Secondary school students. School facilities have been observed as a potent factor to quantitative education. The importance to teaching and learning of the provision of adequate instructional facilities for education cannot be over - emphasized. The dictum that “teaching is inseparable from learning but learning is no separable from teaching” is that teachers do the teaching to make the students learn, but students can learn without the teachers. According to Akande (2012) [9], learning can occur through one’s interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. It includes books, audio - visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 2014). Writing on the role of facilities in teaching, Balogun (2011) [15]. submitted that no effective science education programme can exist without equipment for teaching. This is because facilities enable the learner to develop problem -solving skills and scientific attitudes. In their contribution, Ajayi and Ogunyemi (2013) reiterated that when facilities are provided to meet relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual students will also learn at their own paces. The net effect of this is increased overall academic performance of the entire students. Commenting on why high academic attainment is not in vogue in Nigeria secondary schools, Adesina (2014) [3]. identified poor and inadequate physical facilities, obsolete teaching techniques, overcrowded classrooms among others, as factors. Throwing more light on school facilities and moral guiding provision, Fabunmi (2012) [20]. asserted that school facilities when provided will aid teaching learning programme and consequently improve academic achievement of students while the models guiding their provision to schools could take any form as rational bureaucratic and or political model. According to Hallak (2012), facilities form one of the potent factors that contribute to academic achievement of students in the school system. They include the school buildings, classroom, accommodation, libraries, laboratories, furniture, recreational equipment, apparatus and other instructional materials. He went further to say that their availability, relevance and adequacy contribute to academic achievement of students. He however, quickly added that unattractive school buildings and overcrowded classrooms among others contribute to poor academic achievement of the students in primary and other levels of education 2.2 Theoretical Framework Adeyemo, (2015) [4], notes that there is wide spread violation of teaching ethics which are capable of obstructing the smooth functioning of the school system and thereby affect students academic achievement. Mafabi (2015), opines that, success can only be achieved in school when teachers shows good example of time management. Though the practice in most of the primary schools is that, school activities seem not to respect the designed time table. He further stated that punctuality is most a times not observed by teachers, head teachers and non - teaching staff in an educational institution, as part of the efforts toward academic excellence. Indiscipline among teachers are their acts of behaviour that affects effective teaching and learning as well as result to retarding students’ academic achievement. Common indiscipline behaviour by teachers include; absenteeism from school and lesson, lateness, non - preparation of lesson notes, failure to mark students exercise books, non-completion of school records such as diaries, registers, student results, involvement in examination malpractices, illegal collection from parent and students, unapproved study leave with pay, drinking, drug taking and sexual immorality. These are serious threat to students’ academic achievement, because teachers are the expected professionals, entrusted with the responsibility to conserve the future and destiny of the students as well as the nation. (Okeke, 2014). The teacher belongs to a special class (sub-group) saddled with” the responsibility of moulding the child into a functional adult that will contribute to national development with the following qualities; knowledge of the subject matter being taught far ahead of that of the students; professional skill or know -how to awaken a child’s interest in what is being taught and to enkindle in his students a love of learning and a good moral character (Anyamebo, 2015) [14]. Effective discipline is needed in school for good academic achievement. When there is effective discipline in a school and in the classroom, effective teaching and learning can take place. Gawe, Vakalisa and Jacobs (2011) emphasize co-operative learning as a solution. If a school lacks effective discipline, the achievement academically will be poor.

Okafor (2013) undertook a survey study to evaluate school plant in terms of adequacy, usage and maintenance in secondary schools in Idemili North Local Government Education Area. The descriptive survey research method was utilized with the questionnaires as the instrument for data collection. The population of the study comprised all the principals and the teachers in post primary institutions in Idemili Education zone. Two hundred and fifty teachers formed the sample of the study. There was 90% return rate of the questionnaires. The statistical technique used in the analysis of the data was the t-test and mean score. The findings of this study include the following. It was the opinions of the principals and teachers that they supply physical plant facilities in the post primary schools in Idemili North, Anambra State which include science laboratories, classroom, furniture, staffroom, facilities, library facilities and laboratory equipment. The study is related to the present study since it studied the significance of physical facilities in secondary schools. It shares the same research design with the present study, only that it differs in location. Ebeledike (2012) investigated environment correlation of student in secondary school chemistry in Aniocha Anambra State. The study specifically is to find out professional qualified and experience chemistry teachers, good laboratory equipment and good administration management influence on student performance. Random sampling technique was used for the selection of 200 respondents. Hypotheses were tested with the Pearson product moment correction coefficient at 0.05 level of significant. Data were analyzed using means and frequency distribution. The researcher found out that the performance of student depend on professional qualified and experience teachers and there is relationship between students’ performance in chemistry and good laboratory equipment. Ezudu (2011) studied Girls science classroom environment as correlates to academic performance of girls in science. He developed two research questions and a null hypothesis for the study. Questionnaire was used for the collection of data. The respondents were allowed to respond to the questionnaire items on four points likert scale. The population of the study was 200 students randomly drawn from two secondary schools sampled from, the total population of all female students in JSS II in Oji River Local Government Area of Enugu State. The data collected were analyzed using descriptive and inferential statistics. The research questions were answered using Pearson product moment co-efficient while t-test was used in testing the hypothesis at 0.05 level of significant. From the review of the empirical studies. It is revealed that studies have been carried out on the issue of correlation in the achievement of few subjects and the students performance. The review revealed that such few works centered on academic achievement of students in relation to classroom environment. It appears none has concentrated on the general influence of the school environment on the academic achievement of students of public secondary schools in the state. Babatunde (2013), investigated the effect of teachers’ socioeconomic status (SES) on school life in secondary schools Oshodi, Lagos. Three statements of problems guided the study, relates to the present study since it studied school environment. It also shared the same design but differs in locations.

Ossai (2013), examined the influence of school environment on the students’ academic performance in secondary schools in Etsako East Local Government Area of Edo state. Factors such as school facilities, class size, location and school plant planning were examined to know their effects on the academic achievement of secondary school students. The population comprised of 100 students taken from the five secondary schools from Estako East Local Government Area o Edo State. Data was collected from the students through means of questionnaire. The results were analysed by means of simple percentages. Based on the findings, it was discovered that poor school facilities, large class, inappropriate school location and poor school plant planning negatively affects students’ academic performances. Recommendations were made to address the issues of school learning facilities, classroom population, school location and proper school plant planning. The study relates to the present study but differs in location. Ibe (2011), examined the impact of school environment on academic achievement of secondary school students in Otukpo Benue State. The sample of study consists of 160 students taken from higher secondary student in Otukpo district. The findings from the study, revealed that male students have better perception on school environment than the Female students. This study employed a quantitative approach using survey research design. This is due to the fact that female students are y nature, calm and quiet in their character. So they feel school environment is very convenient for their studies. Male students make use of the library and the lab much better than the female students Boys students do not hesitate to clear the doubts in the studies than the girls students. The result also reveals that self-finance schools have better school environment than the aided and government school students. This may be due to the fact that self-finance schools offer more facilities for effective learning as bait to attract more admissions into their institutions. The result also indicates that boys school students have better school environment than the boys and co-education students. This is due to the reason that boy’s schools have better competitive spirit with regard to their academic performance. They are exposed to challenges with regard to academic performance. They also have better atmosphere for group study. The study is related to the present study since it studied environment and academic achievement of students. It also have the same research design with the present study but differs in location. Madu (2010) conducted a research on the impact of the school environment on the learning of the child, the researcher tried to obtain from the students and teachers, the information on school environment within which they operate a measure of the learning acquire by the students. The sample of study consists of 160 students taken from higher secondary student in Ohafia- Abia State. The study employed a descriptive survey research design. The analysis of data was done on percentage calculations of the result, the study shows that: Many parent s do not give their children the necessary support that they need in terms of finance, it also shows that the different school environment the students finds themselves also affect their learning and that teachers do not properly use the available teaching aids to aid effective teaching-learning process. The study is related to the present study in subject matter, research design.

1.2       Statement of the Problem

Despite global advocacy for school-family-community partnerships, many students, especially in low-income settings, continue to underperform academically. The problem is often rooted in. Low parental involvement: Parents may lack the resources, education, or time to engage in their children’s academics effectively. Weak community support: Communities often lack the necessary infrastructure or awareness to contribute meaningfully to education. Fragmented collaboration: Schools, parents, and communities may operate in isolation, leading to inefficiencies in addressing students’ needs. While some studies have investigated parental involvement and community support individually, limited research examines their combined impact on academic performance. This gap underscores the need for a comprehensive analysis to identify the challenges and opportunities within this tripartite relationship. Addressing these issues is critical to fostering equitable educational outcomes. It was against this background that the study investigate the impact of school community on the academic performance of junior secondary schools in Agege local government area Lagos, Nigeria.

1.3       Purpose of the Study

The main purpose of this study is to investigate the impact of parental involvement and community support on students’ academic performance. Specifically, the study aims to:

i.               Examine the current level of parental involvement in students' education.

ii.              Assess the extent of community support in fostering academic success.

iii.            Identify barriers to effective collaboration between schools, families, and communities.

iv.            Provide evidence-based recommendations to enhance school-family-community partnerships.

v.              To determine the impact of economic status on students’ performance.

vi.             To examine the influence of peer pressure on students’ performance.

vii.           To assess the impact of school facilities on students’ performance.

viii.         To identify the benefits of school community partnership.

ix.            To identify the challenges facing school community partnership.

x.              To identify the role of local education authority on school community partnership.

1.4       Research Questions

i.          Does parental involvement have any effect on student academic performance?

ii.         To what extent does community support fostering student academic performance?

iii.        What impact does effective community collaboration have on student academic performance?

iv.        How does community collaboration affect student academic performance?

v.         to what extent does socio economic status affect students’ academic performance?

1.5       Research Hypotheses

i.          There is no significant relationship between parental involvement and students’ academic performance.

ii.         Community support does not significantly influence students’ academic performance.

iii.        Parental involvement and community support do not jointly predict students’ academic performance.

iv.        Parental involvement and community support significantly influence students’ academic performance.

v.         Socio economic status does not significantly affect students’ academic performance.

1.6       Significance of the Study

The findings from this study are expected to benefit the following stakeholders:

Students, to improved collaboration between parents, schools, and communities can create a more supportive learning environment, enhancing academic outcomes.

Parents, the study will provide insights into effective strategies for engaging with schools and supporting their children’s education.

Schools can identify areas for improvement in their engagement with families and communities, fostering a more inclusive approach to education.

Policymakers can make use of the evidence from the study can inform policies choice aimed at strengthening school-family-community partnerships.

To the researchers the study contributes to the growing body of literature on education, serving as a reference for future studies.

1.7       Scope and Delimitation of the Study

The geographical scope of this study is Agege Local government Area, Lagos State, Nigeria. The content scope of this study is the impact of school community on the academic performance in junior secondary schools.

1.8       Operational Definition of Terms

To ensure clarity, the following terms are defined operationally:

Parental Involvement

Activities undertaken by parents to support their children’s education, such as monitoring homework, attending school meetings, and providing a conducive learning environment at home. Parental attitudes, expectations, and behaviors related to their child’s learning and healthy development. The amount of participation a parent has in schooling and their child's life. Parents’ participation in their children’s education at home and school, including helping with homework, attending school events, and communicating with teachers. Investments of resources in children's schooling, both in and outside of school, with the intention of improving learning.

Community Support

Community support refers to the collaborative efforts and resources that local communities provide to help schools enhance student learning and development. Community support is about getting involved in our children’s education, offering support to schools and teachers, and creating a familiar education environment where children can learn, explore and develop their highest potential. 

Academic Performance

Measured by students’ grades, test scores, and overall academic achievements during the study period. Academic performance is the measurement of student achievement across various academic subjects1. It is the extent to which a student, teacher or institution has attained their short or long-term educational goals2. Academic performance is typically measured using classroom performance, graduation rates and results from standardized tests1. It is also measured through examinations or assessments made by the teacher or the assessor handling the student's subject

School-Family-Community Collaboration

A partnership between schools, families, and communities aimed at improving educational outcomes through shared responsibilities. Family-school-community partnerships are a shared responsibility and reciprocal process whereby schools and other community agencies and organizations engage families in meaningful and culturally appropriate ways, and families take initiative to actively support their children’s development. 

Socioeconomic Status (SES)

This is an economic and sociological combined total measure of a person's work experience and of an individual's or family's access to economic resources and social position in relation to others. When analyzing a family's socioeconomic Status the household income and the education and occupations of its members are examined, whereas for an individual's Socioeconomic Status only their own attributes are assessed. Recently, research has revealed a lesser-recognized attribute of socioeconomic Status as perceived financial stress, as it defines the "balance between income and necessary expenses". Perceived financial stress can be tested by deciphering whether a person at the end of each month has more than enough, just enough, or not enough money or resources. However, Socioeconomic Status is more commonly used to depict an economic difference in society as a whole.

Buyers has the right to create dispute within seven (7) days of purchase for 100% refund request when you experience issue with the file received. 

Dispute can only be created when you receive a corrupt file, a wrong file or irregularities in the table of contents and content of the file you received. 

ProjectShelve.com shall either provide the appropriate file within 48hrs or send refund excluding your bank transaction charges. Term and Conditions are applied.

Buyers are expected to confirm that the material you are paying for is available on our website ProjectShelve.com and you have selected the right material, you have also gone through the preliminary pages and it interests you before payment. DO NOT MAKE BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.

In case of payment for a material not available on ProjectShelve.com, the management of ProjectShelve.com has the right to keep your money until you send a topic that is available on our website within 48 hours.

You cannot change topic after receiving material of the topic you ordered and paid for.