Abstract
The role of parental involvement in students’ academic success has attracted considerable attention in educational research, particularly within science education. This study investigated the influence of parental involvement on students’ academic achievement in Biology in secondary schools in Kebbi State, Nigeria. The research was guided by a correlational research design aimed at determining the relationship between parental engagement in students’ educational activities and their academic performance in Biology. The population of the study consisted of senior secondary school students offering Biology in selected secondary schools across six educational zones in Kebbi State. A sample of 346 respondents was selected using cluster sampling techniques, while 340 properly completed questionnaires were used for the final analysis. Data were collected using a structured instrument titled Socio-Economic Background and Academic Performance of Biology Students Questionnaire. The instrument was validated by experts and demonstrated acceptable reliability using Cronbach’s alpha. Pearson Product–Moment Correlation statistics were employed to test the hypothesis at a 0.05 level of significance. The findings revealed a very strong and statistically significant positive relationship between parental involvement and students’ academic performance in Biology. The results suggest that students whose parents actively participate in their educational activities demonstrate higher levels of academic achievement in Biology. The study concluded that parental involvement represents a critical factor influencing students’ learning outcomes in science subjects. It was therefore recommended that parents should be encouraged to actively participate in their children’s academic activities, while schools should strengthen home school collaboration mechanisms to enhance students’ performance in Biology.

Keywords
Parental involvement, academic achievement, biology education, secondary school students