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

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.