ABSTRACT
This study examined the impact of parental illiteracy on parent teacher communication and involvement in children’s education in Oredo Local Government Area, Benin City Edo State. The aim was to find out the impact of parental illiteracy on parent teacher communication and involvement in children’s education. To achieve these aims, four research questions were raised. Descriptive research survey was adopted for this study
The population of this study consisted of all the teachers in public and private schools in Oredo Local Government Area of Edo State but a sample size of 100 was used. The Instrument used for data collection was the questionnaire. The data collected were analyzed using frequency count and simple percentage.
The study revealed that parental illiteracy negatively affects the clarity of communication between teachers and parents regarding their children's education, parental illiteracy often results in limited vocabulary, affecting the effectiveness of communication between parents and teachers. It was discovered that parental illiteracy causes challenges in utilizing school-parent communication channels, creating barriers in accessing and understanding important written information related to their children's education. It was therefore recommended amongst others that schools and community organizations should offer adult literacy programs tailored to the needs of illiterate parents, alternative communication methods for illiterate parents should be offered, also written materials, such as newsletters, homework assignments, and school notices, should be translate into languages commonly spoken by families in the community.
