The study examined parental involvement as a correlates of primary school pupils’ academic performance in Dutse Metropolis, Jigawa State, Nigeria. Two objectives, two research questions and their corresponding hypotheses guided the conduct of the study. Descriptive survey was adopted as the research design. The sample size was 210, which comprised 200 primary school teachers and 10 ten headmasters, drawn through proportionate stratified random sampling technique, from a population of 415 teachers and 51 head masters in public primary schools in the study area. Two validated researcher – developed instruments named Teachers’ parental Involvement Assessment Questionnaire (TPIAQ) and Head-teachers’ Parental Involvement Assessment Questionnaire (HTPIAQ), were used as data collection instruments. The internal consistency reliability of the instruments was0.888 for TPIAQ and 0.867 for HTPIAQ. Descriptive statistics of Mean, Standard deviation, and Person Product Moment Correlation (PPMC) were used as statistical tools for data analyses. The results of the analyses indicated that, both home-based and school-based parental involvement enhances pupils’ academic performance. Based on this finding, it was concluded that, pupils’ academic performance has a significant correlation with parental involvement in primary schools. Among the recommendations offered were that; schools should actively encourage parents to participate in their children’s learning processes through regular communication with teachers, provision of resources, and engagement in school activities among others.

Keywords: Parental Involvement, Learning Processes, Pupils’ Academic Achievement.