Dissertation (MA Education)This study assessed the relationship between parents' support and students' academic achievements in selected community secondary schools to determine specific aspects which predict students' academic achievements. It employed a cross-sectional research design and used mainly quantitative approach, supported by some aspects of qualitative approach. Both purposive and stratified random sampling techniques were used to select a sample of 107 respondents from the population of parents, students, class masters and heads of schools. Data were collected through questionnaires, interview guide and documentary review guide. SPSS version 20 was used for data analysis to obtain frequencies, percentages, Pearson correlation coefficient and coefficient of determination (Adjusted R Square). The results showed that there is moderately positive correlation between parents' support and students' academic achievements [.38, n = 103, P < .05]. The P value on the relationship obtained between two variables was .01. This implies that parents' support influences students‟ academic achievements. In determining a major aspect of the parents' support that predicts students' academic achievements, parents' role of encouraging students to work hard was entered into regression equation and was significantly related to students' academic achievements R² = .124, F (1,101) = 15.436, P < .001. The multiple correlation coefficient (R) was .36, R² was .133 and adjusted R² equals to .124, indicating that approximately 12.4% of the variance of students' academic achievements could be accounted for by the parents' role of encouraging students to work hard. A number of recommendations were derived from the major findings of the study.