Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Parenting Style and Students Academic Achievement in Junior Secondary Schools in Ogun State, Nigeria

Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Parenting Style and Students Academic Achievement in Junior Secondary Schools in Ogun State, Nigeria

Article excerpt

Abstract

This paper investigates the influence of parenting styles on the students' academic achievement in Junior Secondary Schools in Ogun state, Nigeria. The study adopted descriptive survey with the sample comprising three hundred and ninety (390) Junior Secondary Students III (JS3). This was selected through random sampling technique from thirteen junior secondary schools in Abeokuta South Local Government Area of Ogun State. Two null hypothesis were formulated and tested at 0.05 alpha to guide the study. A questionnaire titled "Parenting Styles and Students Academic Achievement Questionnaire (PSSAAQ)" was used as instrument for data collected. Data collected were analysed using t-test. The study showed that there was a significant difference between the academic achievement of students from democratic and autocratic parenting homes. Also, a significant difference exists between the level of involvement of parents of male and female students in their education. The paper established the importance of parenting style in the achievement of students. This implies that school alone does not determine student's achievement but a collaborative efforts of home and school. Therefore, the study recommended, among others, that parents should make homes' children-friendly and stop discriminating on sex grounds. The school management was also advised to involve parents and guardians in the academic and moral developments of their wards.

Keywords: Parenting- style, Achievement, Democratic-style, Autocratic-Style, Student

INTRODUCTION

Education is the process of developing or training an individual to cope with the challenges of living. The quality of educated individuals available in any society determines its pace of development. The emergence of Western form of education brought the formal education system (that is, the school system). According to Ojerinde (2000), the introduction of this system of education led to the type of education that is planned and provided under classroom situation by trained teachers.

School is a training center to develop students into efficient social beings and to train them to further education backward and unprogressive members of the society (Sidhu, 2002). Thus, the school is an entity built by the community or society to realize desirable goals. We can say that the community builds its schools and the schools are expected to build their community by providing the human capital that will mobilize other material resources.

In recent times, much has been written on the issue of education quality. According to Nweke (1998), Akinyemi (1998), Mamman (1998), Alkali (1999) and Atanda (2002), just to mention but a few, standards in education have been or are falling. To Ojerinde (2000), performance of students in public examinations has remained the visible evidence of falling standards. Researchers have blamed the low standards of education on some factors such as large class size, inadequate facilities, inadequate teachers, facilities, funds and library materials (Talabi 1988; Mahboob 1999; Ireogbu 2002).

School is a creation of community and students found in schools are from different homes, the home activities go a long way in determining learners' success. For instance, Bakare (1994) advanced four causative phenomena that could affect individual scholastic achievement, these include: the child's attitude, family, school and society. From these phenomena, parents stand in the position of the family. This shows the importance of the involvement of parents in the improvement of students' academic achievement. Parental involvement includes a wide range of behaviours, but it generally refers to parents' mode of training and investment of resources in their children's schooling. Parents' involvement at home can include activities such as discussion on school, helping with homework, and reading with children (Dauber, Epstein, 1993). Parental beliefs and perception have also been shown to be strong predictors of parental involvement. …

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