Parenting styles as predictors of academic achievement among senior secondary school students: Implications for sustainable national development
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ID: 309452
2025
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Abstract
This study examined the influence of parenting styles on the academic achievement of senior secondary school students in Keffi Local Government Area of Nasarawa State. The problem of persistent poor performance in public examinations necessitated the investigation. The study adopted a descriptive survey design. The population consisted of 1,583 SSIII students, while a sample of 400 students was selected through proportionate and simple random sampling techniques. Data were collected using a structured questionnaire on parenting styles and parental support, alongside standardized achievement tests in English and Mathematics. The reliability coefficients of the instruments ranged between 0.69 and 0.80. Descriptive statistics, Pearson Product Moment Correlation, and multiple regression analysis were used for data analysis. Findings revealed that parenting styles significantly predicted students’ academic achievement, accounting for 30.6% of the variance. Authoritative parenting emerged as the strongest positive predictor, followed by authoritarian parenting, while permissive parenting showed no significant effect. Neglectful parenting correlated negatively with achievement. The study concluded that authoritative parenting is the most effective style in enhancing students’ academic success. It was recommended that parents adopt supportive yet disciplined approaches, while schools and policymakers should promote parental education through workshops and community programs.
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| Authors | M. H. Alhassan, E. O. Bamidele, H. Mahmud |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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