PARENTING STYLES AS CORRELATES OF UPPER BASIC EDUCATION STUDENTS ACADEMIC PERFORMANCE IN BASIC SCIENCE IN AWKA NORTH LGA

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Published: Apr 17, 2025
DOI: https://doi.org/10.5281/zenodo.15236273
Keywords:
Parenting styles, Authoritative parenting style, Authoritarian style, Academic performance
Issue
Vol. 13 No. 2 (2025): April-june
Section
Articles

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Chikendu Rebecca Ebonam (Ph.D.)
Department of Science Education Faculty of Education Nnamdi Azikiwe University, Awka
Ekoyo Destiny Onyebuchi
Department of Science Education Faculty of Education Nnamdi Azikiwe University, Awka

Abstract

This study investigates the relationship between parenting styles and academic performance among Junior Secondary School 3 (JSS 3) students in Awka North Local Government Area (LGA), Anambra State. A survey research design was employed, targeting 7,943 JSS 3 students in 10 government secondary schools. A sample of 150 respondents was randomly selected from five schools. A validated questionnaire was used for data collection, with a reliability coefficient of 0.74. The study analyzed data using Pearson's correlation, linear regression, and Regression ANOVA at a 0.05 significance level. The results provide insights into the parenting styles prevalent in the region and their correlation with students’ academic achievement. The results revealed that authoritative parenting style positively influences students’ academic performance, while authoritarian style has negative relationships. Based on the findings, it is recommended that parents adopt authoritative parenting styles to provide supportive environments for their children. Schools should also organize workshops to educate parents on effective parenting practices. By adopting positive parenting strategies, parents can significantly enhance their children’s academic achievement and overall well-being.

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(Ph.D.) , C. R. E., & Onyebuchi, E. D. (2025). PARENTING STYLES AS CORRELATES OF UPPER BASIC EDUCATION STUDENTS ACADEMIC PERFORMANCE IN BASIC SCIENCE IN AWKA NORTH LGA. International Journal of Current Educational Practice, 13(2), 1–13. https://doi.org/10.5281/zenodo.15236273

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