COMPARATIVE ANALYSIS OF PARENTING STYLES AND THEIR IMPACT ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN OVIA NORTH-EAST LOCAL GOVERNMENT AREA OF EDO STATE
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Abstract
This study examined a comparative analysis of parenting styles and their impact on
academic performance of senior secondary school students in Ovia North-East Local
Government Area of Edo State. The population comprised of all senior secondary school
students in Ovia North-East, while a sample of 300 students was selected using simple
random sampling technique. The research aimed to determine how different parenting
styles namely, authoritative, authoritarian, permissive, and neglectful, influence students’ academic achievements. The study employed a quantitative descriptive survey design to
examine the impact of different parenting styles on students’ academic performance. A
structured questionnaire was used to gather data from respondents categorized according
to four major parenting styles: authoritative, authoritarian, permissive, and neglectful. The findings revealed that students raised under authoritative parenting recorded the highest level of academic performance of (60%), followed by students raised under authoritarian parenting (44.7%). In contrast, permissive and neglectful parenting styles
produced fewer students with high academic achievement recording 31.6% and 20%
respectively. Students raised under neglectful or uninvolved parenting styles recoded the
highest percentage of low academic performance (33.3%), which implies that students
with minimal or no parental guidance or support are prone to poor academic performance. The computed Chi-square (χ²) value of 43.2 with 6 degrees of freedom at the 0.05 level of significance indicated a significant relationship between parenting style and students’ academic performance. The study concludes that the authoritative parenting style has the most positive influence on students’ academic achievement and recommends that parents adopt a balanced, supportive, and communicative approach to child-rearing to enhance
their children’s educational outcomes
academic performance of senior secondary school students in Ovia North-East Local
Government Area of Edo State. The population comprised of all senior secondary school
students in Ovia North-East, while a sample of 300 students was selected using simple
random sampling technique. The research aimed to determine how different parenting
styles namely, authoritative, authoritarian, permissive, and neglectful, influence students’ academic achievements. The study employed a quantitative descriptive survey design to
examine the impact of different parenting styles on students’ academic performance. A
structured questionnaire was used to gather data from respondents categorized according
to four major parenting styles: authoritative, authoritarian, permissive, and neglectful. The findings revealed that students raised under authoritative parenting recorded the highest level of academic performance of (60%), followed by students raised under authoritarian parenting (44.7%). In contrast, permissive and neglectful parenting styles
produced fewer students with high academic achievement recording 31.6% and 20%
respectively. Students raised under neglectful or uninvolved parenting styles recoded the
highest percentage of low academic performance (33.3%), which implies that students
with minimal or no parental guidance or support are prone to poor academic performance. The computed Chi-square (χ²) value of 43.2 with 6 degrees of freedom at the 0.05 level of significance indicated a significant relationship between parenting style and students’ academic performance. The study concludes that the authoritative parenting style has the most positive influence on students’ academic achievement and recommends that parents adopt a balanced, supportive, and communicative approach to child-rearing to enhance
their children’s educational outcomes
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