Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools

Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools

ABSTRACT

This study examined Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools in Eket Local Government Area. Three null hypotheses were formulated in line with the specific objectives to guide the study. The survey research design was adopted for the study. The target population was 683 primary five (5) pupils in the study area.

A sample size of 120 primary five (5) pupils was selected for the study. The instrument for data collection were parenting styles Questionnaire (PSQ) and Pupils Raw Scores (PRS). The data collected were analyzed using Pearson Product Moment Correlation (PPMC). The result showed that significant relationships exist between parenting styles (autocratic, democratic and laissez-faire) and pupil social studies.

It was recommended among others that parents should not be too autocratic in their dealings with their children at home. They should adopt a mixture of autocratic and democratic parenting styles. This will enhance good parents – children relationship and brings about positive changes in the behaviour of the children as well as improvement in their academic performance in school. It was concluded that parenting styles have significant influence on pupils’ academic achievement. 

Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The fact that the family is a microcosm of the society is incontestable. This however, implies that what happens in the larger society is a true reflection of our individual family life. Also, it is an established fact that every pupil in school like all mortals come from a home. The home provides what a learner takes with him/her to school. Apart from serving as a breeding ground for human continuity in life, the family is equally seen as the fundamental unit in human society which sets the socialization process on course. Therefore, the role of parents in the moral, cultural, social, educational and general upbringing of children cannot be over-emphasized.

Parents lay the foundation for goals and achievement in the life of children. A child first learns what is right and wrong by emulating the parents. The child often imitate the parents, but even if it does not he/she would be deeply influenced by the conducts and attitude of the parents (Oloto, 2010).

Consequently, disciplined and indiscipline behaviours among children are function of the parents. Most parents encourage indiscipline conducts among their wards when they fail to teach appropriate societal norms and values to them. Parents have a significant role to play in the behavior modification process of children even before the teachers in school. This is because a child whose parents are Laisez-faire may not be able to compete with his/her counterparts in school whose parents have given adequate attention and provide them with the basic educational materials needed for effective studies both at home and in school (Ezewu, 2011).

Accordingly, the provision of functional education for the children should be of great concerns to parents and guardians. The home climate is a strong indicator to the aspiration and academic achievement of children. This is because most children’s education are now confronted with a lot of increasing challenges as a result of home background. In a privileged situation, the home is able to provide more than the minimum requirement for good learning.

In such homes, the standard of living is high and the material comfort provided may be bountiful in a rich home. Children have all the necessary opportunity for good education although it is not impossible that the child may fail to make full use of the educational facilities available if the parents do not show concerns and supervise their daily school activities. Nevertheless, if parents themselves are too poor, they may not be able to equip the home in such a way that the child derives great educational advantage from it.

Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools

Such parents are often faced with the problem of feeding and clothing with little or no interest in the education of their wards. In such homes, books which are sources of knowledge for the development of human intellect can only be purchased at the expense of meals for the family whereas informative and educative equipment. Such as radio, television and other learning materials are lacking.

However, it is a common knowledge that children learn at home under the tutelage of their parents as first teachers. Therefore, the influence of parenting styles in the educational development of children cannot be under-estimated.

1.2 Statement of the Problem

In recent years, there has been public out-cry on the poor performance of pupils and students in both internal and external school examinations. The abysmal performance of pupils in school has become a recurring decimal in the nation’s educational system. The situation has generated concerns among teachers, parents, and the government at large.

This development does not augur well for the realization of the objectives and goals of the teaching-learning process in schools and our educational system in general especially when one considered the huge financial investment in the education sub-sector by the government. It is against this background therefore, that this study “Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools in Eket Local Government Area” becomes imperative.

1.3 Purpose of the Study

The main objective of this study is to examine the influence of Parenting Styles on the Academic Performance of Pupils in Social Studies in Primary Schools in Eket Local Government Area. The specific objectives include to:

1. Examine the relationship between autocratic Parenting Style and Pupils’ Academic Performance in Social Studies in Primary School in Eket Local Government Area.
2. Examine the relationship between benevolent (democratic) parenting style and Pupils’ Academic performance in Social Studies in Primary Schools in Eket Local Government Area.
3. Examine the relationship between Laissez-faire Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area.

1.4 Research Questions

The following research questions were raised in line with the specific objectives of the study.

1. To what extent is the relationship between autocratic Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area?
2. To what extent is the relationship between benevolent (democratic) Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area?
3. To what extent is the relationship between Laissez-faire Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area?

1.5 Significance of the Study

It is anticipated that the findings of this study would be of immense benefit to parents, teachers, researchers and stake-holders in the education sub-sector in the following ways:

• It would reveal if parenting style influence pupils’ academic performance in Social Studies at the Primary School level.
• From the findings of this study, Parents will see the need to give their wards’ education adequate attention to enable them succeed in their academic programmes.
• It would enable the government through the ministry of education to plan for and implement adequate support programmes for children of the poor to enable them learn effectively and compete favourably with their counterparts in school.
• The research findings will add to the body of existing literature on Parenting styles in relation to pupils’ academic performance.
• Finally, this study will serve as a spring-board and a reference material for further research into Parenting styles in relation to pupils’ academic performance not in social studies but other school subjects.

Parenting Styles and Academic Performance of Pupils in Social Studies in Primary Schools

1.6 Hypotheses of the Study

The following null hypotheses were formulated in line with the specific objectives of the study.

Hypothesis 1: There is no significant relationship between autocratic parenting style and pupils’ academic performance in social studies in Primary schools in Eket Local Government Area.

Hypothesis 2: There is no significant relationship between benevolent (democratic) Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area.

Hypothesis 3: There is no significant relationship between Laissez-faire Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area.

1.7 Delimitation of the Study

The study was delimited to Parenting Style and Pupils’ Academic Performance in Social Studies in Primary Schools in Eket Local Government Area. Analysis was on Primary five (5) pupils in Public Primary Schools in the study area.

1.8 Limitation of the Study

The major factors that limit the scope of this study to Eket Local Government Area include:

1. Insufficient funds.
2. The researcher’s academic work-load.

• The time frame given for the completion of the research and submission of findings.

1.9 Operational Definition of Terms

The following terms used in this study were operationally defined by the researcher as explained below:

Parenting Style: The way or manner the father and mother as well as guardian take care of and supervises their children both at home and in the public places.

Autocratic Parenting Style: This is a style of parenting where parents or guardians make use of authority, force, fear and punishment to motivate their wards.

Benevolent Parenting Style: This is a style of parenting where parents or guardians make use of friendly disposition or rewards to motivate their wards.

Academic Performance: The performance of the pupils in lessons taught to them as examined through tests, assignments and terminal examinations.

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