Parenting Style and Primary School Pupils’ Reading Achievement in South-Western Nigeria

Abstract

Scholars outside Africa have acknowledged the influence of parenting styles on children's academic achievement in general and language achievement in particular but such studies are inconclusive as they came up with conflicting findings. It is in line with this trend that this ex-post facto research investigated the impact of parenting style in Primary school pupils' Reading Achievement in SouthWestern Nigeria. The study involved 2400 primary five pupils form 20 randomly sampled public primary schools in SouthWestern Nigeria. In addition to some research questions, two null hypotheses namely: There is no significant difference in the reading achievement of pupils from different parenting style and there is no significant variation in the reading achievement of male and female pupils from different parenting style. Two instruments viz: parenting style Questionnaire and Reading Achievement Test were used for the study. The results revealed that there is no significant difference in the reading achievement of pupils from different parenting style (F,, wu = 2.22; p>0.05) and that there is variation in the Indexed African Journals Online: www.ajol.info reading achievement of male and female pupils from different parenting style but the variation is not significant (t-value = 0.913, df = 2370, p>0.05). Based on these findings, it is recommended that in the process of reading instruction, teachers at Primary school level in Nigeria should concentrate on other factors that affect pupils' achievement in reading than parenting styles in their effort to improve reading proficiency of their pupils.

Parenting Styles: A Springboard in Realizing Improved Academic Performance of Students in Ghanaian Classrooms

“…The finding of this study which disclosed authoritative parenting style being the most experienced parenting styles among the students resonates with Nwokocha et al, (2017) and Kiran, Farooqi and Ahmed's (2018) results which revealed that the most commonest and dominant parenting styles experienced by students was authoritative parenting style than authoritarian, permissive and uninvolved parenting styles. Contrarily, the findings of this study from research question one disagrees with Fakeye's (2014) study which indicated that the authoritarian parenting style was the most dominant parenting style experienced by students.…”

“…In another study, Kiran, Farooqi and Ahmed (2018) investigated the parenting style and anti-social behavior among students in secondary schools in Okara, Pakistan and unveiled that parents use authoritative parenting more than authoritarian and permissive parenting styles being the least parenting style in rearing their children. Fakeye (2014) did an assessment of the nature of parenting styles experienced by Primary School pupils in South-Western Nigeria and discovered that Primary School pupils experienced Authoritative parenting styles more than uninvolved, permissive with the least being authoritarian parenting styles. In Ghana, Owusu-Gyan (2013) studied the impact of parenting styles on the personal and social development of children at Elmina, and it was revealed that the majority of parents in Elmina used authoritative parenting styles with the least being permissive and uninvolving parenting styles.…”

Influence of Parenting Styles on In-School Adolescents Achievement Goal Orientation and Academic Achievement

“…In Nigeria, recent empirical studies on parenting styles focus on its influence on problem behaviour (Maliki & Inokoba, 2011;Tunde-Ayinmode & Adegunloye;Omolola, 2011;Akanbi & Oyewo, 2013;Umo, 2013) while a few that addressed its relationship with students' academic achievement were done at the primary school level (Fakeye, 2008;Shobola, Omoregbe, & Olufemi, 2012). Although Ogunleye, Omirin, and Balogun (2013) examined the influence of parenting style on secondary school students' academic achievement using a small sample of secondary school students in one school, there is need to not only extend this study but also ascertain whether the influence of parenting style on academic achievement is more direct or mediated by students' achievement goal orientation.…”