Bible translation is among the difficult exercises in scholarship because it demands a careful analysis of the biblical text from the source language into the target language. The religio-cultural settings and worldview of the indigenous people are also considered so that they are able to access the word of God as written and meant by the author(s). An example of Bible translation exercise is the New Revised Asante Twi Version (NRATV) 2018, which contains some translation problems. Some texts are not translated but “carried wholly” into the new or target language to make them look as if they form part of the native language. One of such is “Abba,” which is a HebraicAramaic word found in Romans 8:15. Since Abba is not an Asante (and Akan) language, it becomes difficult for the Asante reading community (and by extension all Akan languages) and users of the Asante-Twi Bible to understand and express the concept within their religio-cultural worldview because they do not understand the thought of the author in their language. Using exegetical, mother-tongue hermeneutics and the communicative method of translation as approaches, the study has found out that the translation of …Αββα ὁ πατήρ (…Abba ho Patēr) as …Abba, Agya (…Abba, Father) in the Asante-Twi Bible (2018) should be rendered as “…Agya, M’agya” (Father, My Father). The study has thus added to the interpretations of Romans 8:15 in Asante-Twi. It is being recommended that in the future revision of the Asante-Twi Bible, the Bible Society of Ghana should consider using “…Agya, M’agya” (Father, My Father) in the translation of … Αββα ὁ πατήρ (…Abba ho Patēr).

While substantial literature exists on the parenting styles and students’ academic performance around the world, little is known about these variables in the Ghanaian context and much less in Asokore-Mampong Municipality. In view of this dearth of literature, this study investigated the parenting styles and academic performance of public Junior High Schools students in Asokore-Mampong Municipality, Ghana, within the context of Baumrind’s (1971) theory on parenting styles. In line with the pragmatist paradigm, this study utilized the sequential explanatory mixed methods research design where 545 students and 545 parents were sampled using a proportionate stratified random sampling technique for the quantitative phase of the study, while the convenience sampling technique was used to select 12 students and 12 parents for the qualitative phase of the study. After meeting validity and reliability requirements, a structured questionnaire and semi-structured interview guide were used to collect data for the study which was analyzed using descriptive statistics such as mean, standard deviation and inferential (independent samples t-test, One-way between group ANOVA, Pearson Moment Correlation) statistics and thematic analysis. The study revealed that the authoritative parenting style was most experienced among the students, followed by authoritarian, and permissive while the uninvolved parenting style was least experienced. It was further observed that generally, there was a moderate and statistically significant positive relationship between parenting styles and students’ academic performance. Besides, findings from the study’s hypotheses showed that sex, age, class, and parental marital status of students did not affect their perception of parenting styles they experienced. In line with these findings, it was concluded that parenting styles are vital in enhancing students’ academic performance, hence, it was recommended that the Ghana Education Service through the Asokore-Mampong Education Directorate and Parents Teachers Association (PTA) should constantly educate parents, reorient them to adopt appropriate parenting styles that are needed in specific situations so as to enhance the academic performance of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0966/a.php" alt="Hit counter" /></p>