Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana

Boateng, Simon; Ampofo, Eric Twum; Sefah, Elizabeth Adoma; Baah, Akosua; Azewara, Moses Azerimi

doi:10.1007/s10671-020-09278-2

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…Also, with the municipality leading in terms of teenage pregnancy cases within the Ashanti Region of Ghana, there are questions about child-rearing practices of parents within the municipality. Even though recent studies (Appiah, 2022;Boateng, et al, 2021& Darko & Gyasi, 2019 conducted in Ghana confirmed a relationship between parenting styles and student academic performance, these studies were conducted using a positivist paradigm other than the pragmatists' paradigm employed for this study. Hence, it could be said that these previous studies had a distinctive focus and therefore were limited in scope.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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

Ayisi-Boateng

Bentil

Adjei-Fianko

2022

EJES

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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. Article visualizations:<img src="/-counters-/edu_01/0966/a.php" alt="Hit counter" />

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Section: Statement Of the Problemmentioning

confidence: 99%

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

Ayisi-Boateng

Bentil

Adjei-Fianko

2022

EJES

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“…In addition, the indirect total effects of authoritarian, authoritative and permissive parenting styles with academic performance was significant. Boateng, Ampofo, Sefah, Baah, & Azewara, (2021) analysed the relationship between parenting styles and academic performance of senior high school students. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students, followed by authoritarian style.…”

Section: Parenting Styles and Academic Performance Of Studentsmentioning

confidence: 99%

Parenting Styles and Learners’ Performance: Evidence from Junior Secondary Schools in Botswana

2022

CJESS

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Education is a lifetime achievement that contributes towards the socio-economic development of the society particularly youth. Parenting style plays an important role in education of their children and thus, shaping their career. The study analysed the influence of different parenting styles on the academic performance of students in Junior Secondary Schools in Botswana. Quantitative data was collected using a valid and reliable questionnaire through a survey of randomly sampled 130 students (n = 130) in Junior Secondary Schools. One way Analysis of Variance revealed that none of the parenting styles: authoritative, authoritarian, permissive and neglectful style had significant influence on students' academic performance. It implied that parents are not the only factors that can affect the children's academic performance. As parenting styles shown insignificant influence on student academic performance, a similar study can be conducted by including some other parental factors which might have influence on students' performance. In order to gain deeper understanding on the influence of parenting styles on student's academic achievement, a qualitative study can be conducted using perceptions of students and parents.

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“…Several studies have been conducted on the parent-child relationship and their academic performance coupled with the social competency that is required for a successful adaptation to society and the family (Gresham, 2016). Whiles some (Zurcher et al, 2018;Fatima, Dawood, & Munir, 2020;Rizka & Bacotang, 2019;Sawar, 2016;Baidoo-Anu et al, 2019;Boateng et al, 2021;Gerbino et al, 2018;Guo et al, 2018;Tabassum et al, 2020). Most of the studies carried out have generally emphasized developed countries that have different characteristics and experiences.…”

Section: Problem Statementmentioning

confidence: 99%

“…The other issue has to do with the fact that academic progression, which is related to social development is closely tied to academic performance in school. Unfortunately, Ghana's Education System is on a decline as the academic performance of pupils in the central region has become a great concern for both the parents and the government as well (Boateng et al, 2021). Statistics from the BECE results from the region have not been good.…”

Section: Introductionmentioning

confidence: 99%

“…The arguments to find a solution to these issues has circled the parenting styles parents adopted in parenting these teenagers. Whiles some (Zurcher et al, 2018;Fatima, Dawood, & Munir, 2020;Rizka & Bacotang, 2019) have linked parenting style strongly to teenage pregnancy (social development), others (Sawar, 2016;Malik & Shujja, 2013;Boateng, et al, 2021) are of the view that parenting styles affect the academic performance of pupils. There are also those (Gerbino et al, 2018;Guo et al, 2018;Tabassum et al, 2020) who believe strongly that, attitude towards school is crucial and that schooling helps in social development which in turn helps teenagers to be focused and ambitious in life.…”

Section: Introductionmentioning

confidence: 99%

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Parenting Style, Social Development and Academic Performance of Junior High School Pupils

Mensah

2022

SCIMUNDI

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This paper looked at parenting styles, social development, and academic performance of pupils in the Assin north district of the Central region. The cross-sectional survey design premised on the quantitative approach which is also seated in the positivist orientation to research was adopted. Using the proportionate random sampling procedure, 327 pupils from 30 Junior High Schools in the District were sampled. Data collected were analysed using both descriptive (frequencies and percentages) and inferential (Spearman rank and Pearson correlation) statistics. It was found among others that, the majority of parents of pupils in the Assin north district used an authoritative parenting style. Again, most of the pupils in the Assin north district have high social development. There was a weak positive non-significant relationship between parenting styles and the social development of the pupils (r=0.035, sig.=0.052). Also, there was a weak negative significant relationship between parenting style and the academic performance of the pupils (r=-0.111, sig.=0.044). It was recommended among others that, parents in the district are educated through District Assembly policies and programmes on the importance and influence of their parenting styles. Also, the District Assembly, chiefs, parents, and teachers in the district should put in measures to ensure the continuous and optimum social development of JHS pupils.

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Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana

Cited by 7 publications

References 16 publications

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

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

Parenting Styles and Learners’ Performance: Evidence from Junior Secondary Schools in Botswana

Parenting Style, Social Development and Academic Performance of Junior High School Pupils

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