Relationship between Parenting Styles and Academic Performance of Secondary School Students in Public and Private Schools in Lamu County, Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186

Relationship between Parenting Styles and Academic Performance of Secondary School Students in Public and Private Schools in Lamu County, Kenya

Pauline Mumina¹, Stephen Asatsa, PhD², Carolyne L.A Onyango^3
1,³Department of Educational Psychology, the Catholic University of Eastern Africa
²Department of Psychology, the Catholic University of Eastern Africa

Abstract: This study aimed at investigating the relationship between parenting styles and academic performance of secondary school students in public and private schools in Lamu County, Kenya. The study employed an embedded mixed-method study design by combining correlational survey and phenomenological research designs. The study was informed by Vygotsky’s theory of cognitive development. The target population was 648 Form two students and 25 headteachers. A sample of 247 students was selected using simple random sampling and 8 head teachers were selected through convenience sampling. The study used questionnaires, interview schedule, and document analyses to collect data. Quantitative data were analyzed using Pearson’s product-moment correlation analysis while qualitative data were analyzed thematically. The findings revealed that there is a non– significant weak negative relationship between authoritarian parenting style, authortitatve parenting style and academic performance of secondary school students. The study further established a negative significant relationship between permissive and uninvolved parenting styles and academic performance. The study recommended that Schools should organize forums for parents to enlighten them on parenting to address the gap existing in parenting. Such forums will enable parents to be warm, responsive, present, supportive and responsible to their children and in this process, embrace authoritative parenting which will enhance their children’s academic performance.

Key Words: Parenting Style, parent, student, academic performance

I. BACKGROUND

For any society, the good academic performance of students is significant for it predicts a successful future. On the contrary low academic outcome forecasts negative consequences. Parenting refers to the child-rearing practices that are developed and implanted by parents (Kilonzo, 2017). Academic performance is the measurement of students’ achievement across various academic subjects. From a worldwide perspective, poor academic performance has been attributed to both social and cultural factors. Kiama (2018) in her study identified parenting as one of the social factors that affect the academic outcome of students. Thus from this study, we infer that parenting is very crucial in enhancing academic performance. Williams (2018) states that academic achievement is measured using classroom performance and results from standardized tests. Munyi (2013) adds that parenting is both a biological and a social process emerging probably like the most fundamental and universal concern in our society. A student’s academic performance is thus likely to be affected by the upbringing that the child has experienced. Guarian (2012) further explains that a parenting style is the collection of parenting behaviours and goals that are primarily characterized by combinations of warmth, responsiveness and demandingness which affect the child’s academic outcomes.

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