Relationship between perceived parenting styles and academic performance among secondary school students in Tarime town council, Tanzania

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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es salaam
Abstract
The purpose of the present study was to examine the relationship between perceived parenting styles and academic performance among secondary school students. The study was guided by three objectives which are, to investigate student’s perception toward parenting styles used by their parents, to assess relationship between perceived parenting styles and students’ academic performance and, to compare academic performance of males and females’ students in relation to parenting styles. In order to achieve this, stratified sampling was employed to obtain sample of 304 secondary school students, including among them 153 males and 151 females. The structured questionnaire was used for data collection. Data were coded into SPSS version 20, and the chi-square statistical test was used to determine whether there was significant relationship between perceived parenting styles and student academic performance. Moreover, T-test was used in an attempt to compare male and female students’ academic performance. The results indicated that majority of students 108 (35.5%) were raised by parent who used authoritative parenting style followed by authoritarian 85 (28%) and almost the same number of students for permissive 56 (18.4%) and neglectful parenting style 55 (18.1%). Also, there is statistically significant association between perceived parenting styles and students’ academic performance at p < .05 with contingency coefficient of 0.519 which implies strong/large association and it also showed that students who perceived that their parents use authoritative parenting style performed better than those students who perceived their parents use authoritarian, permissive, and neglectful parenting styles. Furthermore, the results showed that there was a significant difference between male and female students with t (302) = -7.269, which is statistically significant at α< 0.05. Thus, males (M = 3, SD = 1.020) performed higher academically than females (M = 2, SD = 0.726). Thus, it is recommended that parents have to embrace authoritative parenting style which will facilitate good communication and affection between them and their children as it will help to motivate student’s effort on educational issues and make them achieve better academic performance.
Description
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, class mark (THS EAF HQ755.7.T34R963)
Keywords
parenting, study and teaching, Parent behaviour, Parents, parenthood, Academic performance, Secondary school, Tarime town Council, Tanzania
Citation
Ryoba, L. J (2020) Relationship between perceived parenting styles and academic performance among secondary school students in Tarime town council, Tanzania, Masters dissertation, University of Dar es Salaam, Dar es Salaam.