THE RELATIONSHIP BETWEEN PARENTING STYLES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN PUBLIC AND PRIVATE SCHOOLS IN LAMU COUNTY, KENYA

Abstract

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. It was guided by four research questions namely: How does authoritarian parenting style relate to academic performance of secondary school students in Lamu County? To what extent does authoritative parenting style relate to academic performance of secondary schools students In Lamu County? What is the relationship between permissive parenting style and academic performance of secondary school students in Lamu County? What is the relationship between uninvolved parenting style and academic performance of secondary school students in Lamu County? The study was informed by Diana Baumrind’s Theory of parenting styles. This study adopted a mixed methods embedded design by combining correlational survey and phenomenological research designs. The target population was 648 Form two students and 25 Head teachers in Lamu County. Eight secondary schools were sampled for the study using both stratified and simple random sampling methods. Head teachers of the selected schools were automatically included in the study. A sample of 247 students was selected using simple random sampling. The study used questionnaires, interview schedule and document analysis to collect data. To ensure validity of the data collection instruments, the questionnaire, document analysis guide and interview guide were subjected to content and face validity. A testretest technique was used to check the reliability of the research instruments. Quantitative data obtained from questionnaires was analyzed with the help of Statistical Package for Social Sciences (SPSS) version 23 software. Descriptive statistics generated in form of frequencies, percentages and means summarized data that were presented in frequency distribution tables. Qualitative data obtained from interview schedules and document analysis was paraphrased and thematically analysed. Inferential statistics in particular Pearson’s product moment correlation tested the hypothesis. The study adhered to all research ethics during the entire process. Key findings revealed that there is a negative relationship between authoritarian parenting style and academic performance, a positive significant relationship between authoritative parenting and academic performance, a negative significant relationship between permissive parenting and academic performance and a negative significant relationship between uninvolved parenting and academic performance. The study concluded that authoritative parenting was the best method of parenting style in relation to academic performance and that the academic performance of secondary school students in Lamu County was greatly related to the type of parenting styles exercised in the family. The study recommended that schools should organize forums for parents to enlighten them on good parenting, policy makers to develop policies that encourage parents to adopt appropriate parenting styles, parents to participate in parenting education programs and the use of authoritative parenting style as the best parental practice for it yields good academic performance of students.