Abstract:
The purpose of this study was to assess the effects of parenting styles on the academic
performance of Junior School students in the Ablekuma North Municipality of the
Greater Accra Region Ghana. Descriptive survey research design was adopted with a
population of 345 students and a sample size of 243 students. A structured
questionnaire self-designed by the researcher was used for the study. Frequency and
simple percentage were used to analyse the gender difference among the respondents
while mean and standard deviation, independent sample t-test and Pearson product
moment correlation were used to analyse research question 2 and 3 respectively. The
study revealed that authoritative, authoritarian and permissive parenting styles are not
types of parenting styles adopted by parents of JHS students in the Ablekuma North
Municipality. It was also revealed that there is a difference between male and female
students‟ academic performance when authoritative and permissive parenting were
identified as influencing the academic performance of the students. The study
concluded that students under the control of authoritarian parent are likely to develop
higher timidity and/or low academic performance and poor academic performance
than those who are under the control of permissive parents. The study therefore
recommended that school counsellors under the Ghana Education Service, teachers
and parents should assist students who have been identified as being influenced
negatively by authoritative or authoritarian parenting to come to terms with reality
and understand the dangers that are associated with forceful control of their children
as far as their future life and academic life is concerned.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
MAY, 2022
