INFLUENCE OF PARENTING STYLES ON ADOLESCENT GIRLS’ ACADEMIC PERFORMANCE IN PUBLIC GIRLS’ SECONDARY SCHOOLS IN MAKADARA SUB-COUNTY, NAIROBI COUNTY, KENYA.
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Date
2019-09
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study investigatedthe influence of parenting styles on adolescent girls‟ academic performance in public secondary schools in Makadara Sub County, Nairobi County, Kenya. The study employed the correlation survey design. The study was guided by four research objectives: To establish the relationship between authoritarian parenting style and adolescent girls‟ academic performance in public secondary schools in Makadara sub-county; To examine the relationship between authoritative parenting style and adolescent girls‟ academic performance in public secondary schools in Makadara sub-county; To determine the relationship between permissive parenting style and adolescent girls‟ academic performance in public secondary schools in Makadara sub-county; To find out the relationship between uninvolved parenting style and adolescent girls‟ academic performance in public secondary schools in Makadara sub-county. The study was informed by Baumrind‟s Theory of Parenting Styles (TPS). Thirteen secondary schools in Makadara Sub County were randomly sampled. The target population of the study comprisedform two students randomlysampled, counseling teachers and parents purposively selected. The study employed the use of questionnaires and interview guides to collect data. The quantitative data was analyzed using descriptive statistics; relationship between variables was subjected to inferential and nonparametric statistics on IBM SPSS version 22. Qualitative componentwas subjected to thematic analysis using quotes and narratives in line with the research objectives. The analysis revealed that parenting skills influenced the academic performance of adolescent girls.Authoritative parenting style was characterized with warmth, involvement, induction, reasoning, democratic participation, good naturedcontrol, easy going and leads to positive academic performance among girls. Analysis revealed a correlation coefficient of r = .432, p = .212. Authoritarian parenting style consists of verbal hostility, corporal punishment, nonreasoning, punitive strategies and directiveness. Findings of the research revealed that authoritarian parenting style has a significant effect on adolescent girls‟ academic performance (r = -.509, p = .044). According to the study there was a non-significant correlation between permissive parenting style and adolescent girls‟ academic performance(r = -.944, p = .056).Permissive parenting style is associated with lack of follow through, ignoring misbehavior and self-confidence which lead to negative academic performance.Finally findings from the study revealed that the correlation between uninvolved parenting style and adolescent girls‟ academic performance atr = -.559, p = .150. uninvolved parenting style is characterized with low levels of warmth and control, emotional detachment, annoyance and unresponsiveness which lead to negative academic performance among girls.In conclusion study recommended thatparents should express love, democracy, open mind, show warmth and give their girls some level of freedom while still being in control.
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Keywords
Parenting Styles Academic Performance Kenya