Parenting Styles as a Function of Academic Achievement.

Abstract

The study investigated the relationionship between parenting behaviors and academic achievement. The objective of the study was to inquire the functions of parenting on academic achievement. The study was conducted in Tulu Yombo Junior School, Oromia regional state, Ethiopia. The study was conducted from January 2018 up to September 2018. The study employed a cross-sectional research design. The population of the study was 200 students of grade 7 and 8. Subsequently, 50(25%) samples were selected using stratified random sampling. The study was a pure quantitative research type. For this reason, it used a survey questionnaire which is close-ended to identify the styles of parenting the parents of the students employed. The questions were prepared to be responded in “Likert Scales”. On the other hand, record scores of academic achievement were used as secondary data. The data were analyzed and interpreted using One-way ANOVA and Honestly Significance Difference (HSD) statistical test. The result of the study revealed that children of Authoritative (democratic) parents scored (x̅ =80.75) significantly higher in their academic achievement than did children from Non-authoritative. However, no substantial difference was observed in the academic achievement of students from authoritarian (x̅ =61.3), indulgent (x̅ =53.8) and neglectful parents (x̅ =52.4).