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The Relationship Between Parental Academic Background And Primary School Pupils’ Academic Performance
[A CASE STUDY OF SAKI-WEST.]
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Although certain types of parent involvement such as discussions about homework and school-related topics have positive effects on homework completion, there is research that contradicts this finding. Cooper, Lindsay, and Nye (2000) suggest that parenting style plays a part in the effectiveness of parents’ involvement in their children’s homework. In their survey of over 700 parents of elementary, middle, and high school students, two-thirds of parents reported helping their children with home work was negative or inappropriate. Specifically, in some cases parents helped their children with homework in order to have them finish it faster, and in other cases parents made homework completion more difficult for the student. These findings speak to the importance of school-home discussions that will encourage interactions that support student learning.
2.4 The Influence of Parenting Styles on pupils’ academic Performance
Parenting styles and techniques have consistently been shown to relate to various outcomes such as child psychological problems (e.g., aggression) and academic performance (Warner, & Eyberg, 2002). Several conceptualizations of parenting styles or characteristics have been delineated. Most have focused on quantities and qualities of warmth, responsiveness, and control in the parenting repertoire (e.g.,Coolahan,McWayne, & Fantuzzo, 2002).
The majority of published studies on parenting styles have used some variation of the parenting style construct delineated by Baumrind (1966, 1967). Baumrind (1966) has identified three parenting styles: authoritative, permissive, and authoritarian.
Authoritative parenting is characterized by high levels of nurturance, involvements, sensitivity, reasoning, and encouragement of autonomy. Parents who direct the activities and decisions for their children through reasoning and discipline would be described as authoritative. Conversely, permissive parenting is characterized by making few demands, exhibiting non-controlling behaviors, and using minimal punishment. For example, parents who do not establish rules and guidelines for their child’s behavior would be described as possessing a permissive parenting style.
Authoritarian parenting tends to fall at the other end of the continuum. Parents characterized as authoritarian exhibit highly directive behaviors, high levels of restriction and rejection behaviors, and power-asserting behaviors. These parents tend to have a philosophy that “it’s my way or the highway.â€
A plethora of research exists building on the work of Querido et al. (2002). In general, an authoritative parenting style emphasizing both responsiveness and demandingness appears superior in fostering higher academic performance (Reitman, Rhode, Hupp, &Altobello, 2002). Turner, Baumrind (1991) found that children (age’s 4-15years old) of parents who were characterized as authoritative were the most motivated, the most competent, and the most achievement oriented.
Baumrind and Black (1967) found that authoritative parenting was positively associated with academic performance; and authoritarian and permissive parenting is negatively associated with grades. This relation between authoritative parenting style and academic performance in children has been found across ethnic groups. However, some research has shown that this relation does not exist for Hispanic Americans and African Americans (e.g., Dornbuschet al., 1987; Park & Bauer, 2002).
Further examinations across ethnic groups have found that among African Americans, parenting style was not a significant predictor of grades (Dornbusch, Ritter, & Steinberg, 1991). In one study using a sample of African American adolescents (11- 19 years old), Attaway and Hafer-Bry (2004) found that parental beliefs in high degrees of control predicted lower grades, but parental beliefs in responsiveness did not contribute to adolescents’ grades.
Regarding associations between parenting style and Asian Americans, parenting styles may not have the same influence as generally seen in other ethnic/racial groups.
Asian American parents are often described as “controlling†or “authoritarian,†and these parenting behaviors have typically been found to predict poor academic achievement (e.g., Attaway & Hafer- Bry; Baumrind & Black, 1967; Chao, 1994).
Given these findings one would expect Asian American children to be less academically successful, but that is often not the case. Asian Americans generally show better academic performance than do their counterparts (Peng & Wright, 1994).
Some have stated that Asian American parents view “parental control†as a more organizational type of control that fosters smooth family functioning and harmony (Chao, 2001). Although the effects of parenting styles have been shown to be inconsistent across ethnic groups, research has generally found a positive relationship between authoritative parenting and academic performance (e.g.,Baumrind, 1991, Ingold by, Schvaneveldt, Supple, & Bush, 2003).
Over the past few years, the relationship between parenting characteristics and academic performance has been examined in college students, but inconsistent results have been found. Strage and Brandt (1999) examined the role of parenting styles in the lives of college students and found that previous parenting behaviors continue to be important in the lives of college students as with children and adolescents. They found that the more autonomy, demand, and support parents provided, the more students were confident and persistent academically. In other words, authoritative parenting was found to continue having an influence on students’ academic Performance. Conversely, researchers have found that parenting styles and college students’ grade point average (GPA) are not related (Joshi, Ferris, Otto, & Regan, 2003). For the complete sample no significant relation was found, but results in a subsample of European American students found a significant correlation between academic performance (i.e., GPA) and parental (i.e., mother and father) strictness and paternal involvement. However, the method in which the study measured parenting styles was not consistent with Baumrind’s (1966) prototypes, and this may have resulted in methodological limitations.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
CHAPTER ONE - [ Total Page(s): 2 ]CHAPTER ONEINTRODUCTION 1.1 Background to the Study So many reasons have been advanced for the poor performance of pupils in schools prominent, among them is the role of the teachers and Parents seem to depend only on teachers with the belief to change or transform their children to academic experts overnight and anything that falls below this expectation makes the teachers conduct unacceptable. Few people care to think of other factors resp ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]CHAPTER THREE3.0 RESEARCH METHODOLOGY3.0 IntroductionThis chapter deals with all the activities involved in the collection of all necessary data and information required for the research project. The chapter is set out to describe in full the following:The research designThe source of dataThe characteristics of the population of studyThe sample and sampling techniquesThe method of data collection3.1 Research Design Research design is a detailed plan outlin ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 12 ]Key: SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly Disagree Pupils Response on Parent’s Attitude to Education SA A D SD ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ] CHAPTER FIVE5.0 SUMMARY, CONCLUSION AND RECOMMENDATION5.1 IntroductionThis chapter discusses summary of the findings, conclusions, recommendations, and suggestions for further research following research objectives.5.2 Summary of the findingsThe purpose of this study was to investigate the influence of parental academic background on pupil’s academic performance in primary schools in SWLG, Saki. Data were collected using the questionnaires as the main res ... Continue reading---
REFRENCES - [ Total Page(s): 4 ]REFERENCESAdewale, A. M. (2002). Implication of parasitic infections on school performance among school-age children. Ilorin Journal of science education. Vol.2 Pp.78-81.Alberta Education & Patricia Makenzie . (2003) .Alberta’s commission on learning.Alldred, P., & Edwards, R.. (2000). A Tlogy of parental involvement in education Centering on children and young people: Negotiating familiarization, Institutionalization and individualization. British Journal of Sociology of ... Continue reading---
