Parenting Styles and Socioeconomic Status as Determinants of Secondary School Students’ Achievement in English Studies in Ibeju Lekki, Lagos State

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dc.contributor.authorSusan Olusola Afolake AYENI
dc.date.accessioned2024-06-11T12:30:06Z
dc.date.available2024-06-11T12:30:06Z
dc.date.issued2023-12
dc.description.abstractThis study investigates the impact of parenting styles and socioeconomic status on the academic achievement of Junior Secondary School One (JSSI) students in English Studies within the Ibeju-Lekki Local Government Area of Lagos State. Two research questions guided the inquiry, framed within the theoretical frameworks of Baumrind's Parenting Styles (authoritarian, authoritative, and permissive) and Maccoby and Martin's Parenting Style (uninvolved). The study employs a survey research design utilizing past data, with a sample of 500 students from 15 selected major schools. A questionnaire serves as the research instrument. Data analysis involves Multiple Regression Analysis, Pearson Product Moment Correlation (PPMC), t-test, and analysis of variance statistical methods. The study reveals that authoritative parenting styles are highly rated by respondents, significantly influencing students' achievement with a grand mean score of 3.312. The socioeconomic status of parents is identified as having a high-level impact on academic achievements, with a grand mean score of 3.259. Regression analysis indicates a correlation (R) between socioeconomic status, democratic, permissive, authoritarian, and uninvolved parenting styles on students' academic achievements in English Language. The joint effect of independent variables is found to be significant (F(4, 47) = 87.652; R = .939, R2 = .882, Adj. R2 = .872, P < .05), explaining 87.2% of the variation. The combined influence of Authoritarian, Authoritative, Permissive, and Uninvolved parenting styles is validated, with each style making a unique contribution to the academic achievement of secondary school students in English Studies within the Ibeju-Lekki axis of Lagos State. It is recommended that public schools, through their school boards, incorporate a general course for parents to emphasize the significance of their involvement in their children's academic achievements, particularly in English Language. Keywords: Parenting Styles, Socioeconomic Status, Achievement, English Studies, Income Count: 300
dc.identifier.otherM.ED
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/512
dc.language.isoen
dc.publisherLead City University
dc.relation.ispartofseriesM.ED
dc.subjectParenting Styles
dc.subjectSocioeconomic Status
dc.subjectAchievement
dc.subjectEnglish Studies
dc.subjectIncome
dc.titleParenting Styles and Socioeconomic Status as Determinants of Secondary School Students’ Achievement in English Studies in Ibeju Lekki, Lagos State
dc.typeThesis

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