Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana

Abstract

The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic performance. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students (β = 0.104, SE = 0.011, t = 9.539, p < 0.001), followed by authoritarian style (β = 0.044, SE = 0.011, t = 3.971, p < 0.001). However, permissive style had no significant impact on students’ academic performance (β = 0.042, SE = 0.025, t = − 1.682, p = 0.093). Neglecting style had significant negative impact on students’ academic performance (β = 0.072, SE = 0.011, t = − 6.740, p < 0.001). Following from the study findings, it is recommended that the Schools in collaboration with the Parent Teacher Association should organise guidance and counselling programs for parents to sensitise them on various parenting styles and their ramifications on academic performance of students. Also, Class Counsellors’ professional capabilities to manage the psycho-social problems of students are imperative for an improved academic performance of the latter.