Relationship between Parenting Styles, Television Viewing Habits and Academic Performance of Students in Ga-East Municipality, Ghana

Abstract

This study examined the relationship between parenting styles, television viewing habits, and academic performance of second year students in Ghanaian junior high schools in the Ga-East Municipality. The study was a cross-sectional correlational study using 310 samples drawn from a population of 1700 students. Using a five-point Likert’s scale, Buri's Parental Authority Questionnaire (α =.619) measured parenting style in this study. Students Grade Point Average (GPA) in four subjects (English, Mathematics, Integrated Science and Social Studies) represented academic performance scores, while self-constructed TV viewing instrument (α = .71) was used to gather data on students’ television viewing habit. ANOVA, t-test, and multiple regression were used to test four hypotheses. Results indicated that authoritarian and permissive parenting styles correlated negatively with academic performance while authoritative parenting style affected students’ performance positively. The study also discovered that time spent watching TV significantly and negatively influenced academic performance of students. Again, time spent viewing television, did not differ significantly on the basis of age. The study concluded that authoritative parenting style is significant for a better academic grade, and that age is not a factor in regards to time students spent watching TV programmes. Based on the outcome of the study, it was recommended that the Municipal Counsellor should organise career guidance programmes for the students to encourage them to be more focused on their studies and also to reduce their TV viewing time. In addition, parents must be encouraged to regulate the TV viewing habits of their children.