PARENTING STYLES AS CORRELATES OF JUNIOR SECONDARYSCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN IPOKIA LOCAL GOVERNMENT AREA, OGUN STATE

Abstract
Teachers and parents in Ogun State’s Ipokia Local Government Area are concerned about the ongoing disparities in junior secondary school pupils’ academic performance. In order to inform effective educational and parental strategies, empirical research is necessary to determine the extent to which various parenting styles correlate with and potentially influence students’ academic outcomes. Therefore
this study investigated parenting styles as correlates of Junior Secondary School Three (JSS III) students’academic performance in Ipokia Local Government Area. Using a descriptive correlational research design. The population comprises 15 public secondary schools and 23 private junior secondary schools, while 135 students were randomly sampled for th is study. Data were collected through the adapted Parenting Styles Questionnaire developed by Carepatron (2024) and reliability index
stood at Cronbach’s α > .80and the Mathematics Performance Test (MPT).Percentage was used to answer research questions while Linear Regression was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that students’ academic performance in Mathematics was generally average (73; 54.07%), while the mean profiles of parenting styles showed Authoritative (3.7 11), Permissive (3.230) and Authoritarian (3.089). While no significant relationship was found between parenting styles and academic performance among junior secondary school students. Each independent variable contributed slightly and insignificantly to the dependent variable. The study concludes that, despite the weak statistical association, authoritative parenting remains central to fostering improved academic outcomes, and recommends that parents should adopt this approach, while teachers create supportive learning environments and educational stakeholders act promptly on research insights to strengthen students’ academic performance, particularly in Mathematics.

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