Perception of Learners on Parenting System and ITS Influence on Academic Performance among Secondary Schools Students of Bukonzo Country, Uganda

Abstract

The study examined perception of learners on parenting styles and its influence on academic performance among secondary school students in Bukonzo County, Kasese District in Uganda. A correlational study design was adopted. Data was collected from 562 students selected using proportionate stratified and systematic random sampling. A structured questionnaire was administered. Findings indicated that the most prevalent parenting style was democratic style and the least was laissez-faire even as much as parents’ perception may assume that children tend to want freedom. Furthermore, Spearman Rank correlation coefficient indicated that statistically significant positive correlations exist between democratic, authoritarian parenting styles and academic performance. It therefore implied that children would wish to have parents who are in control of them as opposed to those who leaves them to do what they want. High level preference for parents who guide and mentor them. Therefore, democratic and authoritarian parenting styles proved to enhance students’ academic performance as opposed to leisure fair parenting style.