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

Abstract

This 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. The study employs a survey research design, with a sample of 500
students from 15 selected 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. The joint influence 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. It is recommended that public
schools should enlighten parents on the significance of their involvement in
their children's academic achievements, particularly in English Language