ABSTRACT
Extensive studies have been conducted on the relationship between parenting styles and adolescents’ academic performance. However, limited studies have focused on the relationship between these styles and preschool children’s performance. The current study sought to establish the relationship between parenting styles and preschool children’s performance in curricular activities in Kisauni District. A correlational research design was employed to carry out this study. Stratified sampling technique was used to select preschools while purposive sampling technique was used to select preschool children to participate in the study. A sample size of 160 pre-school children together with their parents was purposively selected based on their performance level in curricular activities from 20 pre-schools. A questionnaire and an interview were used to collect data on parenting styles. Further, data on pre-school children’s performance in preschool activities were collected through document analysis of children’s progress reports. Test-retest procedures were used to establish reliability of the instruments. The instruments were found to be positively correlated at r=0.914, using Pearson Moment Correlation technique. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis to test significance levels between variables at 0.05. Data were analyzed statistically using descriptive and inferential statistics. The Pearson Product Moment Correlation Coefficient and one way ANOVA techniques were utilized to establish whether there exist any significant relationships or differences in the means between the study variables. The findings of the study indicate a significant relationship between parenting styles and children’s performance in preschool activities. The study found relationship between authoritative parenting style and children’s performance was significant where r = 0.882 and p = 0.00 < 0.01. Authoritarian parenting style was negatively correlated to children’s performance in curriculum activities where r = -0.261 and p = 0.002 < 0.01. There was no significant relationship between permissive parenting style and children’s performance. The study found a significant difference in means of parenting styles among parents of different employment status where p =
0.000 < 0.05 with a calculated F = 11.565 at 2 degrees of freedom. It also found a significant difference in means of parenting styles among parents of different income levels where p = 0.012 < 0.05 with a calculated F = 3.336 at 4 degrees of freedom. Parents’ marital status and education were found to have no influence on their parenting styles. It was therefore concluded that parenting styles significantly influence children’s performance in preschool activities. Factors that were found to influence parents’ use of specific parenting styles were employment status and income. It was recommended that there is need for school managers and administrators to develop programmes that would sensitize parents on use of optimal parenting styles and related practices.
1 CHAPTER ONE INTRODUCTION
Background to the Study
The family has the greatest socializing influence on children (Ngwiri, 2008). This is because through words and deeds of parents, children‟s personality is shaped and their ways of doing things become habitual. Moreover, it is the prime responsibility of the parents to socialize their children in order to conform to societal standards and be able to function successfully in the community. Consequently, parents shepherd their children from dependent infants into competent and independent individuals who interact effectively in their environment. Parents influence their children‟s behavior through established patterns of parental authority called parenting styles. Berk (2006) defines parenting styles as a combination of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate. Furthermore, Darling and Steinberg (1993) define parenting styles as emotional climate in which the parents‟ behavior toward their children is expressed. It is in the context of this emotional climate that parents‟ behavior influence children‟s personality consequently affecting their academic performance in school. Baumrind (1971) identified three basic parenting styles: authoritarian, authoritative and permissive parenting styles. Further research by Maccoby and Martin (1983) identified a fourth parenting style called uninvolved or neglectful parenting style.
Extensive studies have been conducted in the North America to determine the relationship between parenting styles and children‟s academic performance (Baumrind, 1967, 1989; Lamborn, Mounts, Steinberg, & Dornbusch, 1991; Steinberg, Mounts, Lamborn, & Dornbusch, 1991). These studies have found a positive relationship between authoritative parenting style and children‟s academic performance in school. Conversely, authoritarian, permissive, and uninvolved parenting styles were found to be associated with low academic performance. One of the initial studies to report this relationship was conducted by Baumrind (1967) using a longitudinal sample of children from preschool through adolescence. She found that preschool children of authoritative parents were more mature, independent, prosocial, active, and achievement-oriented than children of authoritarian, permissive and uninvolved parents. The preschool children of permissive parents scored the lowest on measures of self-reliance, self-control, and competence. Similarly, Baumrind (1989) on a follow up study examined the relationship between parenting styles and school achievement during adolescence. She found that the relationship between parenting styles and adolescents‟ school outcomes was consistent with her earlier preschool findings.
Following a series of studies by Baumrind (1967, 1971, & 1989) on the relationship between parenting styles and children‟s performance; Dornbusch, Ritter, Leiderman, and Robert (1987) conducted a studies in United States of America (USA) to determine the influence of parenting styles on adolescents‟ school achievement. They found that authoritative parenting style was
positively associated with high school grades while authoritarian and permissive parenting styles were associated with lower grades. Similarly, Lamborn et al (1991) discovered that adolescents from authoritative parents scored very high levels of competence and adjustment while those from neglectful parents scored very low levels of competence and adjustment. Findings from these studies seem to have endorsed authoritative parenting style as the most successful approach to child-rearing in the west. Will this style produce similar effects with preschool children in Kisauni?
Baumrind, Larzelere, and Owens (2010) conducted a study to investigate the effect of parenting styles during preschool years on adolescents‟ competence and emotional health. They found that adolescents whose parents were authoritative during their preschool years were competent and well adjusted relative to those whose parents were authoritarian, permissive and disengaged. They also found that adolescents whose parents were authoritarian during preschool years were incompetent and maladjusted. A lot could happen between the years a child is in preschool and when he/she reaches adolescence, yet this study reveals that parenting styles used during preschool years have a bearing on performance in upper primary and secondary school. Perhaps parenting styles used by parents of the 2010 KCPE candidates in Kisauni during their preschool years played a key role in the dismal performance witnessed that year. This is because the KCPE mean score dropped to 268 marks from 273 marks scored the previous year.
In Africa, limited literature is available on the relationship between parenting styles and children‟s performance in curriculum activities. Parenting styles on the African context are thinly documented and understood in the past; therefore in-depth understanding of these styles could enhance early childhood intervention efforts (Geiger & Alant, 2005). There is need therefore for a study to establish whether there is a relationship between parenting styles and children‟s performance in curriculum activities. Nevertheless, Roman (2011) conducted a study in South Africa to compare children‟s perceptions of parenting styles of single and married mothers. He found that there were no significant differences between parenting styles of single and married mothers. The findings of this study were corroborated by results from similar studies that showed that there were no significant differences between single and married mothers in South Africa (Avison, Ali, & Walters, 2007; Greitemeyer, 2009). Roman therefore suggested that further research to be conducted should include demographic factors such as socioeconomic status of parents as another variable of comparison.
In Kenya, limited research has been documented on the relationship between parenting styles and children‟s performance in preschool activities. Ogwari (2011) conducted a study in Mount Elgon district to establish the influence of parenting styles on secondary school girls‟ self-concept and academic performance. The study found that girls of authoritative parents performed better academically than those of other parents. Girls of authoritarian parents had poor performance and low self-concept. This study revealed that
secondary school girls‟ academic performance and self-concept are significantly correlated with parenting styles used by their parents. But the extent to which these findings relate to preschool children‟s performance has not been established. The current study therefore sought to establish the relationship between parenting styles and preschool children‟s performance in curriculum activities.
Statement of the Problem
A series of studies have been done in North America on relationship between parenting styles and adolescents‟ academic performance (Lamborn et al, 1991; Steinberg et al, 1994; Glasgow et al, 1997; Chao, 2001). Findings from these studies reveal that adolescents whose parents are authoritative consistently perform better academically than those reared by authoritarian, permissive, and uninvolved parents. Due to existing socio-cultural differences, findings from these studies cannot be generalized to children in the Kenyan context. Most studies conducted to investigate the relationship between parenting styles and children‟s academic performance have predominantly focused on adolescents of European-American parents (e.g. Darling & Steinberg, 1993; Glasgow et al, 1997; Leung & Kwan, 1998). The extent to which these parenting styles relate to preschool children‟s performance in curriculum activities has not been given much attention.
In Kenya, Ogwari (2011) investigated the influence of parenting styles on self- concept and academic performance of secondary school girls in Mount Elgon
District; and found that girls reared by authoritative parents had performed better than those from other parenting styles. Considering differences in abilities and limitations between the different stages of development, the study cannot be generalized to preschool children. Many studies that have been carried out in Kenya on preschool children have mainly investigated the influence of parental and paternal involvement in children‟s education (Koech, 2010; Ndani, 2008; Mwoma, 2010; Maina, 2010; Ngugi, 2006), but the influence of parenting styles on preschool children‟s performance in curriculum activities has not been focused on. It is in view of this that the current study sought to establish the relationship between parenting styles and preschool children‟s performance in curriculum activities in Kisauni district, Mombasa County.
Purpose of the Study
The purpose of this study was to establish whether parenting styles used by parents of pre-school children influence their children‟s performance in curriculum activities. The study specifically sought to determine the extent to which these styles relate to preschool children‟s performance in curriculum activities.
Objectives of the Study
The study sought to:
- Establish the parenting styles used by parents of preschool children in Kisauni District, Mombasa County.
- Establish the relationship between parenting styles and pre-school children‟s performance in curriculum activities.
- Determine whether socio-demographic factors such as parents‟ marital status, educational level, employment status, and income influence their use of specific parenting styles.
