Volume 19, No. 2, 2022

Effect Of Parenting Styles On Academic Performance: A Case Study Of Parents And Public Sector Elementary School Children In Rural Areas


Farid Ullah Khan , Prof. Dr. Fazlur Rahman , Zuha Rahman , Dr. Waqar Ahmad

Abstract

The research aimed to determine parenting styles’ impact on the academic performance of public sector elementary school children in rural areas. This research study is both quantitative and qualitative in nature. The study’s population consisted of all public sector elementary school children and their parents belonging to District Peshawar (both from urban and rural backgrounds), Khyber Pakhtunkhwa province, Pakistan. However, for this research, 770 students and their parents were selected from rural areas of District Peshawar only, using a multistage sampling technique. An equal number of students and parents were selected from various geographical locations within rural areas of District Peshawar to avoid bias. The Parenting Styles Dimension Questionnaire (PSDQ) was modified to examine and measure parents’ parenting styles in rural areas. Two separate tests were performed to assess the academic performance of public sector elementary school children concerning parenting styles. A parametric test, One-Way ANOVA (Analysis of Variance), was performed in order to determine whether there is statistical evidence that the ‘parenting styles’ and ‘school children’s academic performance’ means are significantly different. Besides this, Tukey’s Post Hoc Test, HSD (Honestly Significant Difference), was performed to know the impact of various parenting styles on the academic performance of school children. Data, when analyzed, revealed that most parents had an authoritative parenting style and maintained a friendly and supportive relationship with their children. Parents emphasized discipline; however, neither did they grant freedom to their children nor indulge in their children’s private matters. Furthermore, most children were self-confident during their schooling, and the study found that parental style positively correlated with academic performance. Recommendations were made based on findings and conclusions. Arrangement of Parents Teachers Meetings (PTM), parents’ training to deal with their children politely, avoid harsh treatment, and show flexibility in behavior, and provision of incentives and facilities to motivate families may yield positive outcomes and improve the public sector elementary school children’s academic performance.


Pages: 10089-10104

Keywords: Parents; Students; Public Sector Elementary School Children; Education in Rural Areas; Parenting Styles; Academic Performance

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