Effects of Parenting Style, School Climate and Academic Performance Among Secondary School Students in Kano State

Abstract

The study explores the Effects of parenting styles, school climate and peer interaction on students’ academic performance among senior secondary school II students in Kano State. The study was carried out in public senior secondary schools in both rural and urban areas. Five research hypotheses were formulated to guide the study. The research employed ex-post facto design. The population of the main study comprised of all the 70, 947 Senior Secondary School II students in Kano State. The sample size 382 students were randomly selected. The instrument used for the main study was parenting styles, school climate, peer interaction and academic performance (PSPAPQ) questionnaire. Validities of the questionnaire were sought through face and logical validation. Reliability of internal consistency of the PSPAPQ were sought through Cronbach’s alpha formula and coefficient indices for child rearing practice scale .613, school climate scale .610 and peer interaction scale .601 were obtained. The result showed that the measuring instrument possess adequate internal consistency. The study used Anova, Pearson moment correlation and t-test. The result show that there is no significant difference in academic performance among SSS II students from authoritarian, authoritative and permissive homes/parent in Kano state; no significant difference between students from favorable and unfavorable school climate on academic performance in Kano state and student’s academic performance do not significantly differ based on school climate. It is concluded that variation academic achievement is invariant across home and school related factors as far as 2015 SSCQE is concerned.  It is recommended that parents should get involved in the education of their children so as to make impact in their academic attainment through support and monitoring. The principals and teachers should create rapport and understand the feelings and needs of their students. They should also provide environment conducive in which the students for feel better learning.