Project – Parenting style on student behaviour. A study of five Selected Secondary Schools in Ikorodu, Lagos

ABSTRACT

The study examined the influence of parenting style on student behaviour among secondary school students in Ikorodu Local Government Area of Lagos State, Nigeria. The study was motivated by increasing concerns over behavioural problems such as indiscipline, truancy, and disrespect for authority observed among secondary school students. Specifically, the study sought to identify the dominant parenting styles practiced by parents, examine the relationship between authoritative parenting style and student behaviour, determine the influence of authoritarian parenting style on student behaviour, and assess the effect of permissive and uninvolved parenting styles on student behaviour. A descriptive survey research design was adopted for the study. The population comprised secondary school students in selected schools in Ikorodu, while a sample was drawn from five secondary schools using a random sampling technique. Data were collected using a structured questionnaire titled “Parenting Style and Student Behaviour Questionnaire.” The instrument was validated by experts in education, and its reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, mean scores, and inferential statistics using Pearson Product Moment Correlation at the 0.05 level of significance. The findings revealed that authoritative parenting style was the most dominant among parents and was positively associated with desirable student behaviour, including respect for school rules and authority. Authoritarian parenting style was found to contribute to fear, frustration, and negative emotional responses among students, while permissive and uninvolved parenting styles negatively influenced student behaviour due to lack of supervision and guidance. The study concluded that parenting style significantly influences student behaviour. It therefore recommended that parents adopt authoritative parenting practices and that schools and policymakers promote parent education programmes to enhance positive behavioural development among secondary school students.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Parenting is universally recognized as one of the most critical socializing forces in a child’s life. From early childhood through adolescence, parents play a fundamental role in shaping the moral values, emotional stability, social competence, and behavioural patterns of their children. The family, as the first agent of socialization, lays the foundation upon which schools and the wider society build (Maccoby & Martin, 1983). Consequently, the style of parenting adopted by parents has significant implications for students’ behaviour, academic engagement, and overall development.

Parenting style refers to the general pattern of child-rearing practices and attitudes that parents use in raising their children. Baumrind (1967) identified three major parenting styles—authoritative, authoritarian, and permissive—later expanded by Maccoby and Martin (1983) to include the uninvolved (neglectful) style. These parenting styles differ in terms of parental warmth, responsiveness, control, and expectations, and they influence how children perceive authority, regulate emotions, and interact socially.

Globally, research has shown that authoritative parenting—characterized by warmth, consistent discipline, and open communication—is often associated with positive student behaviour, self-discipline, and social responsibility. In contrast, authoritarian parenting, which emphasizes strict control and obedience with limited emotional support, has been linked to aggression, fearfulness, and poor social skills among adolescents. Permissive and uninvolved parenting styles are also associated with behavioural challenges such as truancy, indiscipline, and lack of self-control (Steinberg, 2001; Darling & Steinberg, 1993).

In the Nigerian context, parenting practices are strongly influenced by cultural values, socioeconomic conditions, religious beliefs, and extended family systems. Traditionally, Nigerian parents emphasize obedience, respect for elders, and discipline, sometimes adopting authoritarian approaches as a means of moral training (Adebayo, 2018). However, rapid urbanization, economic pressure, changing family structures, and increased exposure to Western values have altered parenting dynamics, especially in urban areas such as Lagos State.

Ikorodu, a rapidly growing suburban area in Lagos State, presents a unique social environment where traditional parenting values intersect with modern urban challenges. Many parents in Ikorodu face long working hours, economic stress, and limited time for active involvement in their children’s lives. As a result, some students may experience inconsistent supervision, emotional neglect, or excessive control, all of which can influence their behaviour in school.

Secondary schools in Ikorodu have increasingly reported cases of student misbehaviour such as truancy, lateness, bullying, disrespect for teachers, examination malpractice, substance abuse, and poor peer relationships. While schools often attribute these problems to peer influence or media exposure, growing evidence suggests that parenting style plays a crucial role in shaping students’ behavioural outcomes (Olowodunoye & Ojo, 2020). Understanding how different parenting styles affect student behaviour is therefore essential for promoting discipline, positive conduct, and a conducive learning environment.

Against this background, this study examines the influence of parenting style on student behaviour in five selected secondary schools in Ikorodu, Lagos State, with the aim of providing empirical evidence that can guide parents, educators, and policymakers.

1.2 Statement of the Problem

Student behaviour has become a major concern for educators, parents, and school administrators in Nigeria. In many secondary schools, behavioural problems such as indiscipline, aggression, truancy, disrespect for authority, and lack of commitment to academic activities have continued to undermine effective teaching and learning. These behavioural challenges not only disrupt classroom activities but also negatively affect students’ academic performance and moral development.

In Ikorodu, Lagos State, school authorities have observed an increasing rate of behavioural issues among secondary school students despite the implementation of school rules, guidance and counselling services, and disciplinary measures. This raises concerns about factors outside the school environment that may be contributing to these behavioural problems. One such critical factor is the nature of parenting students receive at home.

Many parents, due to economic pressures and busy work schedules, have limited time to monitor and guide their children’s activities. Some adopt overly strict parenting styles that suppress open communication, while others are overly permissive or neglectful, providing little guidance or supervision. These inconsistent parenting practices may leave students confused about acceptable behaviour, authority, and responsibility, which may manifest as negative behaviour in school.

Despite the importance of parenting style in child development, there is limited empirical research focusing specifically on how parenting styles influence the behaviour of secondary school students in Ikorodu, Lagos State. Without adequate understanding of this relationship, efforts by schools and policymakers to address student misbehaviour may remain ineffective.

Therefore, the problem of this study is to investigate the extent to which parenting style influences student behaviour in selected secondary schools in Ikorodu, Lagos State.

1.3 Objectives of the Study

The main objective of this study is to examine the influence of parenting style on student behaviour in selected secondary schools in Ikorodu, Lagos State.

The specific objectives are to:

1. Identify the dominant parenting styles among parents of secondary school students in Ikorodu.
2. Examine the relationship between authoritative parenting style and student behaviour.
3. Determine the influence of authoritarian parenting style on student behaviour.
4. Assess the effect of permissive and uninvolved parenting styles on student behaviour.

1.4 Research Questions

The following research questions guide the study:

1. What are the common parenting styles practiced by parents of secondary school students in Ikorodu?
2. How does authoritative parenting style influence student behaviour?
3. What effect does authoritarian parenting style have on student behaviour?
4. How do permissive and uninvolved parenting styles affect student behaviour?

1.5 Research Hypothesis

The study is guided by the following null hypothesis:

H₀:  There is no significant relationship between parenting style and student behaviour in selected secondary schools in Ikorodu, Lagos State.

H₁:  There is a significant relationship between parenting style and student behaviour in selected secondary schools in Ikorodu, Lagos State.

1.6 Significance of the Study

This study is significant to parents, as it provides a clearer understanding of how different parenting styles influence the behaviour of secondary school students. By identifying the positive and negative behavioural outcomes associated with various parenting approaches, parents will become more aware of the impact of their attitudes, disciplinary methods, and level of involvement in their children’s lives. This awareness can encourage parents to adopt more balanced and effective parenting practices that promote discipline, emotional stability, and responsible behaviour among students.

The findings of this study will also be beneficial to teachers, as they will gain deeper insight into the possible home-related factors influencing students’ behaviour in the classroom. Understanding that student misbehaviour may be linked to parenting styles rather than solely to school-related issues will help teachers adopt more empathetic and informed approaches to classroom management. This knowledge can improve teacher–student relationships and enhance the overall teaching and learning process.

In addition, school administrators will find the results of this study useful in formulating effective school discipline policies and support systems. With better knowledge of how parenting styles affect student behaviour, school administrators can design programmes that promote collaboration between schools and parents. Such collaboration can lead to improved behavioural monitoring, parent–teacher engagement, and the creation of a more conducive school environment.

The study is also significant to guidance counsellors, as it provides empirical information that can assist in the development of counselling and intervention programmes for students with behavioural challenges. Counsellors can use the findings to address behavioural problems holistically by involving parents in the counselling process and recommending appropriate parenting strategies that support positive behavioural development.

Furthermore, the findings will be valuable to educational policymakers and planners, as the study offers data-driven insights into the role of parenting in shaping student behaviour. Policymakers can use the results to design parent education programmes, community awareness campaigns, and policies that emphasize parental involvement as a key factor in promoting discipline and moral development among secondary school students.

Finally, this study will contribute to existing knowledge and serve as a useful reference for researchers and students who wish to conduct further studies on parenting style and student behaviour in Nigeria. It will help fill existing research gaps, particularly within the Lagos State context, and provide a foundation for comparative or longitudinal studies in education, psychology, and sociology.

1.7 Scope of the Study

This study is limited to five selected secondary schools in Ikorodu Local Government Area of Lagos State. It focuses on parenting styles (authoritative, authoritarian, permissive, and uninvolved) as the independent variable and student behaviour as the dependent variable. The study involves secondary school students and does not cover primary or tertiary institutions.

1.8 Operational Definition of Terms

• Parenting Style: The overall pattern of attitudes, behaviours, and practices parents use in raising their children.
• Authoritative Parenting: A parenting style characterized by warmth, responsiveness, and firm but reasonable control.
• Authoritarian Parenting: A parenting style marked by strict rules, high control, and low emotional responsiveness.
• Permissive Parenting: A parenting style characterized by high warmth and low control, with few rules or expectations.
• Uninvolved Parenting: A parenting style marked by low responsiveness and low control.
• Student Behaviour: Observable actions and conduct of students in school, including discipline, obedience to rules, peer interaction, and respect for authority.

Project – Parenting style on student behaviour. A study of five Selected Secondary Schools in Ikorodu, Lagos