INFLUENCE OF PARENTING STYLES ON THE READING ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS IN ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA
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ABSTRACT
The study confined its scope to the influence of parenting styles on the reading attitudes of senior secondary students in Ilorin West, Local Government, Kwara State. To achieve the objectives of the study, four research questions were raised and answered while one null hypothesis was tested at 0.05 level of significance. The study adopted survey research design. The population for the study consisted of 3500 respondents. Simple random sampling technique was used to obtain 175 respondents. The questionnaire was face validated by the researcher’s supervisor and two experts in the Department of Arts and Social Sciences, Al-Hikmah University, Ilorin. Cronbach Alpha Method was adopted to ensure reliability of the instrument with the coefficient of 0.96. The questionnaire was administered on 175 respondents. Mean and standard deviation were used to answer data related to research questions while t-test was used to test hypothesis. The findings of the study among others reveals that the students’ attitude toward reading in secondary schools is positive and highly encouraging and that the authoritative parenting style aids in ensuring healthy reading development. Also, children of the authoritarian parents are always criticized by their parents whenever they fail to impress them in their reading life. Furthermore, it is agreed that the permissive parenting style has a moderate and encouraging influence on the students reading attitudes only if the child is naturally good in reading. Based on these, the following recommendations were made that government and stakeholders should take note of the development of the students in the school as the teachers always act as in loco parenthesis, because the type of students school graduates determine the forms of leaders in the society.
TABLE OF CONTENTS
Page
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstracts v
Table of Contents vi
List of Tables vii
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Objective of the Study
Purpose of the Study
Research Questions
Research Hypotheses
Significance of the Study
Scope of the Study
Definition of Terms
CHAPTER TWO: Review of Related Literature
Conceptual Framework
Concept of Parenting
Concept of Parenting style
Students attitude towards reading in secondary schools
Authoritative parenting styles and students attitude
Authoritarian parenting style and students attitude
Permissive parenting style and students attitude
Theoretical Framework
Baumrind’s Parenting Style Theory
Related Empirical Studies
Appraisal of Literature Reviewed
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Population of the Study
Sampling and Sampling Techniques
Research Instruments
Validation and Reliability of the Instrument
Procedure for Data Collection
Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
Presentation of Results
Discussion of Results
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
Suggestions for Further Studies
References
Appendix
CHAPTER ONE
INTRODUCTION
Background to the Study
Over the years, reading has played strong and important roles in thelives of people. It is so much, a part of everyday living that one can hardly imagine a life without it. Reading is amongst the most crucial determinants in developing an individual’s vision, that shapes his or her personality and that makes him or her become closer to other individuals. Reading makes individuals truly free and protects them from ignorance and false beliefs (Unal, 2010). The importance of good reading culture cannot be over-emphasized.
Ifedili (2009) opined that it improves individual’s welfare, social progress and international understanding: provides skill, knowledge and right attitude; frees one from boredom or idleness, etc. Reading is not just for school but also for life. It enhances the chances of success at school and beyond. The relationship of reading ability to scholastic success is not open to dispute. Achievement in reading is necessary to achievement in school. When a poor reader makes no provision for achievement, he eventually is frustrated into a miserable state of failure. Oyeyemi (2005) observed that reading is a means of tapping knowledge from superior minds. The resulting meanings are thereafter organized into thought process according to the purpose adopted by the reader. Such an organization leads to modified thought and/or behaviour, or else leads to a new behaviour or attitude which takes its place either in personal or in social development. The ability to understand the role of attitude in developing readers is deemed important for two principal reasons. First, attitude may affect the level of achievement that is ultimately attained by a given student through its influence on such factors as engagement and practice. Second, even for the fluent reader, poor attitude may occasion a choice not to read when other options exist. It is important to understand what factors influence attitude. The question of if the ability of the reader affects their attitude, often arises.
Society is looking for ways to make our children more engaged in reading and attitude is one of the factors that play an important role in reading engagement (Parker, 2004). Reading attitudes has been defined as a system of feelings related to reading which causes the learner to approach or avoid a reading situation and as a state of mind, accompanied by feelings and emotions, that makes reading more or less probable. Students’ reading attitude determines their future successes in reading and writing. The attitude fulfils a fundamental role in the development and use of a student’s lifelong reading skills (Krashen, 2002). The way it is nurtured has a serious impact on the students’ academic progress from childhood. The student’s attitude toward reading is a central factor affecting their performance as a reader. Other researchers have also studied that the extent to which students are successful with reading is directly related to how they feel about reading (Garrett, 2002).
Most of the researches show that the success in reading skills is closely correlated to the attitude towards reading (Fuchs, 2007). Reading attitude which can also be seen as reading culture is the process of building up positive reading attitude among children and students over a period of time. In other words, reading culture is an attitude that is developed over a period of time. Since the best time to groom the reading attitudes of children is the childhood stage at home, parents have huge role to play in making or marring children’s reading attitudes. Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes (Darling, 2019). Parenting is a process through which a person exhibits a specific, warm and affectionate behaviour towards their infants. Obviously, it entails all functions, attributes, behaviours, instructions, characters etc. exhibited and initiated by parents with the aim of influencing a particular aspect or general life attitude of their children. Parenting style is the ways or techniques parents employ in the upbringing of their children. This view emphasizes on the ways initiated by parents in the general development of children. The terms parenting styles, parental styles and parenting practices are often used interchangeably by researchers. It is worthy of note in this context that parenting style captures two important elements of parenting: parental responsiveness and parental demandingness. While responsiveness implies the willingness and availability of the parents to show care, concern and provide for the children; demandingness connotes the tendency of the parents to control the child and limit his freedom almost in everything. It is how a parent applies either or both of these two features that decides the parenting style such a parent is using. Simply put, the combination of parental control with parental responsiveness is known as parenting style (Nixon, 2010).
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According to Baumrind (2014), there are four parenting styles including: authoritarian, authoritative, permissive and uninvolved. The authoritarian parent does not allow children to have much freedom to develop their choices (Timpano, Keough, Mahaffey, Schmidt, & Abramowitz, 2010). Authoritative parenting is also known as balanced parenting and shows the right balance between displaying authority and showing responsiveness to the children. The authoritative parent gives encouragement and thorough reasoning behind any rules that are set and other preferred methods of discipline that are implemented. This helps the child to understand that they are loved, but they must be punished if they violate any rules.
The permissive parent does not impart a sense of discipline on a child, but rather places emphasis on allowing the child to do whatever he wants, regardless of the consequences. The neglectful or uninvolved parent simply fulfils a child’s physical needs and is completely removed from any emotional or disciplinary guidance (New & Cochran, 2007). Given the possibility of parenting styles having different meaning for different cultural groups, and grounded on the theory that parents’ attitude toward reading will probably reflect on the children’s attitude toward reading (Marrero, 2009), it is necessary to investigate the influence of the authoritative, authoritarian, permissive and the uninvolved parenting styles on the reading attitudes of students in Ilorin West, Kwara State, Nigeria.
Statement of the Problem
Reading is not just for school but also for life. It enhances the chances of success at school and beyond. The relationship of reading ability to scholastic success is not open to dispute. Achievement in reading is necessary to achievement in school. When a poor reader makes no provision for achievement, he eventually frustrated into a miserable state of failure. The incidences of reading attitudes among students in Nigeria and Ilorin Metropolis Area of Kwara State in particular have tremendously increased in intensity and magnitude in recent years. It is observed that parenting styles contribute to this tremendously.
However, to the best of the knowledge of the researcher, not much have been done on factors associated to reading habit and parenting style in our society. Since the school has the responsibility of teaching good citizenship behaviours as well as good academic behaviours, both the teachers und principals must therefore set up classroom experiences to encourage reading habits in the school. Considering the above, the researcher deemed it fit to investigate into the influence of parenting styles on the reading attitudes of senior secondary school students in Ilorin West Local Government, Kwara State.
Read Also: INFLUENCE OF PARENTING STYLES ON ADOLESCENTS’ SELF-ESTEEM IN SELECTED SECONDARY SCHOOLS
Objectives of the Study
The general objective of the study is to carry-out an analysis on influence of the parenting styles on the reading attitude of students. Specifically, the study sought to determine:
- the students’ attitudes towards reading in secondary schools
- how the authoritative parenting style influence students’ attitude toward reading
- how the authoritarian parenting style influence students’ attitude toward reading
- how the permissive parenting style influence students’ attitude toward reading
Research Questions
Four research questions were fomulated to guide the study.
- What are the students’ attitude towards reading in secondary schools?
- How the authoritative parenting style influence students’ attitude toward reading?
- How the authoritarian parenting style influence students’ attitude toward reading?
- How the permissive parenting style influence students’ attitude toward reading?
Research Hypothesis
Based on the research questions raised, the following research hypotheses were formulated and tested at 0.05 level of significance.
HO1: There is no significant difference in the mean rating of male and female respondents on authoritative parenting style influence on students’ attitudes toward reading.
Significance of the Study
The findings of this study will be benefit to the parents, school, Administrators, Teachers, Policy makers, Students and future researchers.
School administrators would find the recommendations of this study useful because they will be aware of the factors responsible for child abuse among students and adopt the best management strategies of curbing the menace.
Parents would benefit from the findings of this study because they will be able to understand the need to give their children proper home training, guide and monitor their children’s behaviour with a view to making them exhibit appropriate behaviour in school and society at large. Also, teachers would be helped, by the findings of this study, to adopt the right type of teaching methods that can be used to reduce child abuse among students.
Similarly, government and policy makers would find the recommendations of this study useful because it will give them insight into the causes of indiscipline among students. This will enable them to formulate policies and embark on programmes that are capable of curbing child abuse among children.
The children in the light of this study will be able to discover the need to maintain high level of discipline in school so as to create conducive teaching and learning environment needed to enhance their academic performance.
Finally, apart from promoting high moral standard in primary and secondary schools, the study would also serve as useful resource to students of education and those already in the field to further enrich their knowledge.
Scope of the Study
The study was concerned with the influence of parenting style the students’ attitude toward reading; it emphasizes on authoritative, authoritarian and permissive forms of parenting style. The study would be limited to public secondary schools in Ilorin Metropolis Area of Kwara State. Public secondary schools outside Ilorin Metropolis would not be part of the study.
Operational Definition of Terms
For the purpose of this study, the following terms are defined as they were used in the study.
Parenting Style: Parenting is parental behaviours which encompass pleasures, privileges, and profits as well as frustrations, fears, and failures. Thus, parents can find an interest and derive considerable and continuing pleasure in their relationships and activities with their children.
Authoritative Parenting Style: The authoritative parent encourages a child’s growing sense of autonomy by slowly increasing the freedoms allowed to the child based on the child’s maturity, responsibility and trustworthiness
Authoritarian Parenting Style: Authoritarian parents expect full cooperation and maturity from their children. Parents that practice authoritarian parenting demand total cooperation from their children and have no tolerance for questions or breaking rules.
Permissive Parenting Style: Permissive parenting promotes more of positive social development. Indulgent or permissive parents focus more on being their child’s friend than a disciplinary figure.
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