| dc.description.abstract | The Kenya Vision 2030 identified education as a major component of the social pillar of the Kenyan economy. The issue of parenting styles has been highlighted as a major component of academic achievement among adolescents who make up the secondary school population. This is because, there is a belief that each parenting style sets its own demands with respect to the conduct of learners and standards that they have to meet. Moreover, parents play a highly influential role in their children’s development. It is generally agreed that parenting style influences self-efficacy, self-esteem, and identity development, which are associated with academic achievement of students. In addition, the progress in children’s achievement is influenced by the decision that is made by both parents and their children to cooperate or confront each other. The purpose of the study was to investigate the influence of parenting styles on academic performance of adolescents in secondary schools, a survey of Manyatta constituency in Embu County. The objectives of the study were to determine how authoritative parenting styles, authoritarian parenting styles, indulgent parenting styles and neglectful parenting styles affect academic performance of adolescents in secondary schools. The study employed a descriptive research design. The target population under study was all the 2089 students in secondary schools in Manyatta Constituency. A stratified random sampling method was applied to select a sample of 335 students who was proportionally distributed in the 46 schools and 39 parents. This study used questionnaire for data collection instrument and data was analyzed using descriptive analysis to establish the influence of parenting style on academic performance. The data was presented in tabular form. Finally the researcher found that the students who performed best experienced authoritative parenting style and therefore it was the best method of parenting style in relation to academic performance. The researcher recommended for a study to find out whether the results can be replicated among pupils in primary schools. | en |
