Effects of authoritarian parenting model on learner participation in early childhood education science class Kabondo division, Homabay county, Kenya.

Abstract

The study was conducted to determine the relationship between authoritarian parenting model and participation of learners in Early Childhood Education Science classroom as measured by child/parent interviews and teacher perceptions. Research objectives and questions were formulated to guide the study. The key terms used in the study were defined. Review of related literature outlined harshness and strict orders in authoritarian parenting, child outcome and learner participation in class activities. The population of study included 314 respondents: the 4 education officers in the division, 60 head teachers, 60 ECE teachers in centers attached to public primary schools, 120 learners and 70 parents. The teachers’ questionnaires were used as the main data collection tool where the return rate was 100%.The study found out that 91% of the ECE teachers confirmed that learners from AP homes could not express themselves well as a result of limited communication existing between the children and the parents and only 9% observed eloquence in the learners of AP. The parents were also interviewed on their parenting practices and 86% of the parents confirming they were too either too busy or never just liked being with their children.81.67% of the teachers realized that the over control of parents led to children developing aggression as a result of strictness and harshness. It was also found out that authoritarian parents kept ordering their children and keeping them in line using reward and punishments systems that helps bring up an obedient child as confirmed by 66.67% of the teachers and 60% of the parents. Datafor this study was collected using questionnaires and interview schedules through the demographic information was obtained. Participation data was collected via child interviews and the Teachers questionnaires. Correlation analyses was performed to determine which demographic characteristics should be used as control variables. Regression analyses was also performed to examine the relationship between authoritarian parenting model and children’s classroom participation. All the data was gathered, summarized and analyzed by reading the information collected through the research instruments and then, pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data. Quantitative statistics were used to match authoritarian parenting numbers to LP attributes. Frequency distribution tables were used to present the data. From the results obtained, the findings were written down which guided in drawing conclusions and writing down conclusions. In general, the findings of the current study did support the researcher’sfindings that authoritarian parenting model was negatively related to children’s participation in class. For further research it was suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess the consistency of the APM in both parents.