Relationship between Parenting Styles and Preschool Children’s Performance in Curriculum Activities in Kisauni District, Mombasa County, Kenya
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Date
2014-02-24
Authors
Ashiono, Benard Litali
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Abstract
Extensive studies have been conducted on the relationship between parenting
styles and adolescents’ academic performance. However, limited studies have
focused on the relationship between these styles and preschool children’s
performance. The current study sought to establish the relationship between
parenting styles and preschool children’s performance in curricular activities
in Kisauni District. A correlational research design was employed to carry out
this study. Stratified sampling technique was used to select preschools while
purposive sampling technique was used to select preschool children to
participate in the study. A sample size of 160 pre-school children together
with their parents was purposively selected based on their performance level
in curricular activities from 20 pre-schools. A questionnaire and an interview
were used to collect data on parenting styles. Further, data on pre-school
children’s performance in preschool activities were collected through
document analysis of children’s progress reports. Test-retest procedures were
used to establish reliability of the instruments. The instruments were found to
be positively correlated at r=0.914, using Pearson Moment Correlation
technique. The Statistical Package for Social Sciences (SPSS) was used to
prepare and organize data for analysis to test significance levels between
variables at 0.05. Data were analyzed statistically using descriptive and
inferential statistics. The Pearson Product Moment Correlation Coefficient and
one way ANOVA techniques were utilized to establish whether there exist any
significant relationships or differences in the means between the study
variables. The findings of the study indicate a significant relationship between
parenting styles and children’s performance in preschool activities. The study
found relationship between authoritative parenting style and children’s
performance was significant where r = 0.882 and p = 0.00 < 0.01.
Authoritarian parenting style was negatively correlated to children’s
performance in curriculum activities where r = -0.261 and p = 0.002 < 0.01.
There was no significant relationship between permissive parenting style and
children’s performance. The study found a significant difference in means of
parenting styles among parents of different employment status where p =
0.000 < 0.05 with a calculated F = 11.565 at 2 degrees of freedom. It also
found a significant difference in means of parenting styles among parents of
different income levels where p = 0.012 < 0.05 with a calculated F = 3.336 at
4 degrees of freedom. Parents’ marital status and education were found to
have no influence on their parenting styles. It was therefore concluded that
parenting styles significantly influence children’s performance in preschool
activities. Factors that were found to influence parents’ use of specific
parenting styles were employment status and income. It was recommended
that there is need for school managers and administrators to develop
programmes that would sensitize parents on use of optimal parenting styles
and related practices.
Description
Department of Early Childhood Studies, 121p. 2013
RJ 505 .P37A8