Project – PARENTAL SUPPORT AND PARENTING STYLE AS PREDICTORS OF STUDY HABITS AMONG PRIMARY SCHOOL PUPILS

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The academic development of a child is not merely a product of school instruction but is deeply influenced by a range of environmental, personal, and social factors. From early childhood through adolescence, the home environment serves as the first learning platform, shaping the child’s attitudes toward education and learning. Among these influential factors, parental support and parenting styles have consistently emerged as key predictors of a child’s ability to develop effective study habits and attain academic success (Okpala, 2015). Study habits encompass the consistent behaviors and strategies a student employs while learning, including time management, reading, note-taking, concentration, and test preparation—skills that are foundational for lifelong academic performance (Ogunlade & Akeredolu, 2012).

Parental support refers to the various ways in which parents are actively involved in their children’s academic journey. This includes helping with homework, attending school meetings, providing educational materials, supervising study time, and showing interest in the child’s schoolwork. Research has shown that children whose parents are highly supportive tend to exhibit better study habits, improved motivation, and stronger academic outcomes compared to those with less involved parents (Fan & Chen, 2001). This support not only boosts the child’s confidence but also reinforces the importance of education, creating a nurturing environment for intellectual development.

In addition to support, parenting styles also play a central role in shaping a child’s educational trajectory. According to Baumrind’s (1991) widely cited typology, parenting can be categorized into four main styles: authoritative, authoritarian, permissive, and neglectful. Each style is characterized by different levels of responsiveness and control. For instance, authoritative parenting—a balanced approach that combines warmth with discipline—has been associated with the development of positive academic behaviors and disciplined study habits. On the other hand, authoritarian (strict and less warm), permissive (indulgent), and neglectful (uninvolved) parenting styles have been linked to various degrees of academic difficulties and poor self-regulation in learning.

In the Nigerian context, parenting approaches are often shaped by socio-economic, religious, and cultural norms. Within Lagos State, and particularly in Amuwo Odofin Local Government Area, families represent a wide socio-economic spectrum ranging from affluent to low-income households. This diversity translates into varied parenting experiences, resource availability, and levels of involvement in children’s schooling. As urbanization and economic pressures increase, some parents become too preoccupied to offer consistent support or adopt responsive parenting styles, while others remain deeply involved despite these challenges.

The study of parenting influences in Amuwo Odofin is therefore both timely and significant. The area’s demographic complexity provides an opportunity to understand how differing levels of parental support and parenting styles contribute to the development (or underdevelopment) of study habits in young learners. With education being a critical pillar for national development, understanding these factors can help bridge performance gaps and address the root causes of poor study habits among primary school pupils in the region.

Ultimately, examining the interplay between parental support, parenting style, and study habits will offer valuable insights for educators, school administrators, guidance counselors, and policymakers. The findings of such a study could help improve family-school collaboration and guide the design of parental education programs aimed at enhancing children’s academic development. By addressing these foundational factors, stakeholders can lay the groundwork for academic excellence among pupils, especially during the formative years of primary education.

1.2 Statement of the Problem

Despite numerous reforms and initiatives introduced by educational authorities and schools to improve pupils’ academic performance in Nigeria, challenges persist, particularly at the foundational level of primary education. In Lagos State, and specifically in Amuwo Odofin Local Government Area, a significant number of primary school pupils continue to exhibit poor study habits. These challenges often manifest in various forms such as disorganization, inability to concentrate, procrastination, irregular study schedules, and lack of motivation to complete homework or prepare for assessments. These behaviors inevitably hinder academic achievement and limit the full development of children’s intellectual potential (Adebule, 2009).

Over the years, educational interventions have primarily focused on school-related factors, including curriculum improvements, teacher training, and infrastructure development. While these are critical, they may only partially address the problem. The home environment, where children spend a significant portion of their time, plays an equally vital role in shaping their study behaviors. Unfortunately, the roles of parental support and parenting style—both of which are pivotal in the development of early learning habits—are often underexamined in educational improvement strategies. Ignoring these dimensions can result in an incomplete understanding of the root causes of academic underperformance.

Parental support, such as assistance with schoolwork, encouragement, and the provision of learning materials, can reinforce positive study routines and boost a child’s interest in learning. Similarly, parenting styles—whether authoritative, authoritarian, permissive, or neglectful—affect how children approach responsibilities, including studying. A supportive and structured home environment can cultivate discipline, self-motivation, and responsibility in children. Conversely, homes characterized by neglect, excessive control, or lack of structure may contribute to poor academic behaviors and low academic engagement.

In Amuwo Odofin, the socio-economic diversity and varying parenting approaches present a complex picture of home-based influences on children’s education. Some parents are actively involved and adopt balanced parenting methods, while others may be disengaged due to economic hardship, long working hours, or limited awareness of their influence on children’s education. These differences underscore the need to explore how the degree of parental support and the specific parenting styles practiced in this locality impact children’s study habits.

Given the importance of foundational education and the long-term consequences of poor study habits, there is an urgent need for empirical investigation into how family-related factors contribute to or hinder academic development. Without identifying and addressing these home-based predictors, efforts to enhance learning outcomes in schools may continue to fall short. This study, therefore, aims to fill this gap by examining the predictive roles of parental support and parenting style in shaping the study habits of primary school pupils in Amuwo Odofin Local Government Area, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to investigate the extent to which parental support and parenting style predict the study habits of primary school pupils in Amuwo Odofin Local Government Area, Lagos State.

Specifically, the study seeks to:

1. Examine the relationship between parental support and pupils’ study habits.
2. Determine the influence of different parenting styles on pupils’ study habits.
3. Assess the combined effect of parental support and parenting style on pupils’ study habits.
4. Find out the challenges of parental support in coping with pupils’ study habits

1.4 Research Questions

The study is guided by the following research questions:

1. What is the relationship between parental support and study habits among primary school pupils?
2. What is the influence of parenting styles on study habits among primary school pupils?
3. What is the combined effect of parental support and parenting styles on the study habits of pupils?
4. What are the challenges of parental support in coping with pupils’ study habits

1.5 Research Hypothesis

H₀: There is no significant predictive relationship between parental support, parenting style, and the study habits of primary school pupils.

H₁: There is a significant predictive relationship between parental support, parenting style, and the study habits of primary school pupils.

1.6 Significance of the Study

This study is of considerable significance as it provides valuable insights into the role of parental support and parenting styles in shaping the study habits of primary school pupils. In an era where academic success is increasingly emphasized, understanding how foundational habits are formed is crucial. Study habits developed during primary education often lay the groundwork for future learning behaviors and academic outcomes. Therefore, this research will serve as a useful tool for multiple stakeholders invested in improving the quality of education at the grassroots level.

Parents stand to benefit significantly from this study. Many parents are unaware of how their attitudes, availability, and methods of child-rearing affect their children’s study patterns and overall academic progress. The findings of this research will enlighten parents about the importance of providing emotional and academic support at home, as well as adopting effective parenting approaches—particularly authoritative parenting, which has been shown to foster discipline and motivation. By understanding their influence, parents can make informed decisions about how to engage more constructively with their children’s education.

Teachers also play a pivotal role in shaping pupils’ academic behaviors, but they often encounter barriers when trying to address learning challenges that stem from the home. This study will help educators better understand the background factors influencing pupils’ study habits. By becoming aware of these external influences, teachers can tailor their instructional approaches, provide targeted support, and communicate more effectively with parents to reinforce learning both in and outside the classroom.

Policy makers and educational administrators can also derive important lessons from this study. The research findings can be instrumental in formulating policies that promote greater parental involvement in the education system. Initiatives such as parent education programs, school-parent partnerships, and home visitation frameworks can be developed or strengthened based on the empirical data generated. Ultimately, such policies could help bridge the gap between home and school, creating a more integrated approach to child development.

Researchers and academic institutions will find this study valuable as it contributes to the broader discourse on educational psychology, child development, and family studies, particularly within the Nigerian context. The exploration of how parenting styles and support levels predict study habits adds to the growing body of knowledge in this field and offers a localized perspective that can be compared with findings from other regions or countries. This opens up avenues for further comparative research and theory development.

In conclusion, the study provides practical, actionable knowledge that can help improve the academic experiences of pupils in Amuwo Odofin and beyond. By shedding light on the predictive relationship between home dynamics and study habits, it enables all educational stakeholders to work collaboratively in nurturing disciplined, motivated, and high-achieving learners. The long-term impact of such efforts can contribute to improved academic performance, higher retention rates, and ultimately, a more educated society.

1.7 Scope of the Study

This research is limited to primary school pupils in selected public and private schools within Amuwo Odofin Local Government Area of Lagos State. The study focuses on two key variables: parental support and parenting styles, and how they influence study habits. Other possible influencing factors such as peer pressure, school environment, and socio-economic status are beyond the scope of this study.

1.8 Operational Definition of Terms

Parental Support: Parental support refers to the active participation, encouragement, and engagement of parents in their children’s academic pursuits. This includes a range of activities such as helping with homework, reviewing school assignments, attending parent-teacher conferences, monitoring school attendance, and providing essential learning resources such as textbooks, writing materials, and digital tools. Parental support also involves emotional encouragement, setting expectations for academic performance, and creating a conducive home environment for study. In the context of this study, parental support is considered a critical external factor influencing how pupils develop and sustain effective study habits.

Parenting Style: Parenting style is a psychological framework that describes the general approach and attitude that parents adopt in raising their children. It encompasses the emotional climate in which parents communicate with and discipline their children. The four primary parenting styles identified by Baumrind (1991) are:

• Authoritative:High responsiveness and high demands; parents are nurturing, set clear boundaries, and encourage independence.
• Authoritarian:Low responsiveness and high demands; parents are strict, controlling, and expect obedience without much warmth.
• Permissive:High responsiveness and low demands; parents are indulgent and avoid setting firm rules.
• Neglectful (Uninvolved):Low responsiveness and low demands; parents are detached and provide minimal supervision or support.

This study explores how these parenting styles influence the study behaviors of children, particularly within the socio-cultural context of Amuwo Odofin, Lagos State.

Study Habits: Study habits refer to the regular and consistent behaviors, routines, and strategies that pupils adopt to facilitate learning and academic achievement. These include time management skills, maintaining a dedicated study schedule, effective note-taking, setting academic goals, reading comprehension practices, and the ability to focus and concentrate during study sessions. Good study habits promote independent learning, academic discipline, and improved performance, while poor study habits often lead to disorganization, procrastination, and underachievement. This study examines study habits as the primary dependent variable influenced by parental support and parenting styles.

Primary School Pupils: Primary school pupils are children generally between the ages of 6 and 12 years enrolled in the first six years of formal basic education in Nigeria. At this educational stage, pupils are introduced to foundational subjects such as English, Mathematics, Science, and Social Studies. This phase is crucial for cognitive development, character formation, and the establishment of long-term academic behaviors. In this study, primary school pupils in Amuwo Odofin Local Government Area serve as the target population for assessing how their study habits are shaped by parental support and parenting style.

Project – PARENTAL SUPPORT AND PARENTING STYLE AS PREDICTORS OF STUDY HABITS AMONG PRIMARY SCHOOL PUPILS