The Correlation of Scholastic Performance of Learners to their Exposed Parenting Style

A Case of Africa

Abstract

The purpose of this paper is to examine the impact of parenting style on the scholastic performance of secondary school learners in Africa.  The paper results from the discourse on secondary school learners in Africa being unruly and caring less about schooling due to dubious parenting styles exposed to. The paper is both conceptual and empirical in nature. Interviewing techniques and documents review were employed to generate data from six parents and six of their public secondary school learners sampled from the population of twelve secondary schools across the continent of Africa. The research question guiding the paper is: why is the correlation between parenting and scholastic learner performance in Africa not always taken seriously in schooling?  Research findings reveal that firstly, proper parenting is a bedrock for scholastic learner performance. Secondly, parenting style is never in and out of fashion. Thirdly, learners exposed to stable parenting outperform their counterparts. Fourthly, modernisation of parenting style compromises its value.  Fifthly, the absence of parents at home and learner under-achievement correlate. Lastly, parenting triggering scholastic learner performance cannot be outsourced. The researcher recommends for the prioritisation of self-parenting owing to its inherent scholastic benefits to their children.  Furthermore, the researcher proposes for the creation of parenting clubs for the exchange of parenting ideas with like-minded parents. Lastly, the researcher recommends for the deployment of technology for the mitigation of parenting gaps.