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This study sought to examine the relationship between parenting styles and deviant behaviours of primary school pupils in Nnewi education zone of Anambra State. Six research questions and 4 null hypotheses guided the study. The study adopted a correlational research design. The population comprised 5, 607 primary six pupils in 235 public primary schools in Nnewi education zone. Multi-stage sampling procedure was used to draw the sample. The sample consisted of 350 primary six pupils from 79 public primary schools in Nnewi North and Ekwusigo local government education authorities. A structured questionnaire was used as an instrument for data collection which was face-validated by three experts in the field of Sociology Education, Special Education of and Measurement and Evaluation all in Faculty of Education University of Nigeria, Nsukka. The internal consistency of the instrument was determined through trial testing of the instrument on 20 respondents outside the area of the study using Cronbach Alpha. The reliability coefficient yielded. 69, .72,.87,.77,.78,.82 and .82. Mean and standard deviation were used to answer research questions 1 and 6 while pearson’s product moment correlation analysis was used to answer research questions 2,3,4 and 5. Regression analysis was used to test null hypotheses at 0.05 level of significance. Major findings of the study showed that deviant behaviours such as stealing, fighting, noisemaking, loitering among others are mostly exhibited by pupils in primary schools and that there is a very strong direct positive relationship between authoritarian, permissive and neglectful parenting styles while there is a very weak direct positive relationship between authoritative parenting style and deviant behaviours exhibited by pupils in primary schools. All the strategies were used to curb deviant behaviours among primary school pupils. Based on these findings, conclusions were drawn and the educational implications discussed. Among the recommendations made were that parents should show maximum affection, attention, recognition and approval to their growing children. They should be observing the type of friends or peer group their children keep at home or school because the type of friends they keep may have positive or negative influence on the character or habit formation of children, if not closely monitored and also school head teachers, counsellors, teachers as role models should lead and teach by exhibiting good behaviours in the presence of the children because they imitate all behaviours of the teacher whether good or bad behaviours.

Project detailsContents
Number of Pages84 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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