Abstract
This study examined the impact of different parenting styles on the academic achievement of Nigerian students, filling a notable void in current research that primarily concentrates on Western settings. Data was obtained from secondary school students across various Nigerian states, representing diverse cultural, economic, and geographical origins, using a cross-sectional survey design. The results indicated that authoritative parenting, which is characterized by both warmth and structure, is highly correlated with improved academic achievements. Conversely, authoritarian and permissive parenting styles have fewer positive effects, whereas negligent parenting is more harmful. Furthermore, the study emphasized the crucial significance of parental participation in education, demonstrating that active involvement in school activities and assistance with homework is positively associated with student achievement. The research highlights the significance of socioeconomic determinants, emphasizing that greater levels of parental education and better economic position have a substantial impact on enhancing academic attainment. These observations highlight the necessity of implementing culturally customized parental education programs and policies in Nigeria to improve academic achievement. The paper recommends conducting additional longitudinal research to investigate these dynamics, with the goal of developing evidence-based measures to enhance education in Nigeria. Keywords: Parenting, Technique, Academic Performance, School, Students.