TELEVISION VIEWING AND PARENTING STYLES AS PREDICTORS OF ACADEMIC PERFORMANCE IN MATHEMATICS AMONG PRIMARY SCHOOL PUPILS IN LAGOS STATE, NIGERIA

Source abstract

Unregulated television viewing displaces cognitive engagement, leading to declining academic standards in Nigerian schools. Parenting styles serve as a critical mediator in how screen time impacts cognitive development. This study examined the contributions of parenting styles, television viewing, and pupils' interest in schooling to the mathematics achievement of primary five pupils in Lagos State, Nigeria. A mixed-methods design integrated quantitative evidence on predictors of mathematics achievement with qualitative insights into parents’ views on television viewing. The sample comprised 1,167 Primary 5 pupils and 19 parents from 12 public schools in Ojo Local Government Area. Data were collected using the Pupils’ Questionnaire on Television Viewing, Interest in Schooling, Parenting Styles, Achievement Test in Mathematics, and Focus Group Discussion guide. Quantitative data were analysed using multiple regression to determine the contributions of parenting styles, interest in schooling, and television viewing hours to Mathematics achievement, while qualitative data underwent thematic analysis. Pupils spent 2.41 hours daily watching television, with an inverse relationship between viewing hours and mathematics scores (Mean = 76.31 for <1 hour vs. 59.71 for >4 hours). Predictor variables explained 48.2% of variance in mathematics achievement (R2=.482, F(6,1160)=179.02, p<.001). Interest in schooling emerged as the strongest positive predictor (β=.396), followed by authoritative parenting (β=.284), whereas television viewing hours were the strongest negative predictor (β=−.334). Excessive screen time undermines mathematical cognition; however, authoritative parenting and intrinsic interest in schooling buffer this negative impact. Educational stakeholders must promote "digital parenting" and media literacy to safeguard academic outcomes.