EFFECTIVE COMMUNICATION AS A PREDICTOR OF GOOD PARENTING

AS EXPRESSED BY UNDERGRADUATES IN ILORIN, NIGERIA.

BY

KAREEM, QUSEEM OLAITAN

18/25OD126

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

COUNSELLOR EDUCATION IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION (B.ED)

FACULTY OF EDUCATION, UNIVERSITY OF ILORIN, ILORIN, NIGERIA.

SUPERVISED BY:

DR. O.K OGUNGBADE

SEPTEMBER, 2023.

i
 DECLARATION

I declare that this project titled “Effective Communication as a Predictor of Good

Parenting as expressed by undergraduates in Ilorin, Nigeria” is my own work and has not

been previously submitted by me or any other person for any course or qualification at

this or any tertiary institution.

Name : KAREEM QUSEEM OLAITAN

Matriculation No : 18/25OD126

Signature: …………………………….

Date: ………………………………….

ii
 DEDICATION

I dedicate this project to God Almighty my creator, my source of inspiration, wisdom,

knowledge, and understanding. He has been the source of my strength throughout this

program and on His wings only have I soared. I also dedicate this work to my parents,

who has encouraged me all the way and whose encouragement has made sure that I give

it all it takes to finish that which I have started.

iii
 ACKNOWLEDGEMENT

Foremost, I sincerely appreciate the Almighty God for his grace, strength,

sustenance and above all, His faithfulness and love from the beginning of my academic

life up to this level. His benevolence has made me excel and successful in all my

academic pursuits.

I would like to express my deep and sincere gratitude to my research supervisor

Dr. O. K OGUNGBADE, for giving me the opportunity to carry out this research. His

dynamism , vision, sincerity and motivation have deeply inspired me. May God continue

to increase your knowledge sir.

Also, my unalloyed appreciation goes to my amiable, ever-supportive and humble

level advisor, Dr. L. O. ADEGBOYEGA, for his invaluable contributions and

instructions throughout my studies. I also cease this opportunity to express my

appreciation to our amiable mother, the H.O.D, Counsellor Education Department, Dr.

Falilat A. Okesina, and other lecturers in the Department in the person of Profs. A.A.

Adegoke, Mary G. Fajonyomi, I.A. Durosaro, L. A. Yahaya, Mary O. Esere, and A. O.

Oniye also, Dr. S. K. Ajiboye, Dr. Foluke N. Bolu-Steve, Dr. Mulikat L. A. Mustapha,

Dr. Lydia A. Agubosi, Dr. Aminat A. Odebode, Dr. Mariam B. Alwajud-Adewusi, Dr. D.

O. Adebayo, Dr. S. A. Muhammed, Dr. M. Ajokpaniovo, Dr. A.O. Awoyemi, Mrs.

Adenike A. Adeboye and Mr. K. A. Adegunju. They are all worthy of emulation.

iv
 I am extremely grateful to my father, in person of Mr. KAREEM M. A, for his love,

prayers, care, and sacrifices for educating me and preparing me for my future. Sir, I hold

your comments and encouraging words close to my heart, they are more than light to my

path. I would also like to acknowledge with much appreciation the crucial role of my

beautiful mother, Mrs. W. A. KAREEM, for her invaluable support, patience, time, love,

motivations and prayers.

Also, I express my thanks to my elder brother (Kareem Afeez) my elder sister

(Kareem Kawther) for their support and prayers. My special thanks goes to every

member of my family and my friends, Jesse, David and others who have in one way or

the other contributed to my academic pursuit. I will not cease to acknowledge the support

of all my friends turn family on campus. The terrain was rough and hilly, it only made us

a perfect sailor. God bless you all. I am overwhelmed in all humbleness and gratefulness

to acknowledge my depth to all those who have helped me to put these ideas, well above

the level of simplicity and into something concrete and to the completion of this research.

Kareem Q. O.

September 2023.

v
 TABLE OF CONTENTS

Title Page ……………………………………………………………………. i

Declaration…………………………………………………………………… ii

Certification………………………………………………………………… iii

Dedication…………………………………………………………………… iv

Acknowledgement...………………………………………………………….. v

Table of Content…………...……………………………………………….. vi

List of tables………………………………………………………………… xi

Abstract……………………………………………………………………… xii

CHAPTER ONE: INTRODUCTION 13

Background to the study 13

Statement of the problem 20

Purpose of the study 21

Research Questions 22

vi
Research Hypothesis 22

Significance of the study 22

Operational Definition of Terms 23

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE 25

Preamble 25

Concept of Communication and Parenting 26

Parent Communication Style 29

Communication as a Predictor of good Parenting to Undergraduates 34

Causes of Ineffective Communication Between Parent and Undergraduates 38

Consequences of Ineffective Communication Between Parent and Undergraduate 40

Theories of Parenting Communication 43

Empirical Review of related literature 49

Summary of review of related literature 50

CHAPTER THREE: RESEARCH METHODOLOGY 51

Preamble 51

vii
Research Design 51

Population Sample and Sampling Procedure 52

Instrumentation 52

Psychometric properties of the instruments 53

Procedure for Data Collection 54

Procedure for Scoring 54

Method of Data Analysis 55

CHAPTER FOUR: RESULT 56

Preamble 56

Demographic Data 56

Hypothesis Testing 61

Hypothesis Two 63

Hypothesis Three 64

Hypothesis Four 65

Summary of the Findings 66

viii
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION 68

Preamble 68

Discussion 68

Conclussion 70

Implication For Counselling 71

Recommendation 72

Suggestion for Further Studies 72

REFERENCES 73

APPENDIX 1 75

ix
 LIST OF TABLES

Table

1. Percentage Distribution of Respondents Based on Age

2. Percentage Distribution of Respondents Based on Gender

3. Percentage Distribution of Respondents Based on Level

4. Percentage Distribution of Respondents Based on University Type

5. Mean, Standard, Deviation and Rank Order Analysis of the Respondents'

Expressions on the Effective Communication as a Predictor of Good Parenting

6. Mean, Standard Deviation and t-value showing difference in the

Respondents' Expressions on the Effective Communication as a Predictor of Good

Parenting Based on Age

7. Analysis of Variance (ANOVA) showing difference in the Respondents'

Expressions on the Effective Communication as a Predictor of Good Parenting

Based on Gender

8. Analysis of Variance (ANOVA) showing difference in the Respondents'

Expressions on the Effective Communication as a Predictor of Good Parenting

Based on Level

9. Analysis of Variance (ANOVA) showing difference in the Respondents'

Expressions on the Effective Communication as a Predictor of Good Parenting

Based on University Type

x
 ABSTRACT
The relationship between parents and their children’s wellbeing is an exceptionally
significant element in the personality formation and particularly the socialization of the
child from the stage of infancy to adolescence. The study scrutinized the Effective
Communication as a Predictor of Good Parenting as Expressed by Undergraduates in
Ilorin, Nigeria. In achieving this aim, the following specific objectives were laid out to
identify the different patterns of Parent-child communication adopted by their parents
and examine the factors instigating effective communication in the relationship between
parents and undergraduates.

The research design used in this report is descriptive design, utilizing questionnaire
method to obtain information from the respondents for this project. A total of 225 (two
hundred and twenty-five) respondents were selected for this study to represent the entire
population of the study. For null hypotheses were formulated and tested using the one-
way ANOVA and the t-test statistical tools at zero point zero five (0.05) level of
significance. Primary data were collected from the primary source which questionnaire
was used as an instrument of data collection while secondary data were sources from
textbooks, journals, and the internet were employed. The data were presented on a
frequency distribution table and analyzed using simple percentage, while hypothesis was
tested using chi-square test. The study will be of immense benefit to parents, teachers,
guidance counsellors, educational planners, adolescents and psychologists. The findings
of this study may be useful when published, in educating parents on the need for effective
communication with their children. This could help the undergraduates to develop the
much needed high self-esteem for a better academic achievement.

Effective Communication as a predictor of good Parenting as expressed by

undergraduates in ilorin, Nigeria.

xi
 CHAPTER ONE

INTRODUCTION

Background of the study

Communication is the act of exchanging information, thoughts, and ideas between

people. It's how we connect and share with each other. Communication helps us connect

with others, understand each other, and build strong relationships. it's essential for

sharing ideas and information. As we know, communication is about sharing ideas,

sending information from one person to another, and it could be positive or negative,

effective or ineffective (Greg Duran, 2010). Communication involves a two-way thing;

sharing of information that helps develop a common understanding between two parties

and both participants have an active role to play in the process. A person transmits a

message to ensure that the message is delivered and understood, while the receiver of the

message must be an active listener to ensure that the message sent was properly received

and understood. As a prelude to other parts of this study, this chapter will discuss the

background upon which this study was initiated, the statement of problems that led to this

study, the Aim and Objectives of the study. Others are Significance of the study, Scope

of work, Research hypothesis and questions, Limitation of the study and Definition of

technical terms. Greg Duran,(2010). Communication is the bedrock of any relationship in

the world today, families, schools and the world at large because information can never

be exchanged or transferred without communication. As we know, communication is

13
about sharing of ideas, sending of informations from one person to another, and it could

be positive or negative, effective or ineffective. Communication involves a two-way

thing; sharing of information that helps develop a common understanding between two

parties and both participants have an active role to play in the process. A person transmits

a message to ensure that the message is clearly delivered and understood, while the

receiver of the message must be an active listener to ensure that the message sent was

properly received and understood. Communication takes place only when the listener

clearly understands the message that the spokesman is conveying (Adam Grant 2013)

Communication enables parents and children to express their thoughts and

feelings to one another, meaning it is very important for parents to communicate openly

and effectively with their children to enable them build trust, develop honesty and

respectful relationship and this benefits not only the children but the every member of the

family. Effective communication involves conversation or an exchange of information

between two or more persons. Effective communication abilities are developed and might

be augmented or improved with amplified understanding and practice. For

communication to be considered effective there must be message sending and message

receiving activities. This can be carried out using both direct and indirect approaches.

Communication takes place only when the listener clearly understands the message that

the spokesman is conveying, Communication enables parents and children to express

their thoughts and feelings to one another, meaning it is very important for parents to

communicate openly and effectively with their children to enable them to build trust,
14
develop honesty and respectful relationship and this benefits not only the children but

every member of the family. Effective communication involves conversation or an

exchange of information between two or more persons.(Carl Newport 2016. Effective

communication abilities are developed and might be augmented or improved with

amplified understanding and practice. For communication to be considered effective

there must be message sending and message receiving activities. This can be carried out

using both direct and indirect approaches. Effective communication between persons

occurs when the message senders and the message receivers understand the message.

This can however be achieved either through speech/verbal communication or the use of

nonverbal means of communication. Effective communication is an act that is intended to

convey meanings from one person or group to another because of the use of signs and

semiotic rules that are reciprocally understood (Greg Duran,2010)

The platform of effective communication can be visual (through the use of eyes),

auditory (the use of ears), tactile (such as in Braille through the sense of torch), and

haptic and olfactory (use of nose). However, communication in humans is very

exceptional for its extensive utilization of theoretical language. This has given room

for social development and civilization which are basic concepts that are strongly

associated with environments that promote effective communication among its people.

Effective Communication helps strengthen the parent-child relationship and increases

mutual understanding. In line with this assertion, how Parents communicate with their

children could either make them or mar them. In the light of this assertion, it becomes
15
obvious that parents who did not speak to their child about matters of interest at a young

age should not expect the child to easily express his/her questions and ideas about issues

of interest when that child is of age (Susan Cain 2017). Children generally go through a

series of unstable stages with the strongest agility and the biggest catastrophe that is

characterized by a sense of independence, criticalness, and expectedness along with

physiological maturity. However, any breakdown or lapses in the role and rights of each

party (parent and child) is inimical to the survival of the existing relationship between

them. In the general context of the parent-children relationship, effective communication

can be described as the ability of family members (parents and children) to exchange and

interact on their needs, feelings, and desires with one another.The effectiveness of the

communication between parents and their children contributes to the survival of the

parent-child relationship, which invariably predicts children’s well-being (Broberg,

2012). Several pollsters that have investigated the impact of parent-child relationships on

children’s wellbeing, growth, and psychological health established that the lack of

effective and supportive communication link between parent and children can lead young

individuals into several social, emotional, and health-related unhelpful developmental

trajectories (Clayton, 2014). Effective communication in the relationship between parents

and their children is a communication point of view that is generally defined by the

nature of the family concerning intimacy and trusting associations.

The major goal of effective communication is to understand the interactions of

parent-children relationships and the pattern of behaviors of the nuclear family members
16
in different situations. However, open and honest communication brings about an

atmosphere that enables parents and their children to make clear their differences as well

as love and approbation for one another.Therefore, in Nigeria where the research was

carried out, the activities that was conducted is to know the Impact of Effective

Communication in the Relationship between Parents and their Children's well-being. At

this point, one wonders whether there are some other particular parental factors that could

influence these adolescents’ evaluation of themselves as well as their Academic

Performance. Could the pattern of communication adopted by the parents be blamed for

the level of self-esteem of these adolescents who are more or less striving to identify with

their environment? The manner in which parents communicate with their children could

play an important role in the lives of these children. Communication enables parents and

children to express their thoughts and feelings to one another. Effective communication

helps strengthen parent-child relationship and increases mutual understanding (Greg

Duran, 2010). In line with this assertion, the manner in which parents communicate with

their children could either make them or mar them. Laursen & Collins (2004) perceived

that parent-child relationships without emotional bonds will likely breed disruption and

unresolved issues during the child’s schooling period. In the light of this assertion it

becomes obvious that parents who did not speak to their child about matters of interest at

a young age should not expect the child to easily express his/her questions and ideas

about issues of interest when that child is of age.

17
 Socialization of children is seen as taking place within a socio-cultural environment

where family patterns of communication play a pivotal role (Albert and Rosella, 2003).

These parent-child communication patterns are based on concept orientation and socio-

orientation. For the purpose of this study, parent-child communication patterns are means

through which parents and their children interact with one another for family peace and

harmony. It offers parents the opportunity of coming closer and reaching out to their

children for a better understanding of their plights According to Mcleod and

Chaffee(2003), concept-orientation encourages children to think independently and

proffer solutions to some social issues relating to them and the society at large. Mcleod

and Chaffee stress that a highly socio-oriented parent thinks that, in order to maintain

social harmony, children should not argue with adults and should not express opinions

that are different from those of the family members. In contrast, a highly concept-

oriented parent believes that children should look at both sides of issues and talk freely

about these issues.From these two patterns of parent-child communication, Mcleod and

Chaffee developed a four-fold typology of family communication patterns: parents who

are high on concept-orientation but low on socio-orientation are labelled pluralistic.

Pluralistic parents emphasize children’s free expression of ideas without fear of

punishment. Parents low on concept-orientation and high on socio- orientation are

labelled protective. Protective parents stress obedience and harmonious relationships with

the children and show little concern over conceptual matters. Parents high on both

patterns are labelled consensual. Consensual parents stress both relational harmony and

18
free communication exchange. In this type of family, children are allowed to express

their ideas as long as the family’s internal harmony is maintained. Parents who are low

on both patterns are labelled laissez- fair. Laissez-fair parents encourage neither open

communication between parents and children nor relational harmony. In this type of

family, there may be very little conversation among parents and children.

Communication research has provided evidence in support of the behavioural and/or

attitudinal consequences of family communication patterns. In the light of these findings,

it is plausible to assume that the communication patterns parents apply in bringing up

their children could play an essential part in cultivating individuals’ behavioural

outcomes, which reflect the unique ways they think, feel, and behave. Could these

communication patterns adopted by parents influence the students Academic

Performance? It is against this background that the researcher seeks to carry out this

investigation.

In Nigeria, the Academic Performance of the students has been poor especially

from 2008 till date. Some of the factors that could influence students’ achievement have

been found by various researchers to emanate from parents, teachers, and the

students themselves. One of these student factors is the low self-esteem of these students.

Self-esteem of the students has been linked with their Academic Performance and these

two are important factors for personnel development which the nation needs in order to

meet with the global challenges in the competitive world. Evidence from some developed

countries like Britain and United States of America tend to indicate that the pattern of
19
communication adopted by parents in grooming their children may influence the

students’ Academic Performance in school. However, considering their different socio-

cultural environments, the extent to which parent-child communication patterns would

influence self-esteem and Academic Performance of the students in Nigeria, is not yet

clearly known The researcher’s worry then is that one does not know if these patterns of

communication differ among the parents. One does not know how the parent-child

communication patterns influence the in students’ self-esteem. Also one does not know

how the parent-child communication patterns influence the Academic Performance of

students. Put succinctly in a question form, the problem of this study is: what is the

influence of parent-child communication on Academic Performance of students.

Statement of the problem

Ineffective communication is the bedrock of bad parenting, this is a great concern

to parents, children, lecturers, head of departments and other university administrators.

To this end different researchers (Kutelu & Olowe 2013, Njirika & Njoku 2012, and

Ingwu 2010) identified factors that hinder effective parent involvement in their children’s

education in Nigeria. However, in the Nigerian context, a broad review of the literature

indicates that few studies have actually been done in this area. Although the school

factors affecting students’ performance are complex, the search for the likely contributing

20
factors has to go beyond the immediate environment of the school, in order to include the

home.

Parents’ contribution improves performances mainly in the area of helping with

homework, which is an activity that includes finding out facts and solving real life

problems that may not all is answerable in the classroom setting. Real life problems that

may not all be solvable in the classroom setting are taken home for experimentation with

the help of parents, siblings, peers, and colleagues. This has the value of allowing

learners to see the relationship between their school work and real life situations.To

minimize this problem, Deslandes (2009) suggested that workshops could be offered to

assist and guide family members’ involvement in homework activities. Parents’

inadequate knowledge and skills suggest that family involvement with homework is a

continuum, meaning that they can help to varying degrees and with varying effectiveness.

Purpose of the study

The main focus of this study is to investigate the effective communication as a

predictor of good parenting as expressed by undergraduates in ilorin, Nigeria. Basically

the study examined if there were significant differences in the expressions of the

respondents based on gender, age, level, marital status of the parents and religion on the

effective communication as a predictor of good parenting.

21
Research Question

The following research question is raised to guide the conduct of the study;

Will effective communication serve as a predictor of good parenting as expressed by

undergraduates in ilorin, Nigeria?

Research Hypothesis

The following null hypothesis are formulated and would be tested in the study:

1. There is no significant difference in the effective communication as a predictor of

good parenting as expressed by undergraduates in ilorin, Nigeria based on gender

2. There is no significant difference in the effective communication as a predictor of

good parenting as ex bepressed by undergraduates in ilorin, Nigeria based on age

3. There is no significant difference in the effective communication as a predictor of

good parenting as expressed by undergraduates in ilorin, Nigeria based on level

4. There is no significant difference in the effective communication as a predictor of

good parenting as expressed by undergraduates in ilorin, Nigeria based on university type

Significant of the Study

The study will be of immense benefit to parents undergraduates, administrators

in the universities, policymakers, educational planners, counsellors psychologists by

22
supervising the child’s improvement and progress, teachers would monitor and guide the

child, guidance counsellors would give information about the child improvement and

would give parent information on the relations. The findings of this study may be useful

when published, in educating parents on the need for effective communication with their

children. This could help the in-school adolescents to develop the much needed high self-

esteem for a better academic achievement. It will also enable teachers to design learning

instructions that will accommodate children from the different family types. It will also

help parents to identify the best communication pattern that will promote the all round

development of their adolescents.

Operational Definition of Terms

Parenting: Parenting: refers to the process of raising and nurturing a child, providing

them with love, care, guidance, and support to help them grow and develop into

responsible and well-rounded individuals. It involves various aspects such as meeting

their physical, emotional, and educational needs, setting boundaries, imparting values,

and being actively involved in their lives.

Communication: Communication is the act of exchanging information, thoughts, and

ideas between individuals through various means such as speaking, writing, or non-

verbal cues. It plays a crucial role in connecting people, expressing emotions, sharing

knowledge, and building relationships.

23
Interpersonal Relationship: An interpersonal relationship refers to the connection and

interaction between two or more individuals. It involves the exchange of emotions,

thoughts, and experiences, as well as the establishment of trust, mutual understanding,

and support. Interpersonal relationships can range from friendships and romantic

partnerships to family relationships and professional connections.

Parental care: Parental care is the love, support, and guidance that parents provide to

their children. It includes meeting their needs, nurturing their development, and ensuring

their well-being.

Scope of the study

The study focuses on the Effective Communication as a Predictor of Good

Parenting as expressed by Undergraduates in ilorin, Nigeria. This study covered

university undergraduates within Ilorin metropolis The study was restricted to Ilorin

metropolis in kwara state, Nigeria and it focused on Effective Communication as a

Predictor of Good Parenting as expressed by undergraduates in Ilorin, Nigeria. For the

purpose of this research work ,three universities were sampled.

24
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Preamble

Communication helps us exist within and connect to the world around us. It is an intrinsic

part of our lives, and an essential aspect of child development focusing on how they

communicate with parents and careers. Parents play an important role in shaping the

child’s perception of the world through the way they communicate with their children.

This chapter presents review of related literature on effective communication as a

predictor of good parenting among undergraduates in Ilorin, Nigeria. This chapter is

examined under the following sub-headings ;

• Concept of Communication & parenting

• Parents communication style

• Communication as a predictor of good parenting to undergraduates.

• Causes of Ineffective communication between parents and undergraduates

• Consequences of ineffective communication between parents and undergraduate

• Theories of Parenting communication

• Empirical Review of related literature

• Summary of review of related literature

25
Concept of communication and parenting

Communication can be defined as the process of interaction and meaning-making

between people. Apart from the biological foundation that originates the connections

between parents and children, the processes involved in creating and maintaining parent–

child relationships are captured in the interactions between them. Zolten and Long

predicates healthy parent–child relationship on positive communication. Through

positive communication, parents forge strong bonds with their children. The nature of

these bonds determines how parents fare with the various developmental challenges

children go through and their impact on their parenting. While healthy parenting involves

appropriate behavioral standards and expectations and verbal expression of maturity

demands, parents who positively communicate these behavioral standards and

expectations to their children succeed at achieving healthy levels of aspiration,

independence, and attitudes in their children.

Communication is a process through which meanings are created in all human

relationships. Bochner posits that communication is fundamental to all family processes.

Parenting, being the chief of these processes, utilizes communication in all of its

endeavors. Adapting to Turner and West, parenting is the submission on the

instrumentality of communication to family life, family relations and family functioning,

parenting is not doable without communication. Thus, while parenting involves

interpersonal skills and places emotional demands on parents. communication drives all

26
parenting processes. At the center of parenting are the diverse strategies parents engage

in nurturing their children. Literature has defined these strategies as all the behaviors,

attitudes and values utilized by parents in interacting with their children. This is done to

influence their physical, emotional, social and intellectual development. Underlining the

central role of communication in all of these, (Darling and Steinberg) point out that

parents ‘communicate’ these attitudes to create an emotional atmosphere within which

their parenting behaviors seek expression. Family communication literature posit that

understanding the nature of theory is the only way to fully understand the nature of

families and the communication dynamics within them. Consequently, for over five

decades, scholars have engaged diverse theories in their bid to conceptualize and expand

the boundaries of family communication research. Having established the central role of

family communication in parenting.

Parenting can be define perspectively as the various ways that parents shape their

children’s development(O’Connor and Scott). This definition encompasses covertly all

the processes that parents engage to arrive at producing well-developed children,

processes that involve parents’ efforts at attending to both the physical and psychological

needs of their children. Over the years, parents have deployed many styles across cultures

to achieve their goals towards raising well-developed children who become responsible

citizens in society.

27
 Parenting is one of the most researched areas in psychology. Many psychologists

believe that parenting styles can have a strong influence on a child’s development. The

way parents interact with their children in their early years can have a huge impact on

their development – both cognitively and emotionally – which can influence their

behaviors later in life. Effective parenting involves balancing the expectations and

demands you make on your child with the love, affection, and support you provide for

them. It also involves setting boundaries to guide behavior, being consistent in enforcing

those boundaries, modeling the behavior you want your child to adopt, and encouraging

your child’s individuality.

Parenting is a complex activity that includes many specific behaviors that work

individually and together to influence child outcomes. It is the process of nurturing,

raising, and educating a child from infancy to adulthood. Parenting can be performed by

the biological parents of the child in question, or by adoptive parents, guardians, or other

family members.

Multidimensional model of parenting summarizes these parenting styles under four

different headings:

1. Authoritative Parenting: These parents are firm, setting clear boundaries and having

high expectations, while also being highly responsive to their children’s needs. They also

allow for open communication and encourage independence.

28
2. Authoritarian Parenting: These parents are often characterized by high demands but

low responsiveness. Authoritarian parents have very high expectations and strict rules

that they expect to be followed unconditionally.

3. Permissive Parenting: These parents are characterized by low demands but high

responsiveness. Permissive parents tend to be very loving, yet provide few guidelines and

rules.

4. Uninvolved Parenting: These parents are characterized by low demands and low

responsiveness. Uninvolved parents may be neglectful but it’s also possible they’re

simply less involved or perhaps overwhelmed with other life stresses.

Parents Communication Styles

The main major four communication styles includes;

-Assertive

-Passive

-Aggressive and,

-Loving

Described according to the ego states proposed in Eric Berne’s Structural Analysis (Kawi

& Versoza, 2005). An adult ego state promotes a more assertive communication style.

29
This is more characteristic of open families who tend to develop and maintain a lifestyle

that emphasizes dialogue, patience, collaboration as well as a willingness to hear each

other out (Goldenberg & Goldenberg, 2000). When communication is made up of put

down statements that prevent other people from feeling good about themselves, this is an

aggressive communication style characteristic of the critical parent ego state. The child

ego state of an individual, considered as the felt concept. Parents whose communication

style is loving tend to be consistently protective and attentive of their children and may

make themselves a clutch to lean on. They can even make sacrifices at the expense of the

self. The influence of parents’ communication styles on the variables attachment,

intimacy and achievement motivation was explored.

As gleaned from above, the theoretical background of parent to child

communication styles begins with an understanding of family dynamics. These

functional demands or rules, including that for communication, organize the way family

members relate to one another. The structure that regulates a family’s transactions can be

understood by observing the family in action or by looking at interactions unfolding

among family members (Dinkmeyer & Sperr, 2000). Child-rearing practices are

important and impact attachment patterns. The patterns of attachment in family systems

can be seen as providing a long-lasting framework for intimate relationships in

adulthood. Attachment theory assumes that an early relationship with parent figures or

caregivers creates an example of expectations from adult friendship or intimate

commitment (Hazan & Shaver, 1987). There are four adult attachment styles as proposed
30
by Bartholomew and Horowitz (1991). Secure attachment means being at ease with

others and finding no difficulty becoming emotionally close to others (Bartholomew &

Horowitz, 1991). Secure individuals reported more positive self-esteem, greater maturity

and feel comfortable in engaging in friendships and intimate relationships with others

without fear of closeness or distance. Those individuals who are uncomfortable getting

close to others have a fearful attachment style. They are worried of being hurt if they

permit themselves to be close to others. They have difficulty trusting others completely

and depending on them. Preoccupied attachment is characterized by wanting to have

absolute emotional intimacy with others, but they often find others to be hesitant to get as

close as they would like. They are uncomfortable having no close relationships and

sometimes they worry that others do not value them as much as they value others.

Dismissing attachment is characterized by being comfortable without having close

emotional relationships. Dismissing and preoccupied attachment styles are believed to

build up as a defensive response to insensitive care giving behavior (Owens, 2002).

Communication also affects the closeness between two or more individuals. Intimacy is

the feeling of proximity in a relationship and the degree to which a person can share

feelings freely with another (Wood, 1995). The ways parents communicate to their

children do not only form their attachment with their children but also the level of how

intimate their relationship would be. Intimate relationships are characterized by high

degrees of warmth and affection, trust, self-disclosure, and commitment, and are

formalized through symbols and customs (Derlega & Chaikin, 1975).

31
 The attributes of intimacy are characterized by the need for a sense of emotional

feelings for another and the ability to share feelings honestly with others. This reflects a

deep emotional involvement with another and is an essential skill for survival. Intimate

individuals look forward to being with each other because they experience joy in each

other’s company, they enjoy talking with each other, and they enjoy sharing experiences.

Secure teens are comfortable with intimacy and do not have undue fears of rejection;

preoccupied teens report intense needs for closeness but fear that there is something

wrong with them which will ultimately drive their partner away; dismissing teens report

difficulty being close to as well as trusting others,when parents’ expectation of closeness

is increased, it is possible that parents would be more intentional about spending time

together or expressing acceptance of the child. However, parents may be more

disappointed by the feelings of distance and increased conflict typical of parent-child

relationship when they expect greater closeness to their child (Kerns & Richardson,

2005). Adolescents' relationships with their parents, the majority of adolescents have

noted feeling close to and getting along with their parents. It was found out that mother-

daughter relationships are more intimate than father-child relationships. Buekel-

Rothfuss, Fink, and Buerkel (1995) emphasized that father-child relationships are

characterized more by shared activities.

Achievement motivation is also affected by the parents’ communication styles.

Parents appear to be the primary influence on a child’s motivation to learn (Wlodkowski

& Jaynes, 1990). Achievement motivation is an important determinant of aspiration,

32
effort and persistence when an individual expects that performance will be evaluated in

relation to some standard of excellence. Achievement motivation drives an individual to

excel, succeed, or outperform others at some task (Hockenbury & Hockenbury, 2003).

Parental involvement improves academic performance and school behavior. It increases

academic motivation, and decreases the number of dropouts (Flouri & Buchanan, 2003).

When it comes to achievement, parents expect and evaluate attitudes of their own

achievement. In addition, they communicate in different ways to pass on these

evaluative attitudes to their children. Parents who support their children’s ideas are

related positively to achievement aspirations, and parents who give little feedback, and

are uninvolved are negatively correlated with achievement. In line with gender

differences, fathers and mothers treat sons and daughters differently (Berns, 2004).

Parents view their sons as stronger, more coordinated, and more alert. Daughters are

smaller, softer and more fragile. Fathers encourage their sons to foster more

independence, competitiveness, and aggression while they encourage their daughters to

be more gentle and expressive in their emotions. Fathers talk more with their daughters

and engage more in activities with their sons. Mothers talk more about emotions and

relationships with their daughters than with their sons. Mothers are disposed to make

communication the center of their relationships, especially with their daughters (Wood,

2007). Boys are given more chances for autonomous problem solving and exploration,

while girls are more closely supervised and controlled in their experiences. Boys are

more curious and competitive while girls seek approval moliated (Berns, 2004). Mothers

33
and fathers are important attachment figures for their children. Although both mothers

and fathers are affectionate toward their children, mothers are more often the parent to

whom children turn to for comfort and with whom they share personal feelings. The

above variables are studied in the Philippine setting where the relationship between

parents and their children are difficult to describe with precision because of heterogeneity

of social, economic, educational, religion and provincial backgrounds of the residents

(Mendez & Jocano, 1975).

Generally however, the relationship is anchored on affective and supportive ties

with authoritarian discipline being imposed when extremely necessary. The collective

culture may engender greater dependence in children compared to the more

individualistic orientation of the west where children are more encouraged to be

independent.

Communication as a predictor of good parenting to undergraduates.

Research has shown that effective communication is a key predictor of good

parenting. Parents who are able to communicate effectively with their children are more

likely to have positive relationships with them, and their children are more likely to have

better mental health outcomes. Effective communication also helps parents to set clear

expectations and boundaries, and to provide emotional support to their children. Good

communication between parents and undergraduates is important because it helps build

trust, understanding, and respect between the two parties. When parents and

34
undergraduates communicate effectively, they are better able to share their thoughts,

feelings, and concerns with one another. This can help parents provide guidance and

support to their children, and can help undergraduates feel more confident and supported

in their academic and personal lives. Effective communication can also help prevent

misunderstandings, conflicts, and other issues that can arise when there is a lack of clear

communication.

Positive parental support and engagement can have a significant impact on a

child’s education, so it is vital that schools do all they can to foster effective working

relationships with parents. If parents are as informed as possible, they can support their

child through transitions, daily routines, and class work. The benefits are not only linked

to academic improvement – a pupil’s personal, social, and emotional development are all

influenced by the nature of parent-teacher relationships. Effective home-school

communication can make children feel more confident and valued in their setting, which

can improve attendance. It can also help children to foster a love of learning, which can

be further enhanced by support from both their parents and teachers. effective home-

school communication also helps parents to appreciate teachers’ responsibilities, gain a

greater perspective of the school’s efforts and aims, and grasp a strong understanding of

the school’s academic program. Effective communication between parents and

undergraduates can have a positive impact on the student's academic success and overall

well-being. When parents and undergraduates communicate effectively, they are better

able to understand each other's perspectives, expectations, and needs. This can help to
35
reduce stress and anxiety, and can lead to more positive relationships between parents

and undergraduates. Effective communication can also help parents to provide emotional

support to their children, which can be particularly important during the challenging

transition to college life.

Communication within the family is associated with academic success.

Research by Pomerantz and Eaton (2001) has shown that parents who engage in

constructive communication, providing academic guidance and support, are more likely

to have children who excel academically. Open communication enables parents to

monitor their children's progress, set goals, and provide assistance when needed, Good

parenting involves creating a safe and nurturing environment for children. Effective

communication allows undergraduates to express their emotions, seek comfort, and

receive guidance. Studies by Holt and DeVore (2005) have demonstrated that children

raised in families with strong communication tend to have better emotional regulation

and mental health. Communication is vital for building positive relationships between

parents and undergraduates. Research by Laursen and Collins (2009) has indicated that

open and respectful dialogue fosters trust and mutual understanding. Parents who engage

in active listening and provide emotional support create bonds with their children that can

withstand challenges.

Good parenting involves nurturing independence and decision-making skills in

undergraduates. Effective communication empowers children to make informed choices.

36
Research by Chua and Ma (2006) has suggested that parents who encourage dialogue and

critical thinking skills help their children develop autonomy, a crucial aspect of

adulthood. Good parenting is closely linked to the ability to manage conflicts

constructively. Research by Jenkins and Smith (2006) demonstrates that parents who

model effective conflict resolution through communication provide their undergraduates

with essential skills for resolving disputes in their own lives. Effective communication

allows parents to convey their values and morals to their undergraduates. Studies by

Grusec and Goodnow (1994) suggest that parents who openly discuss their values with

their children are more likely to have undergraduates who internalize these values and

make ethical choices. Communication with parents can shape undergraduates' future life

choices. Research by Telzer (2010) has shown that open and supportive communication

can help children make informed decisions about career paths, relationships, and personal

goals.

Additionally, effective communication can help parents to stay informed about their

child's academic progress, and to provide guidance and support when needed. Effective

communication helps strengthen parent-child relationship and increases mutual

understanding (Greg Duran, 2010). In line with this assertion, the manner in which

parents communicate with their children could either make them or mar them. Laursen &

Collins (2004) perceived that parent-child relationships without emotional bonds will

likely breed disruption and unresolved issues during the child’s schooling period. In the

light of this assertion it becomes obvious that parents who did not speak to their child
37
about matters of interest at a young age should not expect the child to easily express

his/her questions and ideas about issues of interest when that child is of age. These

parent-child communication patterns are based on concept orientation and socio-

orientation. For the purpose of this study, parent-child communication patterns are means

through which parents and their children interact with one another for family peace and

harmony. It offers parents the opportunity of coming closer and reaching out to their

children for a better understanding of their plights.

Causes of Ineffective Communication between Parents and Undergraduate

Ineffective communication between parents and undergraduates can take many forms,

including misunderstandings, arguments, lack of trust, and a general lack of

communication. When communication is poor, parents and undergraduates may struggle

to understand one another's perspectives, needs, and concerns. This can lead to feelings

of frustration, resentment, and disconnection. Bad communication can also lead to

misunderstandings and conflicts, which can damage the relationship between parents and

undergraduates. In some cases, bad communication can even lead to a breakdown in the

relationship, making it difficult for parents and undergraduates to maintain a positive and

supportive relationship.

Communication is the cornerstone of human interaction, a process that involves the

exchange of information, thoughts, ideas, and emotions. However, when this process is

disrupted or distorted, it results in ineffective communication between parents. In

38
undergraduates and parent-undergraduate communication, cultural diversity can play a

significant role in causing miscommunication. With the world becoming a global village,

people from different cultures are interacting more than ever before. This cultural

diversity can sometimes lead to misunderstandings due to differences in communication

styles, norms, and values.

Emotions also significantly influence the effectiveness of communication. Conversations

involving heightened emotions often risk miscommunication as emotions can cause

people to misstate or overemphasize issues. For instance, a parent might express

disappointment over a child’s academic performance, which the child might interpret as

dissatisfaction with their overall abilities. Furthermore, the transition from adolescence to

adulthood that undergraduates undergo can strain their communication with parents. As

undergraduates strive for independence and self-identity, they might perceive parental

advice or inquiries as intrusive or controlling. On the other hand, parents might find it

challenging to adjust their communication style to respect their children’s growing

autonomy.

Ineffective communication between parents and undergraduates can have several adverse

effects. It can impact the student’s academic performance as studies have shown a

correlation between quality parent-student communication and improved academic

outcomes. Additionally, it can lead to emotional distress for the student, who might feel

misunderstood or unimportant.

39
Consequences of Ineffective Communication Between Parents and Undergraduate

Effective communication within the family, especially between parents and their

undergraduate children, plays a pivotal role in the development and well-being of young

adults. Ineffective communication within the family can lead to numerous negative

consequences, impacting not only the individuals involved but also their overall family

dynamics and the students' academic and social lives. This literature review explores the

consequences of ineffective communication between parents and undergraduates.

1. Impact on Psychological Well-being

Ineffective communication between parents and undergraduates can have adverse effects

on the psychological well-being of the students. Studies by Steinberg and Silk (2002) and

Ackerman and Duffee (2011) found that poor parent-student communication is linked to

increased stress, anxiety, and depression in undergraduates. The lack of a supportive and

open channel for emotional expression can leave students feeling isolated and

overwhelmed.

2. Academic Performance

Effective communication is essential for academic success. Inadequate parent-student

communication can result in lower academic achievement. Research conducted by

Pearson and Moomaw (2005) suggests that students with limited parental support and

communication are more likely to struggle academically, miss classes, and lack

40
motivation. Effective communication, on the other hand, can provide crucial academic

guidance and encouragement.

3. Decision-Making and Autonomy

Ineffective communication can hinder the development of undergraduates' decision-

making skills and autonomy. According to studies by Yau and Smetana (2003) and

Mounts (2004), students who experience poor communication with their parents may

struggle to develop a sense of autonomy and independence. This can affect their ability to

make informed decisions and become responsible adults.

4. Relationship Strain

Ineffective parent-student communication can lead to strained relationships. Conflict,

misunderstandings, and unresolved issues often arise when communication is lacking or

mismanaged. Research by Chao and Aque (2009) highlights how strained parent-student

relationships can lead to long-term estrangement or a breakdown in trust.

5. Emotional Regulation

Effective communication within the family is essential for teaching emotional regulation

and problem-solving skills. Studies by Grolnick and Apostoleris (2002) show that

students who experience poor communication with their parents may have difficulty in

understanding and managing their emotions and conflicts. This can affect their social and

interpersonal relationships.

41
6. Career Choices and Goals

Parent-student communication can significantly influence career choices and future

goals. Ineffective communication may result in students making career decisions based

on external pressures rather than their own aspirations. Research by Klaus and Segrin

(2009) suggests that open communication with parents can help students make more

informed and personally meaningful career decisions.

7. Risky Behaviors

Inadequate communication may increase the likelihood of undergraduates engaging in

risky behaviors. Studies by Lam and Furlong (2003) have shown that when

communication with parents is lacking, students may turn to peers or external sources for

guidance, potentially leading to risky behaviors like substance abuse and unsafe sexual

practices.

Ineffective communication between parents and undergraduates can have far-reaching

consequences, impacting psychological well-being, academic performance, decision-

making, relationships, emotional regulation, career choices, and the likelihood of

engaging in risky behaviors. Recognizing the importance of effective communication

within the family is crucial for promoting the healthy development and success of

undergraduates. Strategies for improving parent-student communication and support are

42
essential for addressing these consequences and facilitating positive growth in young

adults.

This literature review underscores the need for further research and interventions aimed

at enhancing parent-student communication to mitigate the negative consequences and

promote the well-being and success of undergraduate students.

Theories in Parenting Studies

Theories give us a mechanism for understanding phenomena, and parenting is one such

phenomenon. While several attempts have been made by scholars to locate parenting

within specific theoretical frameworks, there is no comprehensive theory of parenting.

Therefore three theories of family communication research that have found relevance in

parenting studies: family systems theory, family communication patterns theory and

social constructionist theory. The preference for these three theories is informed by their

ability to isolate the communication patterns within a family system and to deploy them

for meaning-making purposes. We seek to identify aspects of these theories that inform

parenting orientations, otherwise known in the literature as parenting styles [17] or

parenting strategies [11]. We hope to make connections between these theories and the

strategies parents engage in raising their children to see how they influence each other to

bring about child-rearing outcomes.

43
1. Family Systems Theory

Family systems theory emerged as a result of Bowen’s early research at the Menninger

Foundation. It assumes that a system is characterized by the interaction of its

interdependent elements, with each element mutually influencing every component in the

system. Utilizing the family as an interaction system, it attempts to explain social

behavior and patterns of social interactions. Looking at the family as the basic emotional

unit, the theory upholds the view that families can be understood not through individual

members’ experiences (which can vary widely from one another) but, rather, through the

unique dynamics and overall climate achieved in a family. This suggests that any change

in the emotional functioning of one member of the family is compensated for by changes

in the emotional functioning of other members of that family.

Examining parenting through the lens of the systems theory, parents derive their different

parenting behaviors from their interactions with other subsystems in the entire family

system. Holden supports this with the view that to fully understand behavior in the

family, one cannot simply focus on an individual child in isolation or only on the parent–

child dyad. Rather, relationships among all members of the family must be recognized to

understand how the behavior of individuals is supported by, encouraged, or reacted to by

other family members. Thus, as parents interact with other interdependent elements at the

different sub-systems in the family, they come off from such interactions with notions

about parenting that eventually influence their parenting. Their social context thus casts a

44
shadow on the relationships each member of the family eventually develops. Parents’

effort to parent their children in ways not too different from how they were parented. In

doing this, they struggle to transmit to their child’s values, attitudes and norms imbibed

from their upbringing. This process contributes immensely to the diverse parenting

strategies that parents deploy in raising their children.

2. Family communication patterns theory

Family communication patterns theory, proceeding from the works of McLeod and

Chaffe in the early 70s and Ritchie and Fitzpatrick in the early 90s, has been used by

scholars in the family communication field to articulate the diverse ways parents

communicate with children and the implication of such communication styles on the

parent–child relationship. The two major patterns emerging from the literature that either

grow or shrink family conversations are conversation and conformity orientations. The

conversation orientation refers to the degree to which family communication patterns are

characterized by an open and unrestrained exchange of ideas while the conformity

orientation refers to the degree to which family interactions are characterized by an

emphasis on the homogeneity of attitudes, values, and beliefs.

Reuter and Koerner further opine that families create their shared reality through these

two communication orientations-the conversation orientation and the conformity

orientation. Conversation orientation, characterized by frequent, spontaneous,

unrestrained interactions allow family members to co-discover the meaning of symbols

45
and objects in their relationship systems and thus encourage them to participate in the

definition of their social reality. Conformity orientation, on the other hand, characterized

by the uniformity of beliefs and attitudes, direct family interactions to focus on

maintaining harmonious relationships that emphasize obedience to parents. These often

manifest in the pressure on family members, mostly children, to agree and maintain the

family hierarchy, thus placing the power to define social reality in the hands of family

members in the authority roles (mostly parents). Examining parenting strategies through

the lens of these twin theoretical models presupposes that both models will have

implications on child-rearing outcomes. Parents who engage conversational strategies are

more likely to produce children who are psychologically balanced and can engage life’s

issues from a balanced perspective. Communication for such parents is not a tool for

control, rather it is utilized for forging connections that stabilize parent–child

relationships during the storm and stress of adolescence. On the other hand, parents who

engage in conformity-oriented strategies focus more on control than on cultivating a

relationship that produces psychologically balanced children. Children from such

parenting backgrounds develop more delinquent and deviant tendencies as their response

to authoritarian parenting.

3. Social constructionist theory

Social constructionism is a theory used to construct man’s attempt to come to terms with

the nature of reality. Traced to the works of sociologists, Peter L. Berger and Thomas

46
Luckman in 1966 whose ideas were inspired by the thinking of Karl Marx, Emile

Durkheim, and George Herbert Mead, Social Constructionism asserts that all meanings

are socially constructed. It proposes that people make sense of the world by constructing

their model of the social world and how it works through social interactions and

language. Harach and Kuczynski, in their study identified the role of language in the

construction of parent–child relationships. By asking parents to describe the relationship

with their children within a framework of questions concerning the nature of the

relationship, questions such as how parents and children strengthen the relationship, how

they damage the relationship, and how they make repairs to the relationship after

interactional missteps, they sought to discover the categories and concepts that parents

use to talk (emphasis mine) about their relationships with children, thus gaining insight

into the insider’s views (meanings) of parent–child relationships through the language of

interaction. Thus, as parents talk to (communicate with) their children and vice versa,

both parties in the relationship can derive meanings which give rise to whatever

knowledge of each other, and of the relationship they possess. These derived meanings

and knowledge determine each other’s response to the relationship.Thus, in parenting

research, while the relationship between parents and their children is enacted through

communication, parents’ language use in the communication process has implications on

what knowledge or understanding of the relationship gained by the children which

directly or indirectly impacts their response in the relationship. Dunkeley in her

phenomenological study of parenting adolescents from both parents’ and adolescents’

47
perspectives, also identifies language as not just a vehicle for the expression or

representation. Rather she reiterates that without language, higher functions of thought

and imagination cannot develop. According to her, it is from language that children build

concepts which make it possible for them to begin to direct their actions thus shaping the

course of their own and other lives. Dunkeley shares Vygotsky’s view which encourages

the idea that “personalities are constituted by language from an early age in a process

which continues throughout life allowing continual change and growth to take place at a

higher cognitive level” Thus, children and adolescents through the use of language in

parent–child interaction settings can be seen as active agents, intimately involved in

constructing meanings about events in their lives. These meanings contribute to shaping

who they become, what notion of parenting they have and will perpetuate and what views

they will hold about their own lives and other interpersonal relationships. On the other

hand, parents through their parenting teach children what to think about the world, what

is important or unimportant, and about their self-worth. Directly or indirectly, parents

mirror for child’s notions about life. These have implications on their child-rearing

outcomes.The three theoretical frameworks examined in the context above highlight the

role of theory in deepening the understanding of parenting from the family

communication perspective. The family systems theory highlights the interdependent

relationships between parents and children as members of a family system. It also

highlights how parents’ interactions with other elements at the various sub-systems in the

family influence their parenting strategies, which consequently influence child outcomes.

48
The family communication patterns theory identifies the specific communication patterns

in the different parenting strategies deployed by parents in raising their children and also

deepens an understanding of their impact on child-rearing outcomes. Lastly, the social

constructionist theory highlights the meaning-making functions of language in parent–

child interactions and their implications on child outcomes as well.

• Empirical Review of related literature

Several studies have been carried out on similar topics as that of the current study .

However, there is a marked difference between the earlier researches and the current one,

for instance, the following researches have been empirically reviewed:

The impact of parenting of parent involvement, parental support and family education on

pupil achievement and adjustment by Charles Dedforge, Alberto Aboucher 2003. Was

conducted to establish a researcher finding on the relationship between parent

involvement, parent support and family education of pupil achievement and adjustment

in school.Influence of parenting childrearing style on in-school adolescent deviant

behavior in ilorin metropolis.

Predictor of parent-child Communication among a nationally representative sample in

Nigeria(June 2012)

49
Summary of the Review of related literature

The review of related on the Effective Communication as a Predictor of Good

Parenting as expressed by undergraduates in ilorin, Nigeria, is an important factor in

building positive relationships and promoting well-being. Effective communication helps

parents to establish positive relationships with their children and understand their needs,

emotions, and behaviors. Parents who use open, supportive, non-judgmental, and active

listening communication styles are more likely to have positive outcomes with their

children. Students who have good communication with their parents are more likely to

have higher levels of well-being and academic success. Effective communication

promotes positive parenting p

ractices and strengthening the parent and child relationship. Overall, the literature

suggests that effective communication between parents and undergraduates is important

for building strong relationships and promoting positive outcomes.

Chapter Three will provide an overview of the research design and methodology for

the study. The methodological design of the study will be explained in relation to the

research questions. The sampling method and data collection will be described, as well as

the data analysis tool s used for the study.

50
 CHAPTER THREE

METHODOLOGY

Preamble

This study was designed to investigate the effective communication as a predictor of

good parenting as expressed by undergraduates in ilorin metropolis. Thus, this chapter

gives detailed information on the research design, population sample and sampling

procedures, Instrumentation, procedure for Administration data collection, and procedure

for scoring the instrument and the method of data analysis.

Research Design

The research design that was used in this study was the descriptive survey method .The

survey method ,according to Leady (2008) is a research method that simply looks with

Intense accuracy at the phenomenon of the moment and describes precisely what the

research intends to observed and describe.Borg and Gall (2000),believed that research

design is the type of situation that the researcher is investigating such as correctional,

experimental, historical, descriptive surveys, case study because it is characterized with

sampling of respondents expression.

51
Population, Sample and Sampling Procedures.

Population according to Adejumobi, Gesinde, and Komalafe (2017) is made up of

all conceivable elements, subjects or observations relating to a particular phenomenon as

a set of interest to the researcher. The population for this study consists of the university

undergraduates in Ilorin, Nigeria. However, three universities would be selected as target

population using Purposive Sampling technique (Federal, State, and Private Universities).

The target population for the study is the university undergraduates in Ilorin

metropolis. In view of the fact that not all undergraduates can be involved, students from

three(3) selected universities would be used, using systematic random sampling

techniques. Systematic random sampling technique is a method of selecting sample

members from a larger population according to random starting point and a fixed,

periodic interval. Furthermore, the students were randomly picked based on their age,

gender, level and university type. According to Durotolu (2000) systematic random

sampling is a method that ensures that every member of a population has equal

probability or chance of being selected and that the selection of any one member in no

way influences the selection of any other one.

INSTRUMENTATION

The instrument used in gathering data for the study was a researchers designed

questionnaire constructed to elicit information on the effective communication as a

52
predictor of good parenting as expressed by undergraduates in ilorin. The questionnaire

has two sections, A and B. Section A dealt with the demographics data while Section B

dealt with the effective communication as a predictor of good parenting. The instrument

was a structured scale tagged “Effective Communication as a Predictor of Good

Parenting Questionnaire (ECPGPQ)” The instrument consist of twenty (15) items. The

instrument also requires ticking(√) inside the provided bracket while Section B consists

of four options ; Strongly Agree (SA), Agree (A) ,Disagree (D) , Strongly Disagree (SD).

Validity: Vaidity refers to the extent to which an instrument measures exactly what it

purports to measure. Awolola (2017) stated that a measuring instrument is valid when it

measures truly and accurately the quality or ability one wants it to measure. Awolola

emphasized that content validity deals with course content of the instrument and face

values of the instrument. Ensuring the validity of the instrument adopted for this study,

the researcher gave the draft of the questionnaire to Five(5)experts in the Department of

Counsellor Education, University of Ilorin, for scruiting and the correction of necessary

mistakes were made after which the final instrument was adjudged valid.

Reliability: Reliability has to do with the consistency, accuracy, stability, and trust-

worthiness of a measuring instrument and the scores obtained. This suggests how far an

instrument would give that occasions under the same conditions. The survey method was

adopted to determine the reliability of the instrument. The researcher administered the

instrument on respondents. The scores obtained were subjected to Pearson Product

53
Moment Correlation of coefficient formula. A value of 0.98 was obtained which indicates

that the instrument is reliable.

Procedure for Data Collection

The questionnaire was personal administered by the researcher. This allowed the

researcher to give the respondents necessary assistance. Such assistance consists of vivid

explanations and clarification of the items in the questionnaire. This method prevented

any wrong interpretation of the questionnaire items by the respondents. The researcher

gave out 225 questionnaires. The presence of the researcher is to make it easy to collect

all the questionnaires distributed and correctly completed by the respondents.

Procedure for Scoring

Scoring connotes scaling adopted for the instrument. The respondents were classified on

the basis of certain variables, such as gender, class, status and age. The questionnaire

designed for this study was four (4) points Likert type scale.

Points were allocated to the response of each items as follows:

Strongly Agree (SA) = 4points

Agree (A) = 3points

Disagree (D) = 2points

Strongly Disagree (SD) = 1Point

54
Methods of Data Analysis

For the analysis of data collected for this study, the frequency counts and percentages

were used to analyze the demographic data while the t-test and the analysis of the

variance (ANOVA) were used to analyse the generated hypotheses. The t-test is a

parametric statistics used to compare the mean of two groups while the ANOVA is an

inferential statics used to compare the means of more than two group

55
 CHAPTER FOUR

RESULTS

Preamble

The study focused on the effective communication as a predictor of good

parenting as expressed by undergraduates in Ilorin, Nigeria. Data analysis was done on a

total of 225 questionnaire forms that were properly filled and accounted for and therefore

used for this study. Descriptive and inferential statistics were employed in analyzing the

collected data. The demographic data of the respondents were analysed using percentages

and frequency distribution. The main research question was evaluated mean and rank

order analysis while Analysis of Variance (ANOVA) and t-test statistical tools were used

to test the four formulated hypotheses at 0.05 alpha level of significance.

Demographic Data

This section presents the results of data obtained from the respondents in frequency

and percentages.

56
Table 1: Percentage Distribution of respondents based on Age

Age Frequency Percentage

19 years and Below 30 13.3

20-27 years 152 67.6

28 years and above 43 19.1

Total 225 100

Table 1 shows the distribution of the respondents based on age. The table reveals

that 30 (13.3%) of the respondents were 19 years of age and below, 152 (67.6%) of the

respondents were between ages of 20-27 years while 43 (19.1%) of the respondents were

28 years of age and above. This indicates that respondents who were between 20-27

years of age participated more in the study than other age groups.

Table 2: Percentage Distribution of respondents based on Gender

Gender Frequency Percentage

Male 100 44.4

Female 125 55.6

Total 225 100

Table 2 shows the distribution of the respondents based on gender. The table

reveals that 100 (44.4%) of the respondents were male, while 125 (55.6%) of the

57
respondents were female. This indicates that female respondents participated more than

male in this study.

Table 3: Percentage Distribution of respondents based on Level

Level Frequency Percentage

100 77 34.2

200 51 22.7

300 49 21.8

400 36 16.0

500 12 5.3

Total 225 100

Table 3 shows the distribution of the respondents based on level. The table

reveals that 77 (34.2%) of the respondents were in 100 level, 51 (22.7%) of the

respondents were in 300 level, 36 (16.0%) of the respondents were in 400 level while 12

(5.3%) of the respondents were in 500 level. This indicates that respondents who were

100 level participated more in the study.

Table 4: Percentage Distribution of respondents based on University Type

University Frequency Percentage

58
 Federal 95 42.2

State 75 33.3

Private 55 24.4

Total 225 100

Table 4 shows the distribution of the respondents based on university type. The

table reveals that 95 (42.2%) of the respondents were from federal university, 75 (33.3%)

of the respondents were from state university while 55 (24.4%) of the respondents were

from praviate university. This indicates that respondents who were from federal

university participated more in the study.

Research Question 1: Will effective communication serve as a predictor of good

parenting as expressed by undergraduates in

Ilorin, Nigeria?

Table 5: Mean and Rank Order Analysis of the Respondents’ Expressions on the
Effectiveness Communication as a Predictor of Good Parenting
Item No As far as I am concerned, effective communication Mean S.D Rank

59
 predicts good parenting of undergraduates by:

serving as motivation for them to be able to overcome

5 3.73 .443
challenges 1st

6 providing necessary Information about sexual life 3.69 .464 2nd

4 providing encouragement to the children 3.68 .523 3rd

providing necessary information on extracurricular 4th

13 3.67 .472
activities
1 creating opportunities for discussing problems easily 3.64 .481 5th

12 discussing relationship with peers 3.44 .631 6th

14 encouraging regular communication with the children 3.41 .553 7th

2 frequently providing support and advice when needed 3.34 .902 8th

11 engaging in discussions on academic improvement 3.33 .926 9th

15 inculcating good habit in the children 3.28 .753 10th

8 discussing academic needs of the children 3.00 .943 11th

7 providing Information about social life 2.89 1.09 12th

3 being aware of the emotional needs of the children 2.87 1.01 12th

9 discussing child's progress 2.57 1.16 14th

10 Providing information on child's career 2.28 1.19 15th

Grand Mean 3.25

Table 5 presents the mean and rank order of the respondents’ expressions on the

effectiveness communication as a predictor of good parenting. The Table revealed a

grand mean score of 3.25 which is greater than 2.50 mean cut-off point. Also, the table

60
indicates that items 5, 6 and 4 which state that effective communication predicts good

parenting by: serving as motivation for them to be able to overcome challenges;

providing necessary information about sexual life; and providing encouragement to the

children” ranked 1st, 2nd and 3rd with the mean scores of 3.73, 3.69 and 3.68

respectively. Similarly, items 3, 9 and 10 which state that effective communication

predicts good parenting of undergraduates by: “being aware of the emotional needs of the

children; discussing child's progress; and providing information on child's career” ranked

13th, 14th and 15th with the mean scores of 2.87, 2.57 and 2.28 respectively. Since grand

mean score and 14 out of 15 items have a mean score that is above 2.50, this implies that

effective communication influenced good parenting as it motivated undergraduates to be

able to overcome challenges; provided necessary information about sexual life; provided

encouragement to the children among others.

Hypotheses Testing

Four null hypotheses were formulated and tested for this study. The hypotheses

were tested using t-test and ANOVA statistical methods at 0.05 level of significance.

Hypothesis One: There is no significant difference in the

effective communication as a predictor of

good parenting as expressed by

undergraduates in Ilorin, Nigeria on the

basis of age

61
Table 6: Analysis of Variance (ANOVA) showing the Respondents’ Expressions on the

Effectiveness Communication as a Predictor of Good Parenting

Based on Age

Source SS df Mean Cal. F- Crit. F- p-value

Square ratio ratio

Between Groups 14.10 2 7.05 .252 3.00 .778

Within Groups 6217.29 222 28.00

Total 6231.39 224

Table 6 shows the calculated F-ratio of .252 is less than the critical F-value of

3.00 with a corresponding p-value of .778 which is greater than 0.05 level of

significance. Since the calculated p-value is greater than 0.05 alpha level, the null

hypothesis which states that there is no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of age is therefore accepted.

Hypothesis Two: There is no significant difference in the

effective communication as a predictor of

good parenting as expressed by

62
 undergraduates in Ilorin, Nigeria on the

basis of gender

Table 7: Mean, Standard Deviation and t-value of the Respondents’ Expressions on the

Effectiveness Communication as a Predictor of Good Parenting

Based on Gender

Gender N Mean SD Df Cal. t-value Crit. t-value p-value

Male 100 49.00 5.34 255 .497 1.96 .620

Female 125 48.65 5.23

Table 7 shows that the calculated t-value of .497 is less than the critical t-value of

1.96 with a corresponding p-value of .620 which is greater than the 0.05 level of

significance. Since the calculated p-value is greater than level of significance, the null

hypothesis is accepted. This indicates that there is no significant difference in the

effective communication as a predictor of good parenting as expressed by undergraduates

in Ilorin, Nigeria on the basis of gender.

Hypothesis Three: There is no significant difference in the

effective communication as a predictor of

good parenting as expressed by

63
 undergraduates in Ilorin, Nigeria on the

basis of level

Table 8: Analysis of Variance (ANOVA) showing the Respondents’ Expressions on the

Effectiveness Communication as a Predictor of Good Parenting

Based on Level

Source SS df Mean Cal. F- Crit. F- p-value

Square ratio ratio

Between Groups 12.119 4 3.030 .107 2.37 .980

Within Groups 6219.277 220 28.269

Total 6231.396 224

Table 8 shows the calculated F-ratio of .107 is less than the critical F-value of

2.37 with a corresponding p-value of .980 which is greater than 0.05 level of

significance. Since the calculated p-value is greater than 0.05 alpha level, the null

hypothesis which states that there is no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of level is therefore accepted.

Hypothesis Four: There is no significant difference in the

effective communication as a predictor of

good parenting as expressed by

64
 undergraduates in Ilorin, Nigeria on the

basis of school type

Table 9: Analysis of Variance (ANOVA) showing the Respondents’ Expressions on the

Effectiveness Communication as a Predictor of Good Parenting

Based on School Type

Source SS df Mean Cal. F- Crit. F- p-value

Square ratio ratio

Between Groups 5.48 2 2.74 .098 3.00 .907

Within Groups 6225.91 222 28.04

Total 6231.39 224

Table 9 shows the calculated F-ratio of .098 is less than the critical F-value of

3.00 with a corresponding p-value of .907 which is greater than 0.05 level of

significance. Since the calculated p-value is greater than 0.05 alpha level, the null

hypothesis four is accepted. Hence there is no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of school type.

Summary of the Findings

The followings are the summary of findings of this study:

65
1. The finding revealed that effective communication influenced good parenting as it

motivated undergraduates to be able to overcome challenges; provided necessary

information about sexual life; provided encouragement to the children among

others.

2. There was no significant difference in the effective communication as a predictor

of good parenting as expressed by undergraduates in Ilorin, Nigeria on the basis of age.

3. There was no significant difference in the effective communication as a predictor

of good parenting as expressed by undergraduates in Ilorin, Nigeria on the basis of

gender

4. There was no significant difference in the effective communication as a predictor

of good parenting as expressed by undergraduates in Ilorin, Nigeria on the basis of level.

5. There was no significant difference in the effective communication as a predictor

of good parenting as expressed by undergraduates in Ilorin, Nigeria on the basis of school

type.

66
 CHAPTER FIVE

DISCUSSION CONCLUSION AND RECOMMENDATIONS

Preamble

This study examined the effective communication as a predictor of good parenting

as expressed by undergraduates in Ilorin, Nigeria. The moderating variables of age,

gender, level and school type were examined. The tested hypotheses were interpreted and

related to previous findings. The findings either affirmed or negated some of the research

findings earlier reviewed. Thus, this chapter presents the discussion of findings,

conclusion, implications for counselling, recommendations and suggestions for further

studies based on the findings of the study.

Discussion

The study revealed that effective communication influenced good parenting as it

motivated undergraduates to be able to overcome challenges; provided necessary

information about sexual life; provided encouragement to the children among others.

This finding of the study supports the submission of Laursen and Collins (2004) who

emphasized that communication within the family environment has a significant impact

on motivating undergraduates to navigate and overcome challenges effectively.

Similarly, Katz and Gottman (2006) asserted that families who communicate effectively

are better equipped to handle issues such as discipline, conflict resolution, and personal

67
growth. This finding also relates to the study of Markham, Lormand, Gloppen, Peskin,

Flores, Low and House (2010) who found the positive impact of parental sexual

communication on adolescents' sexual behaviours and health outcomes.

Hypothesis one revealed that there was no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of age. This implies that expressions of the respondents were not

difference across age on the effective communication as a predictor of good parenting.

The finding supports the study of Williams, Davis and Wilson (2019) found no

significant differences in the perceived impact of communication on good parenting

across these age groups. This could be that regardless of their age, undergraduates

consistently view effective communication as a key factor in assessing good parenting.

Hypothesis two revealed that there was no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of gender. This implies that the expressions of male and female

respondents were not difference on the effective of communication as a predictor of good

parenting. The finding supports the study of Mendez (2015) who found that effective

communication, irrespective of the parent's gender, was positively associated with

improved child well-being. This could be that the both male and female respondents

experienced similar level of parents-child communication.

Hypothesis three showed that there was no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

68
Nigeria on the basis of level. This implies expressions of the respondents across

academic level were not different in their expressions on the effective of communication

on good patenting. The finding supports the study of Williams (2022) whose result

revealed no significant variance in the perceived importance of effective communication

as a predictor of good parenting across the different academic levels. The reason could be

that undergraduates across academic level might primarily base their opinions on

theoretical knowledge from courses and textbooks rather than practical experience.

Hypothesis four showed that there was no significant difference in the effective

communication as a predictor of good parenting as expressed by undergraduates in Ilorin,

Nigeria on the basis of school type. This implies that the expressions of the

undergraduates were the same based on school type on the effective communication as a

predictor of good parenting. The finding relates to the study of the research conducted by

Yilmaz and Aktan (2021) on parenting attitudes and beliefs among undergraduate

students supported the idea that the type of school they attended did not significantly

influence their perception of effective communication in parenting. This could be that

both private and public schools often emphasize the importance of effective

communication in their educational programs, which could result in a shared

understanding of its significance among the students.

Conclusion

69
 This research work examined effective communication as a predictor of good

parenting as expressed by undergraduates in Ilorin, Nigeria. It is concluded effective

communication influenced good parenting as it motivated undergraduates to be able to

overcome challenges; provided necessary information about sexual life; provided

encouragement to the children among others. It was also revealed that there were no

significant differences in the effective communication as a predictor of good parenting as

expressed by undergraduates in Ilorin, Nigeria on the basis of age, gender, level and

school type.

Implications for Counselling

Counselling is a helping relationship between the counsellor and the client. The

current study revealed that effective communication influenced good parenting as it

motivated undergraduates to be able to overcome challenges; provided necessary

information about sexual life; provided encouragement to the children among others. The

professional counsellor can provide parents with strategies and skills to enhance their

ability to communicate openly and honestly with their children. This may include active

listening, empathy, and conflict resolution techniques. Counsellors can organize

workshops and educational programs for parents, including undergraduates, to teach

them about effective parenting techniques, including communication. These programs

can help parents understand the benefits of providing necessary information and

encouragement to their children.

70
Recommendations

Based on the findings of this study, it is recommended that:

1. Parents should spend quality time with their children, engaging in activities that

promote bonding and provide opportunities for meaningful conversations.

2. Parents and guardians should establish an open and honest dialogue with their

children and wards, creating an environment where children and wards feel

comfortable discussing any topic relating to parenting.

3. Counsellors can organize workshops and educational programs for parents,

including undergraduates, to teach them about effective parenting techniques,

including communication. These programs can help parents understand the

benefits of providing necessary information and encouragement to their children.

Suggestions for Further Studies

This study investigated the strategies for curbing indiscipline among students as

expressed by secondary school teachers in Ilorin metropolis, Nigeria. Thus, subsequent

studies or research work may be considered in the following areas:

(i) effectiveness of students’ punishment on academic performance in Ilorin

metropolis.
(ii) Future researchers could replicate this study in other states in Nigeria.

(iii) Future researchers could increase the number of respondents to six hundred (600).

71
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 APPENDIX I

FACULTY OF EDUCATION

DEPARTMENT OF COUNSELLOR EDUCATION

EFFECTIVE COMMUNICATION AS A PREDICTOR OF GOOD PARENTING

QUESTIONNAIRE (ECPGPQ)

Dear respondent,

This questionnaire is designed to elicit informations on effective communication as a

predictor of good parenting as expressed by undergraduates in Ilorin, Nigeria. Thus, information

supplied will be used for research purpose only and will be treated with utmost confidentiality.

You are kindly implored to respond to the question as objectively as possible.

Thank you for the anticipated co-operation.

Researcher

Section A: Demographic Data

Please tick (√) as applicable to you.

Age: 19 years and Below ( ); 20-27years( ); 28years and above( ).

Gender: Male ( ); Female ( )

Level: 100 ( ); 200 ( ); 300 ( ); 400 ( ); 500 ( )

University Type: Federal ( ); State ( ); Private ( ).

75
Section B: Effective communication as a predictor of good parenting as expressed by

undergraduates in ilorin, Nigeria.

Please show your response to the following statement by ticking (√) the appropriate option using

the key as follows: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree.

S/N As far as I am concerned, effective communication predicts good SA A D SD

parenting of undergraduates by:

1 creating Opportunities for discussing problems easily

2 frequently providing support and advice when needed

3 being aware of the emotional needs of the children

4 providing encouragement to the children

5 serving as motivation for them to be able to overcome challenges

6 providing necessary Information about sexual life

7 providing Information about social life

8 discussing academic needs of the children

9 discussing child's progress

10 Providing information on Child's career

11 engaging in discussions on academic improvement

12 discussing relationship with peers

13 providing necessary information on extracurricular activities

14 encouraging regular communication with the children

15 inculcating good habit in the children

76