Influence of Teaching Styles and Parental Bonding on Academic Boredom among Undergraduates in Oyo State, Nigeria

Abstract:

The study examines academic boredom and its antecedents among undergraduates in Oyo state. The study adopted a survey research design. The participants in the study were 250 (male = 107, female = 143) undergraduates from three selected universities in Oyo state. Their age ranged between 16 years and 26 years with a mean age of 16.83. Three valid and reliable instruments were used in teaching styles, parental bonding and academic boredom. Inferential statistics of Pearson’s Product Moment Correlation and multiple regression were used to analyse the data at 0.05 level of significance. The result revealed that there was a significant relationship between teaching styles and academic boredom teaching styles and academic boredom (r = 210, p<0.05) and parental bonding (r = 331 p<0.05). It was also revealed that teaching styles and parental bonding jointly contributed 20.8% to the prediction of academic boredom. Also, teaching styles (ᵦ= -.282, t = -4.553; p< 0.05 and parental bonding (ᵦ= .255, t = 3.807; p< 0.05) were potent predictors of academic boredom. Consequently, it was recommended that parents should ensure that there is a strong bonding between them and their children and/wards as this would make the students to ask for those educational materials they need in school, and this would propel them to have more interest in school work and consequently boredom will be eradicated.