Abstract
This study examined the Influence of Parental Involvement and Parenting style on Academic Achievement of Lower Basic Pupils in the Dala Zonal Education Directorate, Kano State. Guided by four research objectives, two research questions, and two hypotheses, the study adopted an ex-post facto research design. The population comprised 28,170 lower basic pupils, from which a sample of 378 was selected using a multi-stage sampling technique. Data were collected using the Parental Involvement Questionnaire (PIQ) and the Parenting Styles Questionnaire (PSQ), both validated and found reliable with coefficients of α = 0.71 and α = 0.75, respectively. Academic achievement was measured using the 2022/2023 average scores in English and Mathematics from the common entrance examinations. Descriptive statistics (simple percentages) were used to analyze the research questions, while inferential statistics (ANOVA) tested the hypotheses at a 0.05 significance level. The result revealed a high level of parental involvement among respondents, with authoritative parenting identified as the dominant style. No significant difference in academic achievement was found across varying levels of parental involvement; however, a significant difference was observed based on parenting styles. The study concluded that parental involvement does not significantly influence academic achievement, whereas parenting style does. It recommended the organization of frequent Parent–Teacher Association (PTA) meetings to strengthen school–parent collaboration and the sensitization of parents on the importance of supportive parenting styles for enhancing pupils’ academic outcomes.

Keywords
Parental involvement, parenting style, academic achievement, lower basic pupils, Kano State