Abstract
The study examined the influence of parenting styles on the academic achievement of science and technical College students in the Kano state of Nigeria. Two research objectives with one research question and one hypotheses were formulated to guide the study. An ex-post facto research design was employed for the study. The population of this study comprised 5,864 science and technical College students in Kano state, out of which 365 students were selected as samples using a multi-stage sampling technique. The data were collected using an adaptation of the Parenting Styles Questionnaire (PSQ) which was reported to have a reliability index of 0.91. The current researcher revalidated the face and content validity of the instruments. Reliability was established through internal consistency via a pilot test carried out on 40 senior secondary school students who are not part of the sample, the instruments were found to have a reliability index of 0.77. Also, an average mark in mathematics and English qualifying examination 2022/2023 was used as a measure of academic achievement. To analyze the data Descriptive statistics of simple percentage was used to answer research question. While an Analysis of variance (ANOVA) was used to test the hypothesis of the study. The study revealed that authoritative parenting style is the most prevalent parenting style practice by the parent of the respondents and no significant difference exist in academic achievement among respondents with different parenting styles. In line with the findings, the study concluded that: difference in parenting styles does not significantly influence the academic achievement of the respondents of this study. Based on these findings, the study recommended that Teachers and parents should continue to motivate their children to maximize their level of academic achievement

Keywords
Academic Achievement, Parenting Styles, Authoritative, Authoritarian and Permissive