Abstract
This study aimed to investigate the relationship among parental styles on the home environment and academic achievement of secondary school students in Bida Metropolis, Niger State, Nigeria. The research employed a quantitative approach, utilizing a survey questionnaire to collect data from a sample of 300 secondary school students from various schools in Bida Metropolis. The Parental Authority Questionnaire (PAQ) and the Family Environment Scale (FES) were utilized to measure parental styles and home environment, respectively. Academic achievement was assessed based on students' past promotion examination results (2022/2023 and 2023/2024). Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The results reveal that authoritative parenting, characterized by high responsiveness and high demands, significantly enhances students' academic achievement and creates a supportive home environment. In contrast, authoritarian and permissive parenting styles are linked to poorer academic outcomes and less favorable home conditions. The study underscores the critical role of parental involvement and the home environment in shaping students' academic success. These findings highlight the need for educational policies and parental education programs that promote effective parenting practices to foster academic achievement and holistic development among secondary school students in Bida Metropolis

Keywords
Parental Styles, Home Environment, Academic Achievement and Students