This study investigated the influence of parental child-rearing styles and home stability on students’ academic performance in senior secondary school Physics in Cross River State of Nigeria. Four hundred and fifty (450) senior secondary two (SS2) Physics students were used for the study. A simple random sampling technique was used to select 9 schools from the population. The design adopted for the study was an expost-facto. Parental Child-Rearing Styles and Home Stability Questionnaire (PCRSHSQ) and Physics Achievement Test (PAT) were used for data collection. The data obtained were analyzed using Analysis of Variance (ANOVA). Results showed that democratic home was the most effective in facilitating students’ academic performance in Physics. This was followed by autocratic home while laissez-faire home was seen to be the least effective in facilitating students’ academic performance in Physics. The results also indicated that intact home was the most effective in facilitating students’ academic performance in Physics. This was seconded by separated home, followed by divorce home while widowed home was seen to be the least effective in facilitating students’ academic performance in Physics. Majority of the students are from widowed homes and also reared from laissez-faire homes. Among the recommendations made is that periodic seminars and conferences should be organized by seasoned counsellors and religious groups on family stability.

Keyword: Parental Child-Rearing Styles, Home Stability, Academic Performance, Senior Secondary School Physics