PARENTING STYLE AND ACADEMIC PERFORMANCE OF GRADE

VI PUPILS IN SELECTED PUBLIC ELEMENTARY

SCHOOLS IN CALAPAN WEST DISTRICT

Chapter I

INTRODUCTION

Background of the Study

The role of parents extends beyond rearing their

children, providing them with the opportunity to grow and

develop and imbue them with values and character desirable

for an individual. More than this specific role, parents

are expected to guide and assist children in all their

academic endeavors which might ensure an improved

performance throughout the cycle and learning process.

However, parents‟ parenting styles have direct influence on

either behavior or performance of children which ought to

be considered very carefully.

Children‟s character and behavior they manifest

towards their studies reflect children‟s performance in

school. However, a multiple set of problems relating to

parenting styles and academic performance could be traced

because parents‟ approach to child-rearing and development

in different ways, while children also experience a

variation of behavior crisis in school and at home as

effects of parents‟ parenting style. If a harsh discipline

is imposed by parents upon their children which could be

classified as authoritative parenting style, chances are

that children would feel so much pressure, uneasy and

struggling for competitiveness. The efficacy of parenting

style also depends on the demographic factors parents are

in. Parents‟ education, personal outlook on the role of

parenting, the prime put on education, intimacy with

children and others are potential predictors which might

bear impact on children‟s appreciation of standout

classroom and academic performance. Parents with

educational aspirations for their children contribute to

their children‟s academic performance (Spera, Wentzel &

Matto, 2009).

However, despite innate factors found in the parents,

their natural tendency to be followed by children as the

familial authorities seems to be unhealthy for children

because they develop revengeful spirit, silent apathy and

eventual delinquency. One of the greatest challenges for

parents is to find a recipe for "perfect” parental style.

Obviously, all parents want their children to succeed in

school, but not all parents are successful in the process.

Different typologies of parenting and their effects on

children is crucial to ensure appropriate support measures

that will enable the desired academic performance of

children in school. In order to provide suitable support

measures, it is crucial to investigate common impacts of

various parenting typologies on children‟s engagement and,

ultimately, their academic performance in school (De Dios,

2013).

One of the factors that affects child development is

parental interaction. Since parents have generally a fixed

presence in a child‟s life, they would likely have a

significant part on the child‟s positive or negative

development. Parents and their parenting styles play an

important role in the development of the child. Many child

experts suggest that parenting style could affect a child‟s

social, cognitive and psychological development (Fletcher,

Walls, Cook, Madison & Bridges, 2008).

According to Cappa (2008), parents‟ role in the

children‟s ability to have good academic achievement is an

important aspect which needs attention and consideration.

Every parent should be involved in his children‟s

education. In order for children to succeed in academics,

there is a need to have a good foundation in place at home.

There also needs to have routines, boundaries, support and

rules that govern the home. These components create

stability and an environment conducive to learning and

achieving success in their academic studies as well as in

their life in general.

Nowadays, technological advancement, aside from other

mentioned factors above, is considered as one key reason

why parenting style does not have more impact on the

children‟s academic performance. Regardless of the

parenting style utilized, be it authoritarian or not, the

problem that rests with the children is the deep indulgence

in computer games which tend to lose discipline and spare

less quality time for their classroom activities,

assignments and home studies. On the other hand, some

parents could not spend so much quality time with their

children to go out for recreation, dinning and going to

church because of their job engagement and personal extra-

family devotions. Other parents tend to be more focused on

their vices, interest and family-unfriendly lifestyles such

as being with barcadas and peers for drinking spree,

gambling and others. It is also observed from other

parents are sometimes preoccupied by unnecessary activities

which relegates their attention to attend personally to the

academic and educational needs of children. For them,

performing their parenting roles is substituted and

replaced by maids and “yayas” for the economically well-off

families, small amount of monetary provision for the middle

class families and for the low-income and poor families,

the “bahala na” attitude or system of parenting appears as

the different patterns that exist today. But what appears

so common among parents is their dependence on children‟s

teachers, particularly on matters being taught in school,

thus good academic performance among child-learners becomes

unpredictable.

Aside from the theories mentioned there are also legal

basis that support the study. In 1987 Philippine

Constitution, the State shall defend the right of children

to assistance, including proper care and nutrition, and

special protection from all forms of neglect, abuse,

cruelty, exploitation and other conditions prejudicial to

their development (Article XV Sec. 3 [2]). Also, in

Presidential Decree No. 603 states that every child has the

right to a wholesome family life that will provide him with

love, care and understanding, guidance and counseling, and

moral and material security (Article 3 [2]). Parents are

expected to provide assistance to children in all

conditions prejudicial to their development which includes

academic endeavors which might ensure an improved child‟s

performance.

Parents have the right to discipline the child as may

be necessary for the formation of his good character, and

may therefore require from him obedience to just and

reasonable rules, suggestions and admonitions (Article 45).

The home shall fully support the school in the

implementation of the total school program – curricular and

co-curricular toward the proper physical, social,

intellectual and moral development of the child (Article

76). Parents provide children with the opportunity to grow

and develop and instill them with values and character

desirable for an individual.

The home shall aid the community in maintaining an

atmosphere conducive to the proper upbringing of children,

particularly with respect to their preparation for adult

life and the conscientious discharge of their civic duties

as a whole. (Article 102) Parenting styles have direct

influence on the proper upbringing of children must be

considered very carefully.

All the conditions above show that parenting styles

are predicted by many potential natural and that each style

might arbitrarily or unintentionally fall under each one of

the parenting styles under study such as authoritarian,

authoritative, permissive and uninvolved, respectively.

The foregoing ideas clarify that a parenting style a parent

adopts, a significant pattern of learning behavior which

might be useful or not useful for Grade VI pupils would be

enriched and developed. The dealing of the researcher on

the four-fold indicators of parenting styles would be of

big help in identifying the parental characteristics of

Grade VI pupils and how these inherently impact on their

academic performance and could answer the questions of

parents on what are the things that they could do to

improve the academic performance of their children. This

study would find proofs to their relationship, as well as

the possible differences in the perceptions of the Grade VI

pupil-respondents on whether or not they differ in their

perceptions on the extent of parenting styles. All

possible results that might be derived from the pupil-

respondents could be a good guide in the formulation of

feasible findings, conclusions and recommendations

beneficial to both parents and Grade VI pupil-respondents

in the long run.

Statement of the Problem

This study aimed to find out the extent of parents‟

parenting styles and the academic performance of the Grade

VI pupil-respondents in selected public elementary schools

in Calapan West District.

Specifically, it sought to answer the following

questions:

1. What is the extent of parents‟ parenting style as

assessed by the pupil-respondents in terms of:

1.1 authoritarian;

1.2 authoritative;

1.3 permissive; and

1.4 uninvolved?

2. What is the level of academic performance of the

Grade VI pupil-respondents in Calapan West District in

terms of their combined average rating for the First

Grading and Second Grading Periods?

3. Is there a significant difference on the extent of

parents‟ parenting style as assessed by pupil-respondents

in terms of authoritarian, authoritative, permissive and

uninvolved?

4. Is there a significant relationship between the

extent of parenting styles and the level of academic

performance of pupil-respondents?

Statement of Hypothesis

1. There is no significant difference on the extent of

parents‟ parenting style as assessed by pupil-respondents

in terms of authoritarian, authoritative, permissive and

uninvolved.

2. There is no significant relationship between the

extent of parenting styles and the level of academic

performance of pupil-respondents.

Significance of the Study

This study would be beneficial to the following

persons:

Schools Division Superintendent. He/She could utilize

the findings of this study in formulating plans which

public elementary schools could implement involving parents

and children. The SDS could also have basis to implement

more strictly and collaboratively the existing policies on

children‟s welfare and protection under the Child-Friendly

School (CFS) Policy.

Officials of the City Social Welfare and Development

Department. This office in the City Government of Calapan

(CGC) could find this study as useful references in data

banking, children‟s protection and welfare advancement

policies and implementation of necessary parent-child

relationship interventions in the city level. The findings

of this study would likewise be employed as benchmarks in

formulating policies, programs and activities to ensure

responsive parenting strategies.

Sangguniang Panlungsod (SP) Members. The local

lawmakers could be served with information on the recorded

parents‟ parenting styles and academic performance of

children, which could all be used as sound references in

crafting school-based parent-children relationship

development.

School administrators. This study would provide them

with ideas and suggestions on how parents‟ involvement in

schools help define a strong school-parent relationship.

From this, school administrators could design an

appropriate approach to intensify home visitation, parents‟

conference and one-on-one talk with school personnel to

address concerns and issues relating to children‟s academic

performances.

Guidance Counselors. They could formulate a strategic

mechanism which could help children a lot in increasing

their academic interest as benchmark in the performance of

accurate counseling process. In the same way, they could

be given access to information on various parenting styles

adopted by parents which bear either positive or negative

impact on children‟s academic performance. These would

help them push through with an intense parent-teachers

conference on pupils‟ classroom behavior and academic

performance.

Parent-Teachers and Community Association (PTCA)

Officials. They could be provided with factual information

as an input data for key organization officials to prepare

parenting program like seminars and workshops. These

activities could help them develop positive outlook on

ideal parenting and could eventually facilitate the

establishment of conducive home and classroom environment

for pupils‟ enriched academic performance. The gap in

their degree of participation in school programs and

activities as part of effective parenting could be

determined.
Parents. They might be guided by the findings of this

study because they would be educated on the extent of

parenting style influence on their children toward academic

achievement. This would assist them in creating conducive

home environment.

Teachers. They might be guided by the findings of this

study because teacher-parent communications could

strengthen their formal relationship as principal persons

concerned with the welfare and interest of children. The

findings of this study would enable teachers to gain deeper

understanding on how a specific parenting style induces

effects on the behavior of pupils so that necessary

classroom-based solution could be identified and

implemented.

Community. This study might completely inform

community leaders and members on the impact of parenting

styles on children‟s academic performance and their

behavior. As community members, they could assess the

connection between parents and children and their

individual involvement in community development programs.

All the results of this study would also assist them in

strengthening their bond to carryout programs that ensure

ideal parent-child relationship, responsible parenthood,

and developed pupils‟ academic excellence.

Children. The recommendations drawn could be utilized

as base in initiating bold actions to make parenting styles

and academic performance so much fitted for their

aspirations as learners.

Future Researchers. They might also use this study as

a fundamental reference in conducting related researches

pertaining to parenting styles and pupils‟ level of

academic performance.

Scope and Delimitation

This study assessed the four-fold parenting styles

adopted by the parents of Grade VI pupils in Calapan West

District and their level of academic performance. The

difference in their perceptions on the extent of parents‟

parenting style was determined statistically. This study

was limited to six public elementary schools in Calapan

West District with more than fifty Grade VI pupils‟

population which include Adriatico Memorial School (AMS),

Baruyan Elementary School (BES II), Canubing I Elementary

School (CES-I), Canubing II Elementary School (CES-II), F.

Samaco Memorial School (FSMS) and T. C. Montellano Memorial

School (TCMMS) where a total of 287 pupil-respondents were

drawn. This study will be conducted in the second semester

of school year 2014-2015.

Definition of Terms

To facilitate better and clearer understanding of this

study, the researcher selected terms used in this study

which are operationally and conceptually defined.

Academic Performance. It pertains to one of the two

variables under study which measures Grade VI pupils‟

academic competence in terms of their combined average

rating for the first and second grading periods.

Authoritarian Parenting Style. It refers to the

parenting style where parents are being strict and stern

(Dewar, 2013).

Authoritative Parenting Style. This refers to the

democratic parenting style which involves a child-centric

approach were parents hold high expectations for their

children (Kopko, 2007).

Parenting. It refers to the process of promoting and

supporting the physical, emotional, social and intellectual

development of a child from infancy to adulthood, and is

referred to as the aspect of raising a child aside from the

biological relationship (Doob, 2013).

Parenting Style. It refers to the psychologi-

cal construct representing standard strategies that parents

used in child-rearing like quality of time for parenting

and are the representations of how parents respond and

demand to their children (Conrade, Ho & Robert, 2011).

Parents. They act as the present guardians or

caretakers of Grade VI pupils who live with them at home

and practice any of the four types of parenting styles in

relation to their level of academic performance.

Permissive Parenting Style. It refers to parents as

“indulgent” parents who reject the whole notion of keeping

their kids under control because of their being emotionally

supportive and responsive to their children‟s needs and

wishes (Hennessy, Hughes, Goldberg, Hyatt & Economos,

2012).

Pupils. They are the selected Grade VI pupils from

six public elementary schools in Calapan West District who

served as the respondents in this study currently enrolled

in school year 2014-2015.

Uninvolved Parenting Style. It refers to an approach

to parenting which results to children who tend to lack

self-control, have low self-esteem and are less competent

than their peers (Lombardo, 2014).

Theoretical Framework

This study was guided by the following theories.

Baumrind (1967) developed Parenting Styles Theory

composed of four main types of parenting styles and the

differences in parenting styles accounted for the way

children functioned socially, emotionally and cognitively.

These parenting styles include authoritarian,

authoritative, permissive and uninvolved. An authoritarian

parenting firmly believes in rules and high expectations

for behavior. Authoritative parenting extends support to

children‟s needs for love but with high expectations.

Permissive parenting, on the other hand, shows children

lots of love, give them what they ask for, communicate

openly and let them do what they want most of the time, but

tends to be lenient most often. Finally, unengaged or

uninvolved parenting shows parents‟ feeling of being

uncomfortable with parenting because they do not spend much

time with their children.

The theory supports the current study because the main

focus of the researcher in this study is the assessment of

the extent of parenting styles adopted by parents towards

their children. These discussed concepts would help the

researcher identify which parenting style is dominantly

executed and most commonly employed by parents upon their

children. The relationship of the theory to the current

study is spelled out by the contention that regardless of

parents‟ and pupils‟ profiles, the parenting styles they

experience varies according to the academic aspirations of

pupils that drive their parents to do so.

Another theory related to this study is Attribution

Theory by Weiner (2006) premised in the realm of academic-

related concept such as academic achievement. His model of

attributions is that learners are affected by both

environmental factors (e. g., characteristics of the

students' home or school) and by personal factors (e. g.,

prior experiences and prior knowledge). These background

variables affect the types of attributions that individuals

are likely to make. It also indicates that certain

emotional responses are associated with various causal

dimensions. Consideration of emotional outcomes is rare in

the study of academic motivation, given that most current

motivation theories do not examine emotions. It was

demonstrated that the locus dimension is related to

feelings of pride and self-esteem: People are more likely

to experience a sense of pride in accomplishment if they

believe that the cause is due to an internal characteristic

or behavior.

The concepts above imply that academic performance of

Grade VI pupils would be directly affected by home or

family factors where children are most often exposed. Each

one of the types of parenting styles might define the type

of behavior children could manifest wherever they go, which

in the process impacts on their academic performances. In

such a case, the Grade VI pupils might also have certain

experiences inside the school campuses attributable to the

effects of parenting styles they experience in their

respective homes. Attributed to this is the pupils‟

manifestations of the learned behavior associated to their

academic performance and achievements. Both environment

and personal factors of children could together produce a

uniquely distinct child inside the classroom.

Parents also communicate information to children and

adolescents that affect their attributions. The

information that parents communicate to children and

adolescents might be based at least in part on parents' own

attributions for their children's successes and failures.

When children succeed or fail at tasks in school, parents

form their own beliefs about the causes of their children's

experiences.

Social Cognitive Theory also applies to the current

study. It is because children as social beings could be

influenced by their parents in a deeper sense. Parents‟

view of parenting as a social continuum could help them

learn strategically what parenting style suits to their

children. Social Cognitive Theory is a learning theory

based on the ideas that people learn by observing others

and so learn behaviors as central to one‟s personality. It

is believed that environment in which one grows up

contributes to one‟s behavior and ability to apply the

power of cognition. This then leads to the emergence of

reciprocation that influence development in a triadic

relationship.

The foregoing concepts apply to the present study

because parents definitely apply parenting styles depending

on their own intentions to correct misbehavior of pupils,

show genuine love, impose disciplinary policies

particularly those that pertain to academic practices. At

a certain point, parenting styles might mentally or

psychological condition children to be in their own frame

or perspective of a personality. As a result, behavioral

change occurs in the children which could influence other

children. Here cognition enters when the children absorb

patterns of behavior they witness. Parents‟ mindset (also

cognition) to will determine the environment in which his

children are raised.

Social Learning Theory by Albert Bandura (1977) states

that children affect their environment as much as their

environment affects them, selecting and creating the world

in which they live. The interaction between children and

their environment greatly affects their response towards

others. How children feel or think about something affects

their behaviors. Likewise, their behavior in certain

situations influences their thought. Each of an individual

tries to make sense of one‟s behavior as one often change

thinking and beliefs to be in line with one‟s action

(Bjorklund, 2005).

The theory lays strong ground for the researcher to

deal with parenting styles which influence Grade VI pupils‟

academic performance. It could be positively interpreted

that when parenting styles applied in the pupils are

motivating in nature, the children would be able to

maximize all open opportunities to get socialize with

others in the name of social development. It is known to

the Grade VI pupils that socialization helps them learn

lots of different experiences that could be applied in an

actual learning environment. Sufficient learning from

socialization might develop a certain level of maturity,

independence and even responsibility which could translate

to optimum learning in either core or tool subjects in the

school.

Social Development Theory (Vygotssky (1978) also

supports this study because the main concern of the theory

is that social interaction and social context, a world full

of other people, who interact with the child from birth

onwards, are essential in the cognitive development.

Parents play a vital role in the intellectual development

of their children. Since the intention of parenting is the

transformation of children towards optimum productivity and

excellence, the in concepts in Transformative Learning

Theory are deemed related to the current study. According

to Taylor (2008), Transformative Learning Theory explains

the process of constructing and appropriating new and

revised interpretations of the meaning of an experience in

the world. It is a cognitive process of effecting change

in a frame of reference although it is recognized that

important emotional changes are often involved. These

frames of reference define a man‟s view of the world and

have a tendency as adults to reject or deem unworthy any

ideas that do not ascribe to our particular values,

associations, concepts, etc. In support to this Radin

(2009) states that the frames of reference are composed of

habits of mind and points of view. Habits of mind, such as

ethnocentrism, are more fixed and influence our point of

view and the resulting thoughts or feelings associated with

them, whereas points of view might change over time as a

result of influences such as reflection, appropriation and

feedback.

Such theory confirms that parenting styles are adopted

to transform Grade VI pupils to become more competitive,

value-laden and more academically inclined. The extent of

transformation in the pupils might depend on the

sustainability of a certain parenting styles which develops

positive learning behavior and traits among Grade VI

pupils. This is because transformative learners utilize

discourse as a means of critically examining and reflecting

evidence, arguments, and alternative points of view. This

particularly happens when Grade VI pupils are motivated to

standout and perform impressively in their academic areas.

Because academic performance is anchored on the

positive interaction of Grade VI pupils in the teaching-

learning process, the researcher regards Choice Theory

proposed by Glasser, 1980) as cited by Cox (2007) as

related to the present study. It looks at teaching and

learning as one that is at the forefront of progressive

educational thinking developing a dynamic relationships.

A child‟s learning experiences, therefore, could be

quite dependent on the relationships he is able to

establish with his peers and mentors and those who are

within the sphere of his learning environment. It is

therefore vital that the school provides an environment

that nurtures such relationships.

Grade VI pupils in Calapan West District might feel

that it is their choice to be excellent and competitive in

their academic performance when the parenting styles they

experience actually match with their personal learning

targets. Most specifically, when the parenting styles of

parents induce an increased motivation on the part of Grade

VI pupils, competitiveness and excellence could be achieved

because they feel they are being well taken care of through

effective parenting process. Because of this, Grade VI

pupils would find the teaching-learning environment as a

good venue to show up themselves with a more defined

direction. These types of environment could facilitate

advance learning and the use of higher order thinking

skills (HOTS) because their interaction and association

could induce acquisition of new experiences, critical

concepts and other significant ideas that might increase

their total understanding of the world.

While Baumrind‟s Parenting Styles Theory best supports

the current study because of its most defined discussion on

the four-fold parenting styles on which the research was

focused in relation to academic performance of Grade VI

pupils, all other theories have substantial tenets and

principles which strengthen the completion of objectives of

this study. The remaining theories such as Attribution

Theory by Weiner, Social Cognitive Theory, Social Learning

Theory (Albert Bandura), The Social Development Theory by

Vygotssky, Transformative Learning Theory and Glasser

Choice Theory all support this study insofar as parenting

styles help Grade VI pupils develop academically through

learning from their environment, socialization with others

and act decisively to transform themselves as growing and

developing individuals. All these theories are sufficient

references to justify the degree to which the Grade VI

pupil-respondents differ in their perceptions on the extent

of parenting styles of their parents categorized as

authoritarian, authoritative, permissive and uninvolved.

These theories could also support the logical judgment of

the intensity of possible relationship between parenting

styles and academic performance as the two major variables

under study.

Conceptual Model

IV DV

Parenting Styles

 Authoritarian
 Authoritative Academic Performance
 Permissive
 Uninvolved

Figure 1. The hypothesized relationship and differences

between and among the variables of the study

The figure shows two variables under study. The

independent variable describes the extent of parents‟

parenting style as assessed by the Grade VI pupil-

respondents. It is measured in terms of authoritarian,

authoritative, permissive and uninvolved. The dependent

variable describes the academic performance of the Grade VI

pupil-respondents in terms of their combined average rating

for the first and second grading periods.

As further shown in the figure, this study determined

the degree of difference in the perceptions of the Grade VI

pupil-respondents on the extent of parenting styles in

terms of the four-fold indicators. It is shown by the two-

tailed vertical arrow inside the independent variable. The

relationship between the independent variable and the

dependent variable was also assessed, which was indicated

by the one-tailed arrow connecting between them.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents all related literature and

studies which show supporting evidences on the relationship

between parenting styles and learners‟ academic

achievement.

Related Literature

Foreign
Parenting styles have no specific pattern worldwide,

which means that parenting is a universal concept anchored

on the natural social position of parents. Parenting is

applied by parents in an aspiration that this reinforces

positive behavior so useful in the achievement of an

improved academic performance.

As indicated by Motkar (2012), in an article entitled,

How to Deal with Competitive Parents,” nurturing the child

is a major point of concern as it helps develop his

personality and prepares him/her to survive in the

competitive world. Proper handling of the kid would make

him/her stay disciplined and behaved in a socially

acceptable way.

Kashahu (2014) asserted in her article entitled, “The

Relationship between Parental Demographics, Parenting

Styles and Student Academic Achievement,” that parents use

all parenting styles and tend to primarily use one

approach. Any parenting style adopted represents a

combination of two elements such as parental warmth and

parental control.

Disciplined and behaved children draw a pattern that

they learn from their parents‟ parenting styles which

concurs with the statement of Tieman (2011) in his article

entitled, “Parents Connect: My Mommy Friends are Constantly

Competing over Everything.” He asserted, parents are role

models for kids and act as the first teachers too. The

atmosphere in the house also plays an important role in the

proper bringing up of the child. Today, parents are aware

about various parenting techniques but somehow do not

follow them while raising the children. Parents also tend

to think that those techniques are pretty strict for a

child. The types of over parenting include over

protectiveness, over involvement and over lenience.

Primary in the role of parent is to control children

from doing what is undesirable. As for their academic

performance, parents attempt to check on children‟s

assignments and how these are worked out to be ready for

school the next day. Along with this thinking, Bose (2010),

in an article on “Controlling Parents. Effects of

Controlling Parents on Children,” expounded that parents

controlling kids are probably motivated by the desire of

creating well-disciplined and responsible individuals out

of the children. However, the controlling technique of

parents means taking decisions for children every time,

fail to develop the ability to take decisions on their own.

Such children lose the sense of what is wrong and what is

right for them.

From what normally is believed as the inherent powers

of parents, not only the fathers in a family play a very

functional role in parenting. In various countries, mothers

likewise play crucial roles in disciplining the children.

The mothers‟ contribution to the learning development of

children being the first tutors at home is most credited.

Chua (2011), in her university article entitled, “Battle

Hymn of the Tiger Mother,” pointed out that Chinese and

Western mothers believed that stressing academic success is

not good for children or that parents need to foster the

idea that learning is fun.

Haifa (2011), in a journal article entitled, “Parent

Involvement According to Education Level, Socioeconomic

Situation and Number of Family Members,” explained that in

contrast with the Chinese mothers who believed that

children could be the best students, that academic

achievement reflects successful parenting, and if the

children did not excel in school, it is both the father and

the mother of the child and not the mother alone should be

blamed.
In the same context, Hill & Taylor (2009), in their

book about “Child Growth and Development. Parental School

Involvement and Children‟s Academic Achievement,”

emphasized that parents‟ involvement implies the dedication

of resources for the benefit of the child, and the total

number of activities in which the parents could

participate, so as to contribute either directly or

indirectly towards the education of the children.

More specifically, Hardman (2009) stated that there

are four basic parenting styles which include

authoritarian, authoritative, permissive and uninvolved or

neglectful. Authoritarian parenting shows belief in rules

and high expectations for behavior, show their love by

expecting the best from their children, but rarely show

affection. Authoritative parenting shows belief that

children need love and rules, high expectations and

guidance in order to meet these expectations. Under this

style, parents view parenting as their most important job

who ought to serve as role model for their children.

It is further explained that permissive parenting

shows to children lots of love, communicates openly and

lets them do what they want most of the time. On the other

hand, uninvolved or neglectful parenting says that parents

feel uncomfortable about parenting because they do not

spend much time with their children because they are

focused on work or other interests.

The development of children shall always start from

parents in early childhood when they teach the basics of

ABCs, simple counting and reading. Landry (2008), in her

article entitled, “The Role of Parents in Early Childhood

Learning,” cited that children‟s development of the

cognitive and social skills needed for later success in

school may be best supported by a parenting style known as

responsive parenting.

In accordance to this, Hetherington & Parke (2006), in

their book entitled, “Child Psychology: a Contemporary

Viewpoint.” claimed that couples who share child care and

household chores have more time for playful and pleasurable

interactions of children that increase chances of

witnessing developmental milestones like a child‟s first

words or struggling step.

According to Christenson & Sheridan (as cited by Jones

& Jones, (2007), children‟s academic, social and athletic

successes are more fun if involved partners share them.

They asserted that the most important and influential

adults in students‟ lives are parents and guardians who

provide children with genuine caress, love and intimate

support.

In agreement, Spera (2010) cited in his article

entitled, “A Review of the Relationship Among Parenting

Practices, Parenting Styles, and Adolescent,” that school

achievement in terms of parenting style indicates that

authoritative parenting styles are associated with higher

level of academic achievement. However, this is not

consistent across ethnicity, culture and socioeconomic

status.

With reference to the preceding foreign literature, a

deeper discussion on the extent of parenting styles of

Grade VI pupil-respondents‟ parents can be made. More

detailed implications relating to each one of the four-fold

parenting styles such as authoritarian, authoritative,

permissive and uninvolved parenting styles can be

formulated. In the same manner, the through discussion on

how parenting style connect to the academic performance of

Grade VI pupils can also be deeply dealt with.

Local
The Philippines is not left behind as far as parenting

styles and how these could be associated to pupils‟

academic performance are concerned. Filipino parents are

quite known for their natural showing and sharing love to

their children couple with the desire to make them as

better and tough persons in the future.

Parents‟ role is merited to have made lots of children

in the country on track of their growth path. Along this

line, Carbonel, Banggawan & Agbisit (2013), in a

dissertation introduction entitled, “Parents‟ Role in

Enhancing the Academic Performance of Students in the Study

of Mathematics in Tabuk City, Philippines,” explained that

parenting is a very indispensable part of parents and

children. The direction of the lives of the children

depends on how the parents discharge responsibilities to

install their children with the right education.

The source of the essentially responsive parenting is

nonetheless but the strongest passion of parents to love

their children without ifs and buts. Jasmin (2013)

emphasized in an article entitled, “Tough Love Parenting,”

that parents who use tough-love parenting approach are best

prepared to do well in life. A mix of discipline and

warmth from parents tend to develop important character

traits in children, such as self-regulation and empathy and

the zest to finish education with a marked excellence.

But the genuine love of Filipino parents towards

children is expressed in a variety of ways and

characteristics. Oftentimes, parents are associated to

different species which feature their dominant traits to

parent individuals. As cited by Chua (2012) in her article

entitled, “Are you a Tiger or an Ostrich Parent?,”

„ostrich‟ parents love their kids but run away from the

responsibilities of parenting, sometimes absent in their

children‟s lives due to work (e. g., OFWs, overworked

executives and “lazy” parents). „Tiger‟ parents also love

the kids, but are “extremely involved in every aspect of

the children‟s lives, even minor ones.” „Helicopter

parents,‟ seem to “hover” over children during some

activities to the point of intervening for them.

These, when linked to academic behavior of pupils to

determine academic performance, have distinct impacts that

cannot be easily determined. As parents play the role as

children‟s first educators, every pupil is expected to be

entirely unique and different from others who do not

experience the first parents‟ teaching at home. Corollary

to this, Laurente (2010), in his journal article entitled,

“Better Home-School Reliance in Education: A Challenge,”

stressed that home, as a basic institution that educates

children, hones child‟s values and attitudes defined upon

schooling. Parents‟ attention gives an enormous

contribution to children‟s school activities and interests.

Children‟s way of dealing with people in school is a

reflection of what they learned at home while having

schooling.

Parenting styles are closely associated to what type

of home environment a child is. This is because the home

where a child grows and develop imbeds a culture which the

child himself can carry on in his school community. This

is parallel to the statement of Villafania (2010), which

elaborates in his article entitled, “Is Filipino Parenting

Style prone to Produce Wimps?”, that some children raised

in dramatically different environments could later grow up

to have remarkably similar personalities. Conversely,

children who share a home and are raised in the same

environment could grow up to have astonishingly different

personalities than one another. These prove the convincing

links between parenting styles and the effects these styles

on children specifically in their academic life as the

centerpiece of existence.
In most Filipino families, parents could inject what

they learn from personal experiences within the community.

Parenting programs could also be planned in a manner that

jive. The statement of Romero (2010), in an article

entitled, “Why Parenting Styles Matter,” coheres with the

preceding concept. He explained that right parenting

attitudes and practices promote positive social behavior

among children. It is further pointed out that flexible,

sensitive and comprehensive parent education programs in

the community could be implemented by the local government

with their support.

As may be commonly observed, parents, particularly

mothers, have their particular focus on guiding children in

school at young age. Support system of the family when

children are at home continues to be evident when children

are taught their lessons as follow up activity and are

helped in preparing their projects. Towards this end,

parents‟ role in the education of their children has a

great impact. Their role is the same as of the teacher in

school. Furthermore, the role of parents is more than

sending their children to school. It is further pointed out

that proper guidance and assistance on how children will

develop good interest toward their studies should be given

enough focus. This should be given emphasis as some

parents take their roles for granted for some reasons.

Hindrances should be set aside to give the needed time and

attention for children.

Moreover, Espedido (2005), in an article entitled,

“Parental Involvement and Participation on the Academic

Practices in Schools: Encouraged,” cited that parents

influence children‟s development who act as agents of

socialization. Development in learning and behavior in all

facets of their life as they grow and mature seems does not

stop because parents‟ support always lingers.

From the preceding local literature, local authors

make their affirmation that parenting styles among Filipino

parents are anchored different systems of values,

aspirations and directions. These notes essentially define

how parenting styles create a lasting impact not only on

the behavior of children but also in their academic

performance evidenced by how parents extend necessary

parental support. Thus, the in-depth account of the results

of this study can be strengthened by the body of said local

literature.

Related Studies
Foreign

Various findings prove that parenting and whatever

styles are used to guide children are associated to the

execution of parental responsibilities. Parents‟ parenting

of children is influenced by their characteristic,

particularly demographics or profile. Kasashu (2014), in

her study entitled “The Relationship between Parental

Demographics and Student Academic Achievement,” found out

that parenting styles and demographic characteristics were

associated primarily with the educational level of parents.

Children‟s academic achievements are related to parenting

styles. Demographic characteristics showed a relationship

with parenting style. The dominating parenting style is

authoritarian, connected with the family‟s low social

status and economic level. Parenting with an authoritative

style, which is different from the more severe

authoritarian style, shows more successful results in terms

of high academic achievements.

The findings above connect to the present study which

show that both authoritarian and authoritative parenting

styles have effects each on the academic performance of

learners. These two parenting styles form part of the

study‟s assessment of the extent of parenting styles of

Grade VI pupils in Calapan West District.

In support of the above, Ghormode & Seth (2013), in a

faculty study entitled, “Impact of Authoritative Parenting

Style on Educational Performance of Learners at High School

Level” revealed the links which exist between authoritative

parenting style and educational performance of children at

high school level.

Such findings confirm that authoritative parenting

style impacts on learners‟ academic performance. Although

the above study made use of high school students as

respondents, this still indicates that authoritative

parenting style may have positive impacts on all subject

areas for Grade VI pupil-learners.

Aside from parenting styles, parents‟ engagement which

is an outgrowth of parenting could also bear effects on the

total development of learners. Aligned with this is the

study of Griffith (2011) entitled, “Parental Engagement on

Student Academic Self-Efficacy and Educational Attainment

Expectation for Immigrant Youth,” unleased that parental

engagement impacts on academic self-efficacy and

educational attainment expectation. Native language group

differences indicated that the impact of parental

engagement on the dependent variables was often greater for

the Asian groups than Spanish and English speaking

immigrants.

Findings above relate to the present study as parents‟

engagement resulting from the exhibition of parenting

styles has a proven link to academic self-efficacy and

educational attainment expectation, which in essence denote

academic performance in strictest sense. These findings

could be used by immigrant parents improve children's

academic experiences.

The findings in the study of Alizadeh (2011) entitled,

“Relationship between Parenting Style and Children‟s

Behavior Problems,” indicated a significant correlation

between authoritative and internalizing externalizing,

authoritarian and internalizing, externalizing.

The current study draws strengths from the found

correlation between parenting styles (authoritative and

authoritarian) on children‟s behavior. It points out that

academic performance of Grade VI pupils is somehow

predicted by the intensity of behavior problems they

encounter on account of the use of parenting styles.

In addition, Besharata, Azizia & Poursharifib (2011),

in their university study entitled, “The Relationship

between Parenting Styles and Children's Academic

Achievement in a Sample of Iranian Families,” indicated

that both authoritative and authoritarian parenting styles

were negatively associated with children's academic

achievement. Permissive parenting style showed no

significant association with children's academic

achievement.

Based on the above study, parenting styles included in

this study appear to be of relevant or irrelevant impact on

the academic performance of Grade VI pupils depending on

how each one of the indicators is perceived. The above

findings can be used to support whatever results will come

on based the analysis and interpretation, however, these

can help justify the existence of a certain phenomenon.

Starr (2011), in her master thesis entitled, “The

Relationship between Parenting Styles, Learning Autonomy,

and Scholastic Achievement in Undergraduate College

Students,” revealed positive and negative correlations

between many of the variables in the study; however, simple

regression analyses did not yield any statistically

significant relationships between parental authority,

learning autonomy, perceived autonomy support, and

scholastic achievement.

Alsheik (2010), in his study entitled “Parenting

Style, Self-Esteem and Student Performance in the United

Arab Emirates,” showed that the demandingness was found to

have significant impact on students‟ performance. This

indicates that authoritarian and authoritative parenting

styles have impacts on students‟ performance since these

are characterized by high demandingness.

Littlewood (2009), in a master thesis entitled,

“Parenting Styles and Values: Mechanisms of

Intergenerational Continuity and Discontinuity,” found no

significant difference in the use of parental control from

generation to generation within these families. It also

found that although number of hours worked per week while

raising their daughters did not increase significantly from

grandmothers to mothers, there did exist a significant

decrease (from the grandmother generation to the mother

generation) in number of nights per week families ate

dinner altogether while raising their daughters.

By and large, the enumerated foreign findings connect

to the objectives of the researcher to assess the extent of

parenting styles and the degree to which these relate to

the academic performance of the Grade VI pupil-respondents

in the six selected public elementary schools in Calapan

West District.

Local

Filipino parents approaches to parenting remains as

the key element seen as contributory to the success of

children in their academic and school.

When parents are heavily involved in parenting

children, chances are that children would have a source of

intrinsic motivation and motivation in their study. It

coheres with the study of Catly (2012), in her master

thesis entitled, “Parental Involvement and Academic

Performance of Pupils in San Lorenzo Ruiz Academy: A Basis

for Parenting Program,” which revealed that the increase of

pupils‟ academic performance with parental involvement is

evident through school attendance, class recitation and

examination.

The result of the study suggests that parental

involvement should be encouraged in all school activities.

Parents‟ role should also be given emphasis as it greatly

affects the school performance of pupils.

Dela Peña & Punzalan (2010), in a faculty research

entitled “The Relationship of Parenting Styles to the

Academic Achievement of Students,” revealed that the

parents of the respondents were primarily democratic. The

respondents' academic achievement was found average.

Democratic parenting style positively correlated with the

academic achievement. Authoritarian and permissive

parenting styles, on the other hand, negatively correlated

with the academic achievement of the respondents.

As shown in the above study, democratic parenting

styles, synonymous to authoritative parenting styles, have

positive effects on pupils‟ academic performance. Such

results can be used as reference of the researcher in

verifying similar results.

Consistent with this, Bernardo (2009), in a study on

“Filipino Students' Reported Parental Socialization of

Academic Achievement by Socio-Economic Group,” showed that

academic achievement of students differs by socioeconomic

group. Results indicate that reported parental attempts to

encourage more effort to achieve was associated with lower

achievement in students with upper socio-economic status

(SES).
It seems saddening that learners‟ from low-income

level families are the ones who most often suffer from the

lack of quality of parental care they receive from their

parent. Poor socio-economic status drives other parents to

neglect their parental responsibilities towards their

children. Some of the parent attempt to work abroad to

support their family needs, which then leads to the

emergence of substitute parents to perform their legitimate

role. In this context, Taylor (2008), in a master thesis

entitled, “Parenting in Filipino Transnational Families,”

indicated two significant themes: parental work overseas

was for the family benefit and the communal nature of

childrearing. With sustained parental support through

responsive manifestation of parenting styles, parents

enable to develop in themselves the sense of

competitiveness to put on track the school performance of

their children. This is supported by the findings of

Braza, Malabanan, Malabanan & Lopez (2014), in their

faculty study entitled, “Parenting Styles and

Competitiveness among Mothers of Preschool Children.” They

revealed that parenting style of preschoolers‟ mothers from

private school was highly equalitarian and in public school

was highly authoritarian.

Gilongos (2013), in a conference proceedings entitled,

“Parenting Styles, Children‟s Perceived Relationship with

Parents, and their Social Adjustment,” exposed that as to

parenting styles, majority of the parent-respondents

claimed that they are authoritative yet subjecting their

child to punishment when needed. Most of the children

believed that they have warm and supportive parents where

they felt they are loved and given special attention. They

have somehow felt hostile and conflicting relationship with

their parents. Lastly, the children believed that they are

helpful and cooperative and can get along well with their

family and friends. However, at times when they are

bullied or persecuted, they also retaliate. For them,

however, getting revenge is not a grave act of violence.

De Leon (2009), in a university study on “Parenting

Practices that Promote Positive Social Behavior Among

Preschool Children within the Family,” showed that Filipino

parents define positive social behavior as “mabuting asal”

or good behavior such as being respectful and being

obedient. The parents identified factors that facilitate

and inhibit the development of positive social behaviors.

Good quality time with the family such as bonding moments

improve the relationship within the family as opposed to

the parents that put a wall between them and the child.

“Obedience out of respect, understanding, and love is

different from obedience of the child out of fear. Children

follow the advice of the non-threatening parent,”

In a research study conducted by former Dep.Ed. Cruz

(as cited by Bona, 2010), it was revealed that school‟s

environment has a broad influence on students‟ learning and

growth, including major aspects of their social, emotional,

and ethical development. It was further revealed in the

study that the social environment of the learners is shaped

by many factors such as the school‟s espoused goals and

values, the principal‟s leadership style, the faculty

teaching, the disciplinary methods, the policies regarding

grading system and the school‟s decision-making process.

The findings on parental Involvement and Academic

Performance of Pupils leading to the increased academic

performance of pupils (Catly, 2012, Dela Peña & Punzalan,

2010) and parents‟ socialization with their children

(Bernardo, 2009) are most related to the present study

projecting the practice parenting styles and academic

performance. Long-distance relationship of parents with

their children related to parenting styles (Taylor, 2008)

differs from the present study. Likewise, findings on

mothers‟ Competitiveness of Preschool Children (Braza,

Malabanan, Malabanan & Lopez, 2014) presented the

significantly differed in performance as to expectation

provide the current study with strength that parenting

bears impacts on academic achievement.

Other findings with concern on Parenting Styles,

Children‟s Perceived Relationship with Parents, and their

Social Adjustment (Gilongos, 2013), the positive social

behavior as effects of parents (de Leon, 2009) and that of

the findings on the contribution of parents to children to

understand school environment in relation to academic

achievement (Bona, 2010) are supporting studies, but are

slightly different from the current study‟s focus on

parenting styles and its effects on academic achievement.

Synthesis of the Study

All of the discussed literature and studies prove that

parenting styles in their four-fold indicators show that

parents have the authority to influence the academic

performance of Grade VI pupils in Calapan West District.

These notes and studies are helpful data and information to

deepen the analysis and interpretation of the responses of

the Grade VI pupil-respondents on each one of the parenting

styles such as authoritarian, authoritative, permissive and

uninvolved. The exacting relationship between parenting

styles and the academic performance of children can also be

analyzed with diverse implications that may support the

differences of the respondents on the independent variable

and the relationship between it and the pupils‟ academic

performances.

Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design,

respondents, sampling technique, research instruments,

scaling and quantification, validation of the instrument,

content validation, reliability of the instrument, data

gathering procedure and statistical treatment of data.

Research Design

Descriptive-correlational and comparative methods of

research were used in this study for specific purposes.

Descriptive approach to research was specifically applied

to characterize the extent of parenting styles of parents

and the level of academic performance of Grade VI pupils in

Calapan West District. Descriptive research method

typically employs a survey or an assessment approach. Its

purpose is to collect information that permits one to

discuss character of persons and their perceptions,

presents facts concerning nature, status of the study and

condition or relationship that exists (Adaza, 2007).

Correlational research technique was also utilized to

assess the relationship between the extent of parenting

styles of parents and the level of academic performance of

Grade VI pupils in Calapan West District. According to

Jefferies (2011), correlational research merely describes

without manipulating variables or controls. It also helps

conclude that cause and effect relationship prevails

through statistical treatment of variables paired.

Comparative research design was even adopted in this

study to assess the magnitude of difference in the

perceptions of Grade VI pupils on the extent of parenting

styles of parents as to authoritarian, authoritative,

permissive and uninvolved. Clasen (2008) cited that

comparative research compares two or more things with a

view of discovering something about one or all of the

things being compared.

Research Locale
This study was conducted in Calapan West District,

Calapan City Division. The district is composed of 14

schools. Principals, head teachers and teachers‟ in- charge

usually manage each school. The district has an overall

enrolment of 7,803 pupils from kindergarten to Grade VI;

1,023 pupils are enrolled in Grade VI level.

The researcher conducted this study in selected public

elementary schools in Calapan West District namely:

Adriatico Memorial School (AMS), Baruyan Elementary School

(BES II), Canubing I Elementary School (CES-I), Canubing II

Elementary School (CES-II), F. Samaco Memorial School

(FSMS) and T. C. Montellano Memorial School (TCMMS).

The basis in choosing these schools is that they have

the Grade VI pupils‟ population which exceeded to fifty.

Respondents of the Study

Six public elementary schools in Calapan West District

in the Division of Calapan City were the respondent-schools

in this study. These were selected on account of Grade VI

pupils‟ population which exceeded to fifty. These include

Adriatico Memorial School (AMS), Baruyan Elementary School

(BES II), Canubing I Elementary School (CES-I), Canubing II

Elementary School (CES-II), F. Samaco Memorial School

(FSMS) and T. C. Montellano Memorial School (TCMMS). From

a total of 784 Grade VI pupils enrolled in SY 2014-2015

(Enrollment Data for SY 2014-2015 of the DepEd. Calapan

City Division, 2014), 287 pupils were drawn as respondents

whose distribution per school follows:

Table A. Distribution of Respondents per School

School Population Sample
Adriatico Memorial School 448 164
Baruyan Elementary School 64 23
Canubing I Elementary School 54 20
Canubing II Elementary School 76 28
F. Samaco Memorial School 85 31
T. C. Montellano Memorial School 57 21
Total 784 287
Source: DepEd Calapan City Division Enrollment Data for SY
2014-2015.

Sampling Technique

The respondents of the study were selected using

proportional stratified random sampling technique. The

size of the respondents was determined with the aid of

Slovin‟s simple random sampling formula shown below.

N
n = -------------
1+N(e²)

Where: n = sample size

N = population

e² = margin of error

The computation of the total sample respondents

follows.

N
n = -------------
1+N(e²)

784
n = --------------
1+784(0.05²)
784
n = --------------
1+784(0.0025)

784
n = --------------
1+ 1.96

784
n = --------------
2.96

n = 286.86 or 287

To get the actual sample number of the pupil-

respondents per school, the total school‟s population was

divided by the total population of all the six elementary

schools, and then multiplied by the sample size in each

school. The computations follow:

School Population
AMS = x Sample Size
Total Population

Adriatico Memorial School (AMS)

448
AMS = x 287
784

= 164

Baruyan Elementary School

64
BES = x 287
784

BES = 23

Canubing I Elementary School

54
CES I = x 287
784

CES I = 20

Canubing II Elementary School

76
CES II = x 287
784

CES II = 28

F. Samaco Memorial School

85
FSMS = x 287
784

FSMS = 31

T. C. Montellano Memorial School

57
TCMMS = x 287
784
TCMMS = 21

Research Instruments

This study made use of a self-prepared questionnaire

to solicit assessment responses from the respondents. The

researcher jumbled all the items from the four-fold

indicators of extent of parents‟ parenting styles such as

authoritarian; authoritative; permissive and uninvolved to

elicit objective responses from the Grade VI pupil-

respondents and to avoid biases and prejudices on their

part in describing their parents‟ approach to parenting.

Questions number 1, 5, 9, 13, 17, 21, 25, and 29 dealt with

authoritarian parenting style, questions number 2, 6, 10,

14, 18, 22, 26 and 30 dealt with authoritative parenting

style, questions number 3, 7, 11, 15, 19, 23, 27, and 31

pertains to permissive parenting style and questions number

4, 8, 12, 16, 20, 24, 28 and 32 dealt uninvolved parenting

style. The original copy of the questionnaire was kept

which served as basis in the analysis and interpretation of

data and results. The researcher referred to the review of

related literature and studies in Chapter II and to the

Parental Authority Questionnaire in constructing the items

of the instrument.
Another instrument used to gather data on the level of

academic performance of the Grade VI pupil-respondents was

a survey form to collate their combined average ratings for

the first and second grading periods.

Scaling and Quantification

A 5-point scale was applied to quantify the responses

of the Grade VI pupil-respondents on the extent of

parenting styles of parents with respect to its indicators.

The scalar value, statistical range of the weighted mean

and verbal interpretations of scale intervals are presented

as follows:

Table B. Scalar Value, Statistical Range of the Weighted

Mean and Verbal Interpretations on the Extent of
Parenting Styles
Scalar Value Statistical Verbal Description
Range
5 4.50-5.00 Very High Extent (VHE)
4 3.50-4.49 High Extent (HE)
3 2.50-3.49 Moderate Extent (ME)
2 1.50-2.49 Low Extent (LE)
1 1.00-1.49 Very Low Extent (VLE)

On the other hand, the level of academic performance

of the pupil-respondents was described using the range

below.

Table C. Scale, Range and Verbal Interpretation on the

Level of Academic Performance of Grade VI Pupils
Score Descriptive Descriptions
Range Rating
90-above A Advanced
85-89 P Proficient
80-84 AP Approaching Proficiency
75-79 D Developing
74-below B Beginning

Validation of the Instrument

To establish the validity of the instrument, it was

presented to the thesis adviser, Values Education

Supervisor and two parenting experts in the DepEd Calapan

City Division for critiquing. Their suggestions and

comments were carefully taken into account. After which,

the corrected copy was presented to the panelists for final

evaluation. The questionnaire was finalized conforming to

the adviser and panelists‟ corrections and suggestions.

The instrument was considered valid in its content as well

as in its format, appropriately and comprehensively enough

to cover the topics and variables studied and the items

adequately represented the subject addressed as evaluated

by the experts. The researcher also prepared a Filipino

translation of the questionnaire to solicit credible

responses from Grade VI pupils.

Content Validation
Content validation was also done by the researcher

where different items on parenting styles were based from

the reviewed literature and studies. The authority

judgment was by inspection. The data gathered from the

evaluation were analyzed taking notes of inter-judge

consistency. Their corrections, comments and suggestions

were integrated and incorporated to come up with a

validated questionnaire. The letters of request for

content validation were marked as Appendices A and B,

respectively.

Reliability of the Instrument

A test-retest method was performed to test the

reliability of the instrument. The instrument was pre-

tested to ten (10) Grade VI pupil non-respondents in

Adriatico Memorial School over a ten (10) day period.

After ten (10) days, the questionnaires were administered

again to the same set of respondents. The reliability of

the instrument was determined using Pearson‟s r.

r =

Where: r = Pearson‟s Product Moment Correlation

Coefficient

n = number of respondents
Ʃx = summation of test x

Ʃy = summation of test y

Ʃxy = the sum of the product of x and y

2
Ʃx = sum of squared x score

Ʃy2 = sum of squared y score

The basis for interpretation of the reliability of the

research instrument is on Table D.

Table D. Basis of Reliability of Test-retest

Statistical Limit Verbal Description
0.81 -1.00 Very High Relationship
0.61-0.80 High Relationship
0.41-0.60 Moderate Relationship
0.21-0.40 Low Relationship
1.01- 0.20 Very Low Relationship

The test-retest results of the instrument of the study

are presented in Table E.

Table E. Test-retest results on the variables of the study

Variables Computed Verbal Description Result
Parenting Styles r-value
Authoritative 0.898534 Very High Relationship Reliable
Authoritarian 0.875127 Very High Relationship Reliable
Permissive 0.852816 Very High Relationship Reliable
Uninvolved 0.835438 Very High Relationship Reliable

Based on the computed r-values of the variables, the

instrument which had undergone test-retest was found

reliable and valid.

Data Gathering Procedure

A letter of request endorsed by the Director for

Graduate Studies was sent to the Schools Division

Superintendent of DepEd. Calapan City Division for

approval. Then, the request letters addressed to the

District Supervisor of Calapan West District and School

Head/Principal of each one of the six public elementary

schools where the study was conducted were distributed.

When the permission was granted, the sampling, distribution

and administration of the instrument commenced. It was

personally conducted by the researcher one by one with the

assistance of the Grade VI teachers in all six public

elementary schools. Retrieval of the instrument was done

immediately after the respondents finished answering the

items on the extent of parenting styles. The final average

ratings of the respondents for the first and second grading

periods were secured from the teacher-adviser. A 100%

retrieval of the instrument was ensured. When all

questionnaires were collected, the manual tabulation of

data in the columnar sheet was done. All assessment

responses were grouped and sorted out, then processed using

Microsoft Excel.
Statistical Treatment of Data

Descriptive statistics which include frequency and

distribution, weighted mean and rank were used to describe

the two variables of the study.

1. Frequency and percentage distribution. This will

be used to standardized size by determining the relative

proportion of the individual case to the total cases. The

formula is:

n
P = ----- x 100
N

Where: P = the percentage distribution

n = the value of the individual case

N = the value of the total cases

2. Weighted Mean. Since the responses of the groups

had assigned points, the weighted mean was computed as a

measure of central tendency.

WM =

Where: WM = weighted mean

∑fx = sum of all the products of f and x

x = the weight of each option

f = the frequency of each option

∑x = sum of all the subjects

3. Ranking was used to determine the numerical

position of the values in the extent of parenting style

where the highest weighted mean value has rank 1 and the

lowest weighted mean value obtained the rank equal to the

number of items.

To test the relationship between the extent of

parenting styles and level of academic performance of the

Grade VI pupil-respondents, Pearson‟s Product Moment

Correlation Coefficient was employed. The formula used

follows:

XY =

Where: rxy = correlation between x and y

X = sum of the Test x

Y = sum of the Test y

xy = sum of the product of x and y

N = number of cases

X2 = sum of squared x scores

Y2 = sum of squared y scores

To determine the difference in the perceptions among

the respondents on the extent of parenting styles of

parents, One-Way Analysis of Variance (ANOVA) was used as

shown below. Procedures in computation the ANOVA is

presented step-by-step.

Step 1. Determine the correction factor by using the

formula:

C.F. = =

Step 2. Determine the Total Sum of Squares:

SStotal = - C.F.

where: SStotal = the sum of the squares of x-values

minus the correction factor

Xi = the X-values

C.F. = the correction factor

Step 3. Compute the Sum of Squares between groups:

SSBG = - C.F.

where: Ti = the total of the individual

categories

r = the number of observation per

category

Step 4. Compute for the Sum of Squares within group:

SSWG = SSTotal- SSBG

Step 5. Compute the degrees of freedom.

dfBG= k-1

where: k = the number of categories of a

variable

dfWG= nTotal – k

dftotal= ntotal-1

Step 6. Compute for the mean squares by using the

equation:

MSBG= and

MSBG = the mean squares between groups

SSBG = the sum of squares between groups

dfBG= the degrees of freedom between groups

MSWG =

where: MSWG = the mean square within groups

SSWG = the sum of squares within groups

dfWG= degrees of freedom within groups

Step 7. Compute the F- ratio by using the equation:

F-ratio =

where: MSBG = mean square between groups

MSWG = mean square within groups

To assess further the degree to which the paired

indicators significantly differed or did not significantly

differ with each other, Scheffé test analysis was utilized

to come up with the computed mean differences. The formula

is shown below.

Where:

1 and 1 = are the means of the sample being

compared

nίandnί = size of the samples

Sw2 = within group variance

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets all

assessment responses gathered from the respondents

pertaining to the extent of parents‟ parenting styles and

the level of academic performance of the Grade VI pupil-

respondents.

1. Extent of Parents’ Parenting Style as assessed by

the pupil-respondents

1.1 authoritarian

Table 1.1 presents the mean extent of parents‟

parenting style as assessed by pupils in terms of

authoritarian parenting style. As shown in the table, the

overall mean score of 3.45 describes the moderate extent

parenting styles of Grade VI pupils‟ parents considering

authoritarian parenting style. It emphasizes that the

parents model themselves to their children who show a

balanced strictness and tenderness for their discipline.

They would want their house to be a healthy atmosphere for

good values to be learned by the pupils (Tieman, 2011).

Results show that the Grade VI pupils are aware that

their parents got updates on their grades by comparing

periodical ratings (item 4) described to a high extent

(4.09), ranked first. The parents give greater focus on

the periodic performance of children to show their

involvement in their scholastic activities. This

demonstration of support helps pupils feel motivated in

various classroom activities, particularly in examination

(Catly, 2012).

Ranking last is item number 8 which states that the

children‟s parents scrutinized their things before leaving

for school and after classes (item 5) to a moderate extent

(3.05) only. It indicates that parents give their children

due privacy as a sign of respect, however, supervision

still remains provided to check on their school supplies

and materials.

All the preceding results indicate that parents create

a democratic atmosphere for the children to grow with ideal

values, deep understanding of independence and

responsibility. In relation to pupils‟ academic

performance, democratic parents induce motivation among

pupils with minimal supervision because expectation from

parents are not too high. The respondents' academic

achievement was found average. Democratic parenting style

positively correlated with the academic achievement (Dela

Peña & Punzalan, 2010).

Table 1.1 Mean Extent of Parents’ Parenting Style as

Assessed by Pupils in Terms of Authoritarian
Parenting Style
Items Mean Rank Verbal
Description
1. Schedules balance greater
amount of time for study and Moderate
review of lessons than play. 3.40 4 Extent
2. Imposes policies to reward
academic and non-academic
achievement. 3.57 3 High Extent
3. Monitors closely my behavior
inside the classroom through Moderate
inquiring with my teachers. 3.15 7 Extent
4. Gets updates on my grades by
comparing periodical ratings. 4.09 1 High Extent
5. Scrutinizes my things before
leaving for school and after Moderate
classes. 3.05 8 Extent
6. Checks how well I perform my
homework, project and other
school activities. 3.87 2 High Extent
7. Asks more about the
backgrounds and behavior of Moderate
my friends. 3.21 6 Extent
8. Sets ceiling grade I ought to Moderate
achieve. 3.23 5 Extent
Overall Mean: 3.45 Description: Moderate Extent

1.2 authoritative

Table 1.2 shows the mean extent of parents‟ parenting

style as assessed by pupils in terms of authoritative

parenting style.

It is shown by the overall mean of 3.94, the Grade VI

pupils perceived that their parents executed an

authoritative parenting style to a high extent. It implies

that control on the behavior of children is exerted to

develop good personality traits with discipline which are

useful sustaining academic competitiveness in the

classroom. Authoritative parenting is exercised to make

pupils stay disciplined and behaved in a socially

acceptable way. This ensures children‟s readiness in a

very competitive manner (Motkar, 2012).

The respondents ranked first item number 1 which

states that their parents listened to them when they told

something about their problems in school performance to a

high extent (4.21). Parents lend their ears to their

children‟s problems to help them thresh out the cause and

immediately apply necessary solutions. This reflects that

parents would like to have a direct and personal access and

knowledge to the academic difficulties of children to

control their further negative impact on their study and

performance.

It could be noted from the result, however, that the

children perceived that their parents enforced fair and

consistent disciplining styles relative to study habits,

participation in curricular and extra-curricular activities

of the school to a moderate extent (3.16) shown in item 8.

Despite their authority over children, parents have the

tendency to show a loose control to discipline pupils in

relation to their study to reduce possible stress.

Table 1.2 Mean Extent of Parents’ Parenting Style as
Assessed by Pupils in Terms of Authoritative
Parenting Style
Items Mean Rank Verbal
Description
1. Listens to me when I tell
something about my problems
in school performance. 4.21 1 High Extent
2. Helps identify best solutions
to solve my problems on
academic performance. 4.09 5 High Extent
3. States clearly their
expectations from me in
examinations, quizzes, and
overall grade per grading
period. 4.11 3.5 High Extent
4. Provides me with due guidance
in studying lessons, making
projects and working on
assignments and homework. 3.84 6 High Extent
5. Helps me boost my morale by
sustaining encouragement and
motivation. 4.11 3.5 High Extent
6. Discusses with me the details
how I can further improve by
academic performance. 4.14 2 High Extent
7. Pushes me to utilize my
skills, talents, knowledge
and experiences to achieve a
standout academic
performance. 3.82 7 High Extent
8. Enforces fair and consistent
disciplining styles relative
to study habits,
participation in curricular
and extra-curricular Moderate
activities of the school. 3.16 8 Extent
Overall Mean: 3.94 Description: High Extent
Examining all the results, it is shown that the

exercise of authoritarian parenting styles by parents could

be influenced by two major reasons. First is to make

children develop awareness that wrong doings deserve to be

corrected by appropriate punishment. Second is to make

children feel the warm of their love and support despite

certain level of hostility. Children somehow felt hostile

and conflicting relationship with their parents (Gilongos,

2013).

1.3 permissive parenting style

Table 1.3 presents the mean extent of parents‟

parenting style as assessed by pupils in terms of

permissive parenting style with the overall mean score of

3.27. It means that Grade VI pupils experience a moderate

extent of permissiveness from their parents which reflects

their capacity to give children a good amount of freedom to

learn new experiences. Making pupils feel free to decide

on their own in their academic ventures in school helps

them explore other possibilities for extra learning.

The permissiveness of parents in exhibited by showing

emotional support and response to the pupils‟ needs in

relation to their academic performance to a high extent

(4.11) in item 1 which ranked first. It is evident that

parents are morally supportive towards pupils and their

academic needs because they are conscious that this helps

boost the confidence of pupils. This is regarded as

connected to the increased stimulation of pupils to achieve

greater and better. Quality time given by parents in

supporting their children can be a factor to facilitate the

development of positive social behaviors. Bonding moments

of parents and children improves the relationship within

the family as opposed to the parents who put a wall between

them and the child (de Leon (2009).

As further perceived by the respondents, the

permissiveness of parents was shown by allowing group study

at home even late at night (item 7) to a moderate extent

(2.12). The control of parents not to let pupils to have a

group study and stay late at night especially without close

supervision would rather be not helpful to finish their

activity.

Further analysis of the result implies that the

permissiveness of parents is also shown by acting as

consultants to the children‟s academic decisions, and

allowing them to spend less time in studying lessons

provided that they maintain passing ratings. These all

suggest that parents‟ leniency while the children are

accorded trust reflects flexibility and sensitivity towards

children‟s extra-academic development. At times,

permissiveness helps develop among children the feeling of

individual responsibility depending on how parents adopt a

certain parenting style. This is parallel to Romero‟s

(2010) statement which explains that right parenting

attitudes and practices promote positive social behavior

among children. The result further implies that parents

have their idea that pupils‟ academic performance does not

depend entirely on a specific parenting pattern as

permissiveness (Besharata, Azizia & Poursharifib, 2011).

One extreme idea of parenting is between permissiveness and

authoritarianism where some parents are the free-to-be-you

types who just allow their children to express

their individuality in whatever way they want, and parents

giving allowance for the mistakes of the children (McLeod,

2013).

Table 1.3 Mean Extent of Parents’ Parenting Style as

Assessed by Pupils in Terms of Permissive
Parenting Style
Verbal
Items Mean Rank Description
1. Shows emotional support and
response to my needs in
relation to my academic
performance. 4.11 1 High Extent
2. Consults me about my
decisions involving academic
performance, school
activities and participation
in class programs. 3.88 2 High Extent
3. Shows no pressing demand on
my grades. 2.47 7 Moderate
Extent
4. Allows me to spend less time
in studying lessons provided
that I maintain my passing 3.65 3 High Extent
ratings.
5. Shows little control on with
whom I am getting with in Moderate
school. 3.48 4 Extent
6. Lets me join in different
school activities as long as Moderate
they are informed. 3.39 5 Extent
7. Allows group study at home Moderate
even late at night. 2.12 8 Extent
8. Permits my classmates to
visit me even during study Moderate
time. 3.03 6 Extent
Overall Mean: 3.27 Description: Moderate Extent

1.4 uninvolved

Shown in Table 1.4 is the mean extent of parents‟

parenting style as assessed by pupils in terms of

uninvolved parenting style. The overall mean score of 2.77

describes the parents as uninvolved to a moderate extent

only. It indicates that strict imposition of policies

relevant to academic performance of pupils is not so much

the concern of parents. It emphasizes that parents still

recognize the positive effects of responsible parenthood

upon which the destiny of children in school is dependent.

Being uninvolved as parents to the Grade VI pupils is

evidenced in item number 3, which states that the parents

imposed lenient disciplinary policies on children‟s school

attendance, class performance and participation in school

activities to a high extent (4.05) in item 1. Such a

result could be associated to some parents‟ demographic

factors which limit their chance to become indulged in the

parenting anchored on socio-economic indices. Parents‟

personality likens to tigers and ostrich also influences

the execution of uninvolved parenting. „Ostrich‟ parents

love their kids but run away from the responsibilities of

parenting, sometimes absent in their children‟s lives due

to work (e. g., OFWs, overworked executives and “lazy”

parents). „Tiger‟ parents also love the kids, but are

“extremely involved in every aspect of the children‟s

lives, even minor ones” (Chua (2012).

The parents‟ being uninvolved is shown by disregarding

the effects of children‟s misdemeanor on their academic

performance (item 2) ranked last and was described to a low

extent (1.89) only. The indulgence of parents in

correcting the mistakes of children which affect their

academic performance remains evident because of their

concern to their education.

The above results express the clear understanding of

parents that despite being uninvolved in the school affairs

of children, their indispensable role in the overall

discipline and values formation of pupils could not be

easily disregarded. At times, it still matters for parents

why their children get low or failing grades, which means

that concern is also very inherent. These premises are

coherent to the statements of Carbonel, Banggawan & Agbisit

(2013) when they explained that parenting is a very

indispensable part of parents and children. The direction

of the lives of the children depends on how the parents

discharge responsibilities to install their children with

the right education.

Table 1.4 Mean Extent of Parents’ Parenting Style as

Assessed by Pupils in Terms of Uninvolved
Parenting Style
Items Mean Rank Verbal
Description
1. Asks no questions about my
failing grades. 1.91 7 Low Extent
2. Disregards the effects of my
misdemeanor on my academic
performance. 1.89 8 Low Extent
3. Imposes lenient disciplinary
policies on my school
attendance, class performance
and participation in school
activities. 4.05 1 High Extent
4. Gives in to me when I cause
something inside the class. 2.00 6 Low Extent
5. Offers less encouragement and
motivation for me to strive Moderate
more in my studies. 3.01 3 Extent
6. Exhibits less concern with
reports on my low or failing
grades. 3.91 2 High Extent
7. Approves my requests without
prior asking how these
connect to my academic Moderate
performance. 2.67 5 Extent
8. Sets no limitation on the
time I spend in playing games
despite the need to study my Moderate
lessons. 2.71 4 Extent
Overall Mean: 2.77 Description: Moderate Extent

Table 1.5 shows the summary table on the mean extent

of parents‟ parenting style as assessed by pupils showing

the overall mean of 3.36 described as moderate extent. It

indicates that Grade VI pupils‟ parents in Calapan West

District could have a good mix of all the four types of

parenting style which they opt to practice depending on a

given situation, behavior manifested by the pupils and the

intensity of academic performance-related problems the

children are faced with.

Of the four parenting styles, the respondents ranked

authoritative parenting style with the overall mean of 3.94

as first, thus, described to a high extent. This shows

that the parents could manage to execute firmness with

tenderness in parenting their children to show both love

and the power to impose discipline. It seems essential

that parents do not solely accord their children genuine

love, caress and kindness without letting them know the

importance of being disciplined and behaved as individuals

or vise-versa. In relation to academic performance,

strictness with a controlled amount of understanding of

pupils‟ educational needs make up a more responsible and

independent learners.

Ranked second is authoritarian parenting style with

the overall mean of 3.45 described to a moderate extent.

It explains that the Grade VI pupils observed that they are

being parented with much love, sympathy, moral support and

understanding with little or no hostility at all.

Permissive parenting style which obtained the overall

mean of 3.27 also described to a moderate extent ranked

third. It may indicate that the Grade VI pupils also feel

the permissiveness of their parents with the condition that

their academic performance is maintained to an average

level.
Last in rank is the uninvolved parenting style with

the overall mean of 2.77, described to a moderate extent.

Its placement in the last spot could because to the fact

that Grade VI pupils felt that their parents did not more

often manifest non-indulgence in their academic behavior

and performance. It also means that the pupils still

experience that their educational needs are being attended

to by their parents despite certain restricting factors

such as presence, time and money because for them the role

of parents is very indispensable for their growth and

development.

All the above results imply that the parents are

highly authoritative and moderately authoritarian,

permissive and uninvolved. The high extent

authoritativeness of parents is influenced by their power

to rule as parents being authorities at home which equates

subscription of the children with mutual respect.

In support of the above discussions, the Grade VI

pupils might have a varying experiences of how they are

being reared and supported educationally by either their

fathers or mothers or the combined presence of both

parents. As growing adolescents, Grade VI pupils have

their different perceptions on their fathers‟ involvement

in academic needs, while it is more obvious that mothers

frequently go to school to communicate with teachers on the

behavior and performance of pupils.

The difference in the parenting style could be in fact

associated to the inherent paternal characteristics of

their fathers. Dominant fathering style among Filipino

fathers is the generative type, then dilettante,

determinative and procreator types. The adolescents

perceive their fathers to be moderately involved, but most

involved in their moral development, and moderately

involved in their social, emotional, cognitive and physical

development, and moderately nurturant.

It is further found out that there exists a very

strong and positive relationship between father involvement

and nurturant fathering. There also exists a weak but

positive relationship between socio-economic status and the

extent in which father involvement is manifested; and there

exists a weak but positive relationship between socio-

economic status and the extent in which nurturant fathering

is manifested (Gonzalez, 2014).

Results imply that the adoption of parenting styles

experienced by Grade VI pupils generally relies on who acts

as their immediate guardian at home and who is more

concerned with children‟s education.

Table 1.5 Summary Table on the Mean Extent of Parents’

Parenting Style as Assessed by Pupils

Indicators Overall Rank Verbal

Mean Description

Moderate
Authoritarian Parenting Style 3.45 2 Extent

Authoritative Parenting Style 3.94 1 High Extent

Moderate
Permissive Parenting Style 3.27 3 Extent
Moderate
Uninvolved Parenting Style 2.77 4 Extent
Overall Mean: 3.36 Description: Moderate Extent

2. Level of Academic Performance of the Grade VI

pupil-respondents in Calapan West District in terms of
their average rating for the First and Second Grading
Periods

Table 2 presents the frequency and percentage

distribution of the academic performance of the pupil-

respondents in terms of final rating for the first and

second grading periods.

The result shows that the Grade VI pupils mostly

performed as “approaching proficiency” attested by the

overall general average of 82.65%. This emphasizes that

the educational needs of pupils in relation to their school

and academic performance are not seriously attended to by

their respective parents who might have insufficiently

applied effective parenting styles.

Results further show that ninety-five of the Grade VI

pupils or 33.10% have grades that ranged between 75%-79%

described as developing, ranked first. This means that

parenting styles experienced by the children did not match

with their desired academic performance. This happened

because the parents did not carefully know what parenting

style is the most appropriate to the learning condition and

status of their children. It would like to suggest that

parents should perform a critical examination of the

educational, learning and instructional needs of children.

However, due to strictness and stern behavior of parents,

children tended to just receive what they did not deserve

out of authoritarianism. This supports the findings of

Braza, Malabanan, Malabanan & Lopez (2014) which revealed

that parenting style of preschoolers‟ mothers from private

school was highly equalitarian and in public school was

highly authoritarian.

The table also shows that ninety or 31.96 of the

respondents showed “approaching proficiency” performance

with a rating that ranged from 80% to 84%. It elaborates

that the parenting styles exhibited by parents towards

their children in relation to the academic needs has

created a link between the pupils‟ capacity to improve

while receiving an increasing motivation. It also means

that the support and love felt by children have something

to do with their improved academic performance. It implies

that the learning environment has been recognized by

parents which they could associate to the parenting style

they used with the children.

The above results draw strength from the findings of

Bona (2010) which revealed that school‟s environment has a

broad influence on students‟ learning and growth, including

major aspects of their social, emotional, and ethical

development.

Those described as “proficient” in their performance

totaled to 88 or 30.66% with an average rating that ranged

from 85% to 89%. It means that these pupils have been

appropriately provided with a parenting style which

sustained encouragement and material support of pupils.

Further, thirteen or 4.53% Grade VI pupils performed

as “advanced” with an average falling under 90% and above.

The small number of pupils described as advanced could be

associated to the limited number of Grade VI pupils who

experienced continued parental supervision with complete

moral and material support they need in their academic

undertakings in school.

Lastly, only one or 0.35% performed as “beginning”

with 74% and below as average. It means that there is only

one pupil who has not experienced a parenting style to

inspire him or her to study and perform well in school.

It could be drawn that the academic performance of

pupils heavily depends on the effectiveness of parents to

exhibit a parenting style that has the potential to drive

pupils intensely motivated to study and excel in the class.

This implies that the performance of pupils also depends on

how well they feel the positive effects of moral and

material support to their studies. Sustenance of guidance

and supervision at young age appears as the most crucial

role of parents. These results are congruent with the

findings of Carey, et al. (2010) which showed that fathers

and mothers ought to raise their children from infancy and

take care of until college. All possible help like hiring

tutors for the children, giving their school needs and

attending to their school activities to show parental

involvement are big factors in their academic success.

Table 2 Frequency and Percentage Distribution of the
Academic Performance of Pupil-Respondents on
their Average Final Rating (First and Second
Grading Periods)
Performance Frequency Percentage (%)
90 and above - Advanced 13 4.53%
85 - 89 - Proficient 88 30.66%
80 - 84 - Approaching
Proficiency 90 31.36%
75 - 79 - Developing 95 33.10%
74 and below – Beginning 1 0.35%
Total 287 100.00%
Overall General Average: 82.65% Approaching Proficiency

3. Significant difference on the extent of parents’

parenting style as assessed by pupil-respondents in terms
of authoritarian, authoritative, permissive and uninvolved

Table 3 presents the Analysis of Variance (ANOVA)

results on the mean differences of the extent of parents‟

parenting style as assessed by pupil-respondents.

A significant difference exists in the perceptions of

Grade VI pupils on the extent of parenting styles of

parents considering authoritarian, authoritative,

permissive and uninvolved parenting styles. This is

attested by the computed F-value of 3.8771 which is greater

than the critical F-value of 2.6127 having 1147 degrees of

freedom using 5% level of significance with the F-value of

189.09. This leads to the rejection of the null hypothesis.

Result means that the Grade VI pupils differed in

their perceptions on the extent to which their parents

exhibited parenting styles which relate to their academic

performance in school.

Specifically, the respondents perceived that their

parents differed in being an authoritarian because not all

of their parents schedule a balanced time for study, review

of lessons than play, impose reward policies for

achievements and monitor children‟s behavior through the

teachers. It also means that the respondents differed in

the way they perceived the parents as to how they get

updates on pupils‟ grades, scrutinizing their things before

and after school and check their homework, project and

other school activities. In the same manner, the pupils

also perceived that not all parents did not ask more about

the background and behavior of their friends and set

ceiling grades.

This implies the children‟s parents practice the firm

and tender parenting policy despite their being

authoritarian. It is because the parents feel that a

controlled strictness and tenderness would make pupils

adapt themselves to the parenting environment observed and

experienced at home.
The respondents also perceived that they differed in

the perceptions on the extent of practice of authoritative

parenting style. It indicates that not all parents could

afford to listen to children about their problems on school

performance, help identify best solutions and state clearly

their expectations. The differences in the practice of

authoritative parenting style as perceived by the pupils

might show that not all parents could provide the children

with educational guidance, boost their morale and discuss

details on how they could improve their academic

performance. It is also evident that the children

perceived that their parents likewise differed in pushing

children to utilize their skills, talents, knowledge and

experiences to improve their performance and enforce fair

and consistent disciplining styles.

Results imply that authoritative parenting approach

employed by the parents did not strictly match and fall

under its described characteristics above. This indicates

that the parents could not maintain the softness and

tenderness of parenting all the time due to the need to be

so careful with their scholastic management of the pupils.

The differences in the perceptions of the pupil-

respondents on permissive parenting style is marked by the

inability of parents to keep on becoming permissive. It

means that not all parents and all the time showed

emotional support, consulted children about their

decisions, showed no pressing demand and allowed them to

spend less time in studying lessons with passing grades.

This also indicates that the parents showed inconsistency

in being permissive that they could not all the time show

little control on who the children get with, allow joining

in different school activities and group study at home and

permitted their classmates to visit even during study time.

Such results show that the parents were observed by

children to have shown with variation their being

uninvolved parents. This means that the parents were not

always asking questions about children‟s failing grades,

disregarding the effects of children‟s misdemeanor on their

academic performance and imposing lenient disciplinary

policies. It could also be presumed that parents‟ being

uninvolved might either be featured all the time by their

ability to give in to children when they caused something

inside the class, offered them more material rewards and

exhibited less concern with reports on their low or failing

grades. This would also like to show that the parents were

not all the way maintaining the approval of the children‟s

requests and sets no limitation on the time spent in

playing. These clearly portray that uninvolved parenting

was not obviously exhibited regularly towards pupils

because they remained conscious about their responsibility

to children and their education.

All the results above could be anchored on the theory

on Parenting Styles by Baumrind (1967) which states that it

has four main types that differ according to the way

children functioned socially, emotionally and cognitively.

Each one of the parenting styles has direct reflection on

the personality traits and aspirations of parents for their

children.

Table 3. ANOVA Table on the Mean Differences of the Extent

of Parents’ Parenting Style as Assessed by Pupil-
Respondents
Source of
Variation SS Df MS F P-value F crit
Between
Groups 200.0654 3 66.6884 188.0911 3.8771 2.6127 Sig.
Within
Groups 405.6097 1144 0.3545

Total 605.6751 1147

Table 3A shows the Scheffé test result on the mean

differences of the extent of parents‟ parenting style as

assessed by pupil-respondents.

A significant difference exists between the

authoritarian parenting style and authoritative parenting

style, permissive parenting style and uninvolved parenting

style evidenced by the computed Scheffe values of 0.48737,

0.18075 and 0.67944.

These indicate that the pupil-respondents differed

entirely in their perceptions of authoritarian parenting

styles as contrasted with the three remaining indicators.

This implies that authoritarian parenting styles did not

tend to influence parents in many instances to exercise the

other parenting styles due to their extreme love of their

children. Authoritarian parenting style always enabled

children to experience the genuine love, care and

unwarranted support from their parents where an amount of

strictness was planned not to linger. The parents‟

capacity to remain authoritarian without preferring the

mixture of permissiveness and being uninvolved seemed as

their permanent traits as parents towards their children.

This is because the children believe that authoritarian

parenting style is most suited for parents to have a

balanced handling of their parental responsibilities on the

basis of the personal, learning and development needs of

pupils.

Authoritative parenting style was also found to have a

significant difference with permissive and uninvolved

parenting styles which obtained the Scheffé Test values of

0.66812 and 1.16681. This indicates that authoritative

style of parenting is not hinged on the adoption of

permissiveness and uninvolved parenting styles. It could

be drawn that being strict and caring parents sometimes did

not encourage them to integrate the other two types of

parenting styles without changing its standout features.

This is because authoritative parenting style was not

anchored on their being so soft and so lenient with

children.

Likewise, permissive parenting style differed with the

uninvolved parenting styles per perception of the pupil-

respondents attested by the computed Scheffé test result of

0.49869. It clearly implies that permissive parenting

style differed entirely because parents adopting this style

still had time to discern how and when it needs to be

necessary for them to care for their children.

The foregoing results show that parents have their

unique personality traits descriptive of their most

preferred parenting styles appropriate to the needs,

behavior, academic performance and aspiration of their

children. It explains that for most pupil-respondents,

their parents centered more on becoming authoritarian, but

with a little blend of authoritativeness. However, the

results further show that the children manifest their

potential not to be permissive and uninvolved most often.

The variation of parenting styles among parents is directly

associated to the shift in approach used in child-rearing

which is influenced by fast-phased scientific and

technological development. Parents tend to be so open to

what the children experience to be able to transform pupils

as maturing individuals with discipline and good character.

Transformative Learning Theory (Taylor (2008)) explains the

process of constructing and appropriating new and revised

interpretations of the meaning of an experience in the

world. It is a cognitive process of effecting change in a

frame of reference although it is recognized that important

emotional changes are often involved.

Table 3a. Scheffé Test Result on the Mean Differences of

the Extent of Parents’ Parenting Style as
Assessed by Pupil-Respondents
Compared Variables Mean Difference Result
Authoritarian vs. Authoritative 0.48737* Significant
Authoritarian vs. Permissive 0.18075* Significant
Authoritarian vs. Uninvolved 0.67944* Significant
Authoritative vs. Permissive 0.66812* Significant
Authoritative vs. Uninvolved 1.16681* Significant
Permissive vs. Uninvolved 0.49869* Significant

4. Significant relationship between the extent of

parenting styles and the level of academic performance of
pupil-respondents

Table 4 shows the correlational analysis of the

relationship between the extent of parenting styles and the

level of academic performance of pupil-respondents in terms

of their overall average for the first and second grading

periods.

A significant relations exist between the extent of

parenting styles of parents in terms of authoritative

parenting style and the level of academic performance of

the Grade VI pupils. It is evidenced by the computed r-

value of 0.1247 which exceeded the critical r-value of

0.117 using 285 degrees of freedom and 5% level of

significance. Hence, the null hypothesis is rejected.

Result indicates the very low but positive impact of

authoritative parenting styles used by parents towards

their children in relation to academic performance of

children with the computed magnitude range between 0.01-

0.20. This indicates that authoritative parenting style

influenced the academic performance of pupils. It

specifically shows that open communication between parent

and child, providing guidance, sustaining encouragement and

motivation, and enforcement of fair and consistent

disciplining styles helped the pupils increase their level

of interest to study and serves as reinforcement among

pupils to improve their academic performance.

On the other hand, no significant relationship exists

between the extent of parenting styles of parents with

respect to authoritarian parenting style and the pupils‟

level of academic performance. This is because the

computed r-value of 0.0718 which failed to exceed the

critical r-value of 0.117 with 285 degrees of freedom at 5%

level of significance. Therefore, the null hypothesis is

accepted.

The result shows that authoritarian parenting style

does not have a tangible effect on the academic performance

of pupils. This implies that the balanced schedules set by

parents for play and study, imposition of reward system,

behavior monitoring, the updates on dates all have not

helped the pupils increase their level of interest to

study. Authoritarian parents‟ supervision of personal

things brought to school, performance of homework and

projects, having knowledge on the background of pupils‟

friends and the ceiling grade set for achievement did not

effectively serve as reinforcement among pupils to maintain

their performance level.

No significant relationship exists between the extent

of parenting styles of parents in terms of permissive

parenting style and the level of academic performance of

pupils. It is shown by the computed r-value of 0.0006

which is lesser than the critical r-value of 0.117 with 285

degrees of freedom at 5% level of significance. Therefore,

the null hypothesis is accepted.

It means that the permissiveness of parents had no

positive impact on the performance of Grade VI pupils in

school. This is possible because the emotional support,

being participative in the decision-making of pupils and

showing less demands on grade could all account for the

leniency of parents. These parenting traits do not impose

pressure on children to exert extra effort to study. The

pupils then tend to spend almost equal amount of time for

study and play, socialize so much, getting out of the house

with or without permission and become gear little focus to

school activities.
There is no significant relationship between the

extent of parenting styles of parents in terms of

uninvolved parenting style and the level of academic

performance. This is attested by the computed r-value of -

0.0218 which failed to exceed the critical r-value of 0.117

with 285 degrees of freedom and 5% level of significance.

The null hypothesis is accepted.

Result indicates that parents exhibiting uninvolved

parenting style could not have any positive effect on the

level of academic performance of pupils. This implies that

the parents‟ disregard of the pupils‟ misdemeanor, leniency

in monitoring school performance, misbehavior inside the

classroom, instant approval of request without prior

knowledge and material pampering have more or less a

reversal effect on the pupils to perform high. The

emphasis of uninvolved parents to give their children more

material rather than moral support diverts their attention

to work on non-sense things not related to the improvement

of academic performance.

Based on the preceding results, it could be assumed

that the concepts of Attribution Theory (Weiner, 2006) have

direct relationship to the statistical analysis. The

theory is premised in the realm of academic-related concept

such as academic achievement attributed to environmental

factors (e. g., characteristics of the students' home or

school) and by personal factors (e. g., prior experiences

and prior knowledge). These background variables affect

the types of attributions that individuals are likely to

make. It also indicates that certain emotional responses

are associated with various causal dimensions.

Consideration of emotional outcomes is rare in the study of

academic motivation, given that most current motivation

theories do not examine emotions. It was demonstrated that

the locus dimension is related to feelings of pride and

self-esteem: People are more likely to experience a sense

of pride in accomplishment if they believe that the cause

is due to an internal characteristic or behavior.

Table 4 Correlational Analysis of the Relationship between

the Extent of Parenting Styles and the Level of
Academic Performance of Pupil-Respondents for the
First Grading Period
IV: Extent of DV: Level of Academic Performance
Parenting Styles of Pupil-Respondents for the
First Grading Period
Computed Result
r-value
Authoritarian 0.0718 Not Significant
Authoritative 0.1247 Significant
Permissive 0.0006 Not Significant
Uninvolved -0.0218 Not Significant
Critical r-value : 0.117
Degrees of Freedom : 285
Level of Significance : 5%

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations derived from the data

analyzed and interpreted in the preceding chapter.

1. Extent of Parents’ Parenting Style as assessed by

the pupil-respondents

1.1 Authoritarian - The Grade VI pupils described

their parents to be moderately authoritarian. Their

priority as authoritarian parents is to get updates on the

grades of children compared to other periodical ratings to

a high extent (first) and to scrutinize their things before

leaving for school and after classes to a moderate extent

(last).

1.2 Authoritative – The parents execute an

authoritative parenting style to a high extent. They

listen to the pupils when they tell something about their

problems in school performance to a high extent as first.

However, the parents enforce fair and consistent

disciplining styles relative to study habits, participation

in curricular and extra-curricular activities of the school

to a moderate extent only as last.

1.3 Permissive – Permissiveness parenting style

is exhibited by parents as assessed by pupils to a moderate

extent. Being permissive, the parents show emotional

support and response to the pupils‟ needs in relation to

their academic performance to a high extent ranks first.

On the other hand, the parents allow group study at home

even late at night only to a moderate extent ranks last.

1.4 Uninvolved – To a moderate extent, the

parents show their being uninvolved parents. Because of

this, they impose lenient disciplinary policies on

children‟s school attendance, class performance and

participation in school activities to a high extent, first.

In contrast, their being uninvolved parents enable them to

disregard the effects of children‟s misdemeanor on their

academic performance, last.

2. A great majority of the Grade VI pupils perform as

“developing”. Specifically, there are 95 (33.10%)

developing, 90 (31.36%) approaching proficiency, 88

(30.66%) proficient, 13 (4.53%) advanced and one (0.35%)

beginning Grade VI pupils.

3. A significant difference exists in the perceptions

of Grade VI pupils on the extent of parenting styles of

parents considering authoritarian, authoritative,

permissive and uninvolved parenting styles. The null

hypothesis is rejected.

3a. All parenting styles significantly differed

from each other, which means that each parenting style was

not dependent on the other.

4. A significant relationship exists between the

extent of parenting styles of parents in terms of

authoritative parenting style and the level of academic

performance of the Grade VI pupils. Hence, the null

hypothesis is rejected.

However, no significant relationship exists between

the extent of parenting styles of parents as to

authoritarian, permissive and uninvolved parenting styles.

Thus, the null hypothesis is accepted.

Conclusions

This study concludes the following:

1. Grade VI pupils highly experience authoritative

parenting style which features a balanced provision of love

and moral support with strictness at the same time.

2. Developing Grade VI pupils are dominant while a

room for performance improvement is open to others to

increase academic excellence and eliminate the beginning

one.

3. The Grade VI pupils experience all the combinations

of four parenting styles from their parents.

3a. Each parenting style stands on its own.

4. Authoritative parenting style positively affects

the academic performance of Grave VI pupils.

Recommendations

On account on the findings and conclusions above, this

study enumerates the recommendations that follow:

1. School principals with the support of teachers and

Parent-Teachers and Community Associations (PTCAs) should

initiate a Parenting Styles Training and Seminar

emphasizing authoritative parenting styles through the

assistance of Parents, Teachers and Community Association

(PTCA) officials and teacher-advisers to reinforce ideal

parenting approach toward Grade VI pupils.

2. Teacher-advisers of Grade VI pupils with developing

performance should call for a Parent-Teachers‟ Conference

to discuss the implementation of academic enrichment

performance interventions program for systematic

accomplishment of target results.

3. Teachers should remind parents to continuously

provide their children with the needed educational and

academic support by encouraging them to have an intimate

child-parent dialogue because of its educational importance

to children‟s development.

3a. School-level discussions on the differences

of each one of the four parenting styles should be done in

all public elementary schools in Calapan West with the

active participation of Parent-Teachers and Community

Association (PTCA) officials to be able to enlighten

parents on their role.

4. Parents should be encouraged by teachers and

guidance counselors to maintain being authoritative by

reminding them of its multiple benefits to holistic

individual development.
5. Future studies relating to parenting styles and

academic behavior including career choice of pupils should

be conducted to further validate the current results.

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