Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Developmental psychologists have been interested on how parents influence the
development of children's social and instrumental competence since at least the 1920s.
One of the most robust approaches to this area is the study of what has been called
"parenting style." (Darling N., et. al. 1993). Parenting style is a psychological construct
representing standard strategies that parents use in their child rearing. It can also be
effective not only on raising a child from infancy to adulthood but also on motivating
them in their academic performance and improving their learning strategies. (Baumrind
D., 1991) Learning Strategies are used by students to help them understand
information and solve problems. It focuses on making them more active learners by
teaching them how to learn and how to use what they have learned to solve problems
and be successful. With the help of the parents, these particular learning strategies
could be improved.
There are four parenting styles parents used to raise and motivate their children,
especially in their learning strategies to improve their academic performance.
(Baumrind D., 1991). First is the Authoritarian. The authoritarian parenting style puts an
emphasis on a childs submission to parental demands. Parents using this style tend to
be strict, emotionally distant and demanding. Some believe that the authoritarian style
is the best for academic purposes, which is can be due to its ability to put pressure on
children to perform well in school. However, the constant demands and directions of
parents can lead children to overly rely on parents for guidance, which can hurt
In
contrast, too little arousal may result in the child not attending to the parental message
at all. According to Kochanska & Thompson (1997), Power-oriented, forceful
discipline elicits very high anxiety or arousal in the child and it interferes with the
effective processing of the parental message about behavioural standards and thus
undermines internalization. While some researchers, including Hoffman himself, do
argue that an appropriate combination of power-assertive and inductive disciplinary
techniques can be successful in promoting internalization, if the goal of discipline is to
promote childrens compliance and internalization of parental and societal values, then
effective instruction must be to the fore (Grusec, J., et. al., 1994).
Further work that has been influential in understanding effective discipline falls
within the parenting styles paradigm, exemplified by the work of Maccoby & Martin
(1983). In studies of parenting styles, two dimensions of parenting behavior have
emerged: whether parents are high or low in control or demands, and whether parents
are high or low in warmth or responsiveness. Depending on where parents lie along
these dimensions, they can be categorized as:
Conceptual Framework
Parents
Parenting
Independent
Variable
Style
Indifferen
ce
Abuse
Overcontr
ol
Students
Learning
and
Dependent
Variable
Study
Strategies
Anxiety
Attitude
Concentration
Information
Processing
Motivation
Selecting Main
Ideas
Self-Testing
Study Aids
Test Strategies
Time Management
Chapter 2
REVIEW OF RELATED LITERATURE
Foreign Literature
challenging
curriculum,
important
learning
goals,
effective
Local Studies
In the Philippines, central to the preschool curriculum is the child who is
envisioned to be prepared for life (SEAMEO-INNOTECH, 2012), that is, preparing
children spiritually, socially, emotionally, physically and intellectually while making
learning enjoyable. Since the integration of kindergarten to formal education,
preschool teachers have been encouraged to use the integrative approach in
developing skills relative to the content focus.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods and procedures applied in securing,
analyzing and interpreting the data needed in this study. This part discusses the
respondents of the study and instrument used to gather data.
Research Method
The researchers in this study decided to use the descriptive method and a
quantitative technique to measure the data obtained. It involves collection of data in
order to test hypothesis concerning the status of the study. This method will be
efficient in describing the correlation of parenting styles and learning and study
strategies of the students which can be used to be able to fulfill the main purpose of
the study.
Description of the Respondents
The researchers used 200 students from a science high school. The students
are from different year and level.
Population, Sample Size and Sampling Technique
Where:
N = Number of pairs of scores
xy = Sum of the products of paired scores
x = Sum of x scores
y = Sum of y scores
x2 = Sum of squared x scores
y2 = Sum of squared y scores
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter is devoted to the presentation and interpretation of data. The
findings of the study are discussed in accordance with the methods and procedure
described earlier in Chapter Three. Data are presented and interpreted in the light of
the stated problems in the first few chapters.
1. Parenting Styles
Table 1. Indifference
Items
Extremely
true
Moderately
true
Slightly
true
Not true at
all
Mean
Verbal
Description
Indiferrence
5. Ignore me.
3.0
10.9
22
9.9
20
76.2
152
0.49
Not true
8. Uncaring of
2.0
5.0
10
5.9
12
87.1
174
0.24
Not true
2.0
6.0
12
11.4
23
80.6
161
0.31
Not true
13.0
26
24.2
49
11.4
23
51.0
102
1.28
Slightly
2.0
8.4
17
5.0
10
84.6
169
0.3
Not true
1.5
7.9
16
4.0
86.5
173
0.27
Not true
OVERALL
0.49
2.26-3.0 Extremely true; 1.6-2.25 Moderately true; 0.76-1.5 Slightly true; 0-0.75 Not true at all
Table 1.1 presents that majority of the respondents or 76.2% are not true that
their parents ignored them; 10.9% are moderately true; 9.9% are slightly true; and 3%
are extremely true that their parents ignored them. 87.1 % of the respondents are not
true that their parents are uncaring; 5.9% are slightly true; 5% are moderately true;
and 2% are extremely true that their parents are uncaring. 80.6% of the respondents
are not true that their parents are rejecting them; 11.4% are slightly true; 6% are
moderately true; and 2% are extremely true that they rejected by their parents. 51% of
the respondents are not true that their parents left them on their own; 24.2% are
moderately true; 13% are extremely true; and 11.4% are slightly true that their parents
left them on their own. On the item 'Would forget about me', 84.6% of the respondents
answered not true; 8.4% are moderately true; 5% are slightly true; and 2% answered
extremely true. On item 'Was uninterested in me', 86.5% of the respondents answered
not true; 7.9% are moderately true; 4% are slightly true; and 1.5% answered extremely
true that their parents was uninterested on them.
Extremely
true
Moderately
true
Slightly true
Not true at
all
Mean
Verbal
Descripti
on
5.5
11
28.6
57
13.9
28
52
104
1.01
Slighty
11.9
24
25.7
51
13.4
27
49
98
1.27
Slightly
1.5
10.4
21
9.9
20
78.2
156
0.37
Not true
1.5
6.9
14
88.6
177
0.23
Not true
2.5
1.5
95
190
0.1
Not true
OVERALL
0.6
2.26-3.0 Extremely true; 1.6-2.25 Moderately true; 0.76-1.5 Slightly true; 0-0.75 Not true at all
Table 2 shows that most of the respondents or 52% answered not true that their
parents are verbally abusive; 28.6% are moderately true; 13.9% are slightly true; and
5.5% are extremely true that their parents are verbally abusive. 49% of the
respondents answered not true that their parents are unpredictable towards them;
25.7% are moderately true; 13.4% are slightly true; and 11.9% answered extremely
true that their parents are unpredictable towards them. 78.2% of the respondents
answered not true that their parents are physically violent; 10.4% are moderately true;
9.9% are slightly true; and 1.5% answered extremely true that their parents are
physically violent. On the item 'Made me feel in danger', 88.6% of the respondents
answered not true; 6.9% are moderately true; 3% are slightly true; and 1.5% of the
respondents answered extremely true that their parents made them feel in danger.
95% of the respondents answered not true on the item 'Made me feel unsafe'; 2.5%
are moderately true; 1.5% are slightly true; and 1% answered extremely true that their
parents made them feel unsafe.
Extremely
true
Moderately
true
Slightly
true
Not true at
all
Mean
Verbal
Descripti
on
60.5
12
1
26.8
53
6.9
14
5.8
12
2.73
Extremely
17.9
36
39.6
79
14.9
30
27.6
55
1.85
Moderatel
y
17.3
33
54
32.2
64
19.3
39
31.2
62
1.73
Moderatel
y
8.5
17
29.6
59
11.4
23
50.5
10
0
1.17
Slightly
OVERALL
2.12
2.26-3.0 Extremely true; 1.6-2.25 Moderately true; 0.76-1.5 Slightly true; 0-0.75 Not true at all
Table 1.3 demonstrates that majority of the respondents or 60.5% are extremely
overprotective by their parents; 26.8% moderately; 6.9% slightly; and 5.8% are not
overprotective by their parents. 39.6% of the respondents are moderately overcontrolled
by their parents; 27.6% not true; 17.9% extremely true; and 14.9% are slightly
overcontrolled by their parents. On the item, 'Sought to make me feel guilty', 32.2% of
the respondents answered moderately true; 31.2% not true; 19.3% slightly true; and
17.3% answered extremely true. 50.5% of the respondents answered not true that their
parents are critical to them; 29.6% moderately true; 11.4% slightly true; and 8.5% are
extremely true that their parents are critical to them.
Table 1.4 Overall Summary of Measurement of Parenting Style (MOPS)
Mean
Verbal
Description
Indifference
0.49
Not true
Abuse
0.6
Not true
Overcontrol
2.12
Moderately true
2.26-3.0 Extremely true; 1.6-2.25 Moderately true; 0.76-1.5 Slightly true; 0-0.75 Not true at all
Very
typical of
me
Fairly
typical
of me
Somew
hat
typical
of me
Not
very
typical
of me
Not at
all
typical
of me
37
25.
3
18.
8
23.
8
26.
2
18.
3
16.
3
21.
8
22.
8
51
15.
8
17.
8
14.
4
15.
8
12.
9
15.
8
23.
3
22.
3
31
ANXIE
TY
29
14.9
30
25.7
51
35
13.9
29
43
19.3
39
46
22.8
46
61
26.7
53
69
16.8
34
72
9.9
20
78
9.9
20
18.
3
19.8 40 29.
7
20.8 42 21.
8
14.4 29 20.
8
21.3 43 20.
8
17.8 36 33.
2
20.8 42 24.
3
14.9 30 30.
2
OVERALL
59
44
42
42
66
49
60
37
47
52
36
32
43
45
35
29
31
26
31
46
44
Me
an
Verbal
Descrip
tion
2.9
9
2.9
3
3.0
7
3.0
2
3.3
1
3.0
4
2.7
2
2.6
7
2.9
7
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.1 describes that majority of the respondents or 25.7% are fairly
discouraged of low grades; 25.2% are not very; 18.3% are somewhat; 15.8% are not;
and 14.9% are very discouraged of low grades. 29.7% of the respondents are
somewhat panicky when taking an important test; 19.8% are fairly; 18.8% are not
very; 17.8% are not at all; and 13.9% are very panicky when taking an important test.
On the item 'When I am taking a test, worrying about doing poorly interferes with my
concentration', 23.8% of the respondents answered not very; 21.8% are somewhat;
ATTITU
DE
6
Very
typical
of me
Fairly
typical
of me
Somewha
t typical
of me
Not
very
typical
of me
%
f
Not at
all
typical
of me
%
F
Mea
n
Verbal
Descriptio
n
18.8
3.02
Somewhat
2.24
Not very
3.17
Somewhat
2
8
7
17.8
25.2
50
27.7
19.
5
9
2
2
5
40
36
29.
7
10.
9
24.
19.8
17
13.
9
3.5
24.8
50
15.3
3
6
5
5
3
32.7
15.8
3
8
6
5
3
3
6.9
51
11.
9
5.9
70
76
9
1
4
2
4
1
2
1
0
6
8
7.9
9.9
6.9
13.
4
6.9
0
1 21.3
6
2 16.3
0
1 24.3
4
2 16.3
7
1 18.8
4
OVERALL
43
26.2
33
27.7
49
34.7
33
22.8
38
28.7
1
5
2
5
5
6
9
4
6
5
7
37.6
34.2
28.2
42.6
42.6
2
7
5
6
8
5
6
8
5
8
5
2.2
Not very
2.37
Not very
2.27
Not very
2.15
Not very
1.98
Not very
2.4
3
Somewha
t
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.2 shows that most of the respondents or 29.7% are fairly able to study
subjects even they do not find it interesting; 19.8% somewhat; 18.8% not at all; 17.8%
not very; and 13.9% are very able to study subjects even they do not find interesting.
On the item 'I only study the subjects I like, 32.7% answered not at all; 27.7% not very;
25.2% somewhat; 10.9% fairly; and 3.5% answered very. Both 24.8% of the
respondents are fairly and somewhat have a positive attitude about attending classes;
19.3% very; 15.8% not at all; and 15.3% are not very have a positive attitude about
attending classes. On the item 'I would rather not be in school', 37.6% answered not at
all; 26.2% not very; 21.3% somewhat; 7.9% fairly; and 6.9% answered very typical. On
one item 'I do not care about getting a general education, I just want to get a good job',
34.2% of the respondents answered not at all; 27.7% not very; 16.3% somewhat;
11.9% very; and 9.9% answered fairly. 34.7% of the respondents are not very dislike
most of the work in classes; 28.2% not at all; 24.3% somewhat; 6.9% fairly; 5.9%
CONCENTRA
TION
1
8
16
32
49
55
79
Very
typical
of me
Fairly
typical
of me
Somew
hat
typical
of me
Not
very
typical
of me
Not at
all
typical
of me
12.
9
6.4
2
6
1
3
2
5
4
5
2
8
2
1
2
39.
6
14.
9
31.
2
16.
8
14.
4
16.
8
29.
7
9
3
0
6
2
3
4
2
9
3
4
5
20.8
4
2
6
0
4
8
5
7
3
0
7
4
4
13.
9
33.
1
19.
3
21.
8
31.
2
25.
2
27.
2
8
6
6
3
9
4
4
6
2
5
0
5
12.
9
15.
4
13.
4
10.
4
25.
7
10.
9
10.
2
6
3
1
2
7
2
1
5
1
2
2
2
12.
4
22.
3
13.
9
10.
3
10.
30.2
23.8
28.7
14.9
37.1
21.8
Mea
n
Verbal
Descript
ion
3.26
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
at
Somewh
2.64
3.1
3.19
2.59
2.9
3.04
9
16.
3
2
3
3
7
9
21. 4 35.6
8
4
OVERALL
4
7
1
2
15.
3
4
3
1
4
10.
3
1
2
1
3.18
2.9
9
at
Somewh
at
Somew
hat
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.3 demonstrates that majority of the respondents or 39.6% are fairly
concentrate when studying; 20.8% somewhat; 13.9% not very; and both 12.9% are not
at all and very concentrate when studying. On the item 'Because I don't listen carefully,
I don't understand some course material, 33.12% of the respondents answered not
very; 30.2% somewhat; 15.4% not at all; 14.9% fairly; and 6.4% answered very typical.
31.2% of the respondents are fairly maintain concentration while doing coursework;
23.8% somewhat; 19.3% not very; 13.4% not at all; and 12.4% are very maintain their
concentration while doing coursework. 28.7% of the respondents are somewhat
wanders a lot when they study; 22.3% very; 21.8% not very; 16.8% fairly; and 10.4%
are not wanders a lot when they study. 31.2% of the respondents are not very felt hard
to pay attention during lectures; 25.7% not at all; 14.9% somewhat; 14.4% fairly; and
only 13.9% are very felt it hard to pay attention during lectures. 37.1% of the
respondents are somewhat easily distracted from their studies; 25.2% not very; 16.8%
fairly; 10.9% not at all; and 10.3% are very easily distracted from their studies. On the
item 'I find that during lectures I think of other things and don't really listen to what is
being said', 29.7% of the respondents answered fairly; 27.2% not very; 21.8%
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Items
MOTIVATI
ON
14
22
30
39
42
56
65
80
Very
typica
l of
me
%
f
Fairly
typica
l of
me
%
f
21.
8
10.
4
25.
3
41.
6
37.
1
27.
2
24.
3
21.
3
34.
2
10.
9
30.
7
25.
7
21.
3
24.
3
36.
1
22.
3
4
4
2
1
5
1
8
3
7
4
5
4
4
9
4
3
Somew
hat
typical
of me
%
f
6
19.
8
8
2
28.
2
7
6
24.
1
8
5
15.
1
8
4
14.
3
9
4
29.
9
2
7
17.
2
3
4
31.
5
7
OVERALL
Not
very
typical
of me
%
f
40
12.9
57
26.7
50
10.9
32
8.9
30
15.3
58
12.9
35
12.9
63
13.4
2
6
5
3
2
2
1
8
3
1
2
6
2
6
2
7
Not at
all
typical
of me
%
f
11.4
23.3
8.4
7.9
11.4
6.4
9.4
11.4
2
3
4
7
1
7
1
6
2
3
1
3
1
9
2
3
Mea
n
Verbal
Descript
ion
3.43
Somewhat
2.58
Somewhat
3.54
Fairly
3.85
Fairly
3.58
Fairly
3.54
Fairly
3.54
Moderately
3.29
Somewhat
3.42
Somewhat
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.5 presents that most of the respondents or 34.2% are fairly setting high
standards for themselves in school; 21.8% are very; 19.8% somewhat; 12.9% not very;
and 11.4% are not setting high standards for themselves in school. On the item 'When
work is difficult, I either give up or study only the easy parts', 28.7% of the respondents
answered somewhat; 26.7% not very; 23.3% not at all; 10.9% fairly; and 10.4%
answered very typical. 30.7% of the respondents are fairly motivate themselves to
complete the work; 25.3% very; 24.8% somewhat; 10.9% not very; and 8.4% of the
Items
Very
typical
of me
Fairly
typical
of me
Somew
hat
typical
of me
Not
very
typical
of me
Not at
all
typical
of me
Mea
n
Verbal
Descript
ion
SELECTIN
G MAIN
IDEAS
10
8.9
18
20.3
41
19.8
40
26.2
52
24.8
50
2.62
Somewhat
21
24
53
8.4
7.9
10.4
17
16
21
14.4
23.8
12.9
29
48
26
31.2
25.2
20.3
62
50
41
28.2
27.2
36.6
56
54
73
17.8
15.8
19.8
36
32
40
2.67
2.81
2.57
Somewhat
Somewhat
Somewhat
57
13.4
27
17.3
35
20.8
42
30.2
60
18.3
37
2.77
Somewhat
15.4
31
23.8
48
35.6
71
16.3
33
8.9
18
3.21
Somewhat
68
21.8
44
35.6
71
18.8
38
10.9
22
12.9
18
3.43
Somewhat
73
10
11.9
24
36.6
73
31.5
63
14.3
29
2.6
Somewhat
OVERALL
2.84
Somewhat
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.6 describes that most of the respondents or 26.2% are not very typical
to have trouble figuring out important notes; 24.8% not at all; 20.3% fairly; 19.8%
somewhat; and 8.9% are very typical to have trouble figuring out important notes.
31.2% of the respondents are somewhat have difficulty in identifying important points
in reading; 28.2% not very; 17.8% not at all; 14.4% fairly; and 8.4% are very typical to
have difficulty in identifying important points in reading. 27.2% of the respondents
answered not very on the item 'There are so many details in my textbook that it is
difficult for me to find the main ideas'; 25.2% somewhat; 23.8% fairly; 15.8% not at all;
and 7.9% answered very typical. 36.6% of the respondents are not very typical to get
lost in the details and miss important information; 20.3; somewhat; 19.8% not at all;
12.9% fairly; and 10.4% are very typical to get lost in the details and miss the
important information. 30.2% of the respondents are not very typical to understand
what is important to underline in a text; 20.8% somewhat; 18.3% not at all; 17.3%
fairly; and 13.4% of the respondents are very typical to understand what is important
to underline in a text. 35.6% of the respondents are somewhat typical to identify
important information they need to remember; 23.8% fairly; 16.3% not very; 15.4%
very; and 8.9% of the respondents are not typical to identify important information they
Items
Very
typical
of me
Fairly
typical
of me
Somew
hat
typical
of me
Not
very
typical
of me
Not at
all
typical
of me
Mea
n
Verbal
Descript
ion
SELFTESTING
18.3
37
26.7
53
22.3
45
18.3
37
14.4
29
3.17
Somewhat
18
23.8
48
22.8
46
27.2
54
15.3
31
10.9
22
3.34
Somewhat
25
13.4
27
29.2
58
21.3
43
24.3
49
11.9
24
3.08
Somewhat
33
18.8
38
28.7
57
23.3
47
13.9
28
15.3
31
3.22
Somewhat
37
31.7
63
24.3
49
14.9
30
16.3
33
12.9
26
3.46
Somewhat
47
17.3
35
18.3
37
32.2
64
18.3
37
13.9
28
3.07
Somewhat
60
17.8
36
31.7
63
22.3
45
13.9
28
14.4
29
3.25
Somewhat
74
14.9
30
21.3
43
27.7
55
20.3
41
15.8
32
2.99
Somewhat
3.2
Somewhat
OVERALL
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Items
Very
typical
of me
Fairly
typical
of me
Somew
hat
typical
of me
Not
very
typical
of me
Not at
all
typical
of me
Mea
n
Verbal
Descript
ion
STUDY
AIDS
12
24.8
50
13.9
28
20.3
41
17.3
35
23.8
48
2.99
Somewhat
20
15.4
31
26.7
53
28.2
56
13.4
27
16.3
33
3.12
Somewhat
34
5.5
11
18.8
38
17.3
35
26.2
52
32.2
64
2.39
Slightly
40
16.8
34
12.9
26
17.8
36
29.2
58
23.3
47
2.71
Somewhat
54
21.3
43
22.3
45
23.3
47
13.9
28
19.3
39
3.13
Somewhat
66
9.9
20
19.8
40
25.7
51
29.7
59
14.9
30
2.8
Somewhat
71
8.4
17
24.8
50
21.3
43
27.2
54
18.3
37
2.78
Somewhat
77
15.4
31
23.3
47
30.2
60
17.8
36
13.4
27
3.1
Somewhat
2.88
Somewhat
OVERALL
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not very
typical; 1.00-1.49 = Not at all typical
Table 2.8 shows that most of the respondents or 24.8% answered very typical
on the item 'My underlining is helpful when I review text material'; 23.8% not at all;
20.3% somewhat; 17.3% not very; and 13.9% of them answered fairly typical. 28.2%
of the respondents are somewhat use information from the website to help them learn
the material; 26.7% fairly; 16.3% not at all; 15.4% very; and 13.4% of them are not
Items
TEST
Very
typica
l of
me
%
f
Fairly
typica
l of
me
%
f
Somew
hat
typical
of me
%
f
Not
very
typical
of me
%
f
Not at
all
typical
of me
%
f
Mea
n
Verbal
Descript
ion
1
0
2
2
1
7
1
8
2
5
1
0
4
6
1
5
19.
3
15.
3
18.
3
16.
3
10.
4
13.
4
28.
7
12.
9
Table 2.9 demonstrates that most of the respondents or 31.7% answered not
very typical on the item 'I am unable to summarize what I have just heard in a lecture
or read in textbook; 22.3% not at all; 21.8% somewhat; 19.3% fairly; and 5% of them
answered very typical. 36.1% of the respondents are somewhat misunderstood what
was wanted in taking tests and lose points because of it; 22.3% not very; Both 15.3%
are fairly and not at all typical; and 10.9% answered very typical. 32.7% of the
respondents answered not very typical on the item 'When I take test, I realize I have
studied the wrong material; both 20.3% are somewhat and not at all; 18.3% are fairly;
and 8.4% of them answered very typical. 32.2% of the respondents are not very
typical to have difficulty in adapting their studying to different types of courses; 29.2%
somewhat; 16.3% fairly; 13.4% not at all; and 8.9% are very typical to have difficulty in
Fairly
typica
l of
me
Somew
hat
typical
of me
TIME
MANAGEM
ENT
11.4
2
3
3
8
3
4
3
24.
3
20.
3
26.
7
14.
4
9
4
1
5
3
3
25.
7
31.
7
23.
3
30.
Items
7
13
28
18.
8
16.
8
15.
Not
very
typical
of me
51
25.2
63
17.8
47
19.3
61
24.3
f
5
0
3
6
3
9
4
Not at
all
typical
of me
%
13.4
11.4
13.9
14.4
Mea
n
Verbal
Descrip
tion
2.95
Somewhat
3.18
Somewhat
3.14
Somewhat
2.94
Somewhat
f
2
7
2
3
2
8
2
31
12.
4
2
5
20.
3
59
3.5
11.9
62
26.
2
67
11.9
5
2
2
4
24.
3
20.
8
4
1
2
4
4
9
4
2
27.
2
33.
2
19.
8
28.
2
9
54
26.2
66
28.7
40
14.9
56
24.3
5
2
5
7
3
0
4
9
9
13.9
22.8
14.9
14.9
OVERALL
2
8
4
6
3
0
3
0
2.91
Somewhat
2.44
Not very
3.33
Somewhat
2.91
Somewhat
2.98
Somewhat
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.10 describes that the majority of the respondents or 25.7% are
somewhat typical to stick in a study schedule; 25.2% not very; 24.3% fairly; 13.4% not
at all; and 11.4% are very typical to stick in a study schedule. 31.7% of the
respondents are somewhat typical to set aside a specific length of time and stick to it;
20.3% fairly; 18.8% very; 17.8% not very; and 11.4% are not typical to set aside
specific length of time and stick to it. 26.7% of the respondents are fairly typical in
procrastination; 23.3% somewhat; 19.3% not very; 16.8% very; and 13.9% of them are
not typical in procrastination. 30.7% of the respondents are somewhat typical in
putting off studying more than they should; 24.3% not very; 15.8% very; 14.9% fairly;
and 14.4% of the respondents are not typical in putting off studying more than they
should. 27.2% of the respondents are spreading out their study time so they do not
'cram' for a test; 26.2% not very; 20.3% fairly; 13.9% not at all; and 12.4% of them are
very typical in spreading out study time so they do not 'cram' for a test. 33.2% of the
respondents are somewhat typical in spending too much time with friends instead of
Mean
Verbal Description
2.97
2.43
2.99
3.27
3.42
3.2
2.84
2.88
2.98
2.75
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
Somewhat typical
4.50-5.00 = Very typical; 3.50-4.49 = Fairly typical; 2.50-3.49 = Somewhat typical; 1.50-2.49 = Not
very typical; 1.00-1.49 = Not at all typical
Table 2.11 shows the overall summary of Learning and Study Strategies
Inventory (LASSI) with their mean scores and corresponding description. The
respondents described all the scales on LASSI questionnaire as somewhat typical
such as: anxiety (mean= 2.97); attitude (mean= 2.43); concentration (mean= 2.99);
information processing (mean= 3.27); motivation (mean= 3.42); self-testing (mean=
3.2); selecting main ideas (mean= 2.84); study aids (mean= 2.88); time management
(mean= 2.98); and test strategies (mean= 2.75)
INDI
FFE
REN
CE
ANXI
ETY
ATTI
TUDE
CONCE
NTRATI
ON
INFORMAT
ION
PROCESSI
NG
MOTIVAT
ION
SELFTESTING
SELEC
TING
MAIN
IDEAS
STU
DY
AID
S
TIME
MANA
GEME
NT
TEST
STRAT
EGIES
0.03
8
0.06
7
0.021
0.006
-0.002
-0.089
-0.107
0.0
19
.141*
-0.08
0.59
4
0.34
7
0.772
0.933
0.973
0.212
0.13
0.7
89
0.04
7
0.259
200
200
200
200
200
200
200
200
200
200
0.016
.
184**
0.077
0.028
-0.064
0.029
-0.02
0.051
0.823
0.009
0.282
0.693
0.368
0.684
0.776
0.99
6
0.997
0.47
200
200
200
200
200
200
200
200
200
200
Pearson
Correlati
on
Sig. (2tailed)
0.03
6
0.09
1
0.036
0.049
-0.01
0.044
-0.005
0.0
07
0.04
3
0.129*
0.61
0.2
0.616
0.493
0.885
0.533
0.939
0.9
18
0.54
9
0.038
200
200
200
200
200
200
200
200
200
200
Pearson
Correlati
on
Sig. (2tailed)
N
ABU
SE
OVE
RCO
NTR
OL
Pearson
Correlati
on
Sig. (2tailed)
Table 3 shows the correlation of indifference to the scales of Learning and Study
Strategy Inventory of the Students from a Science High School. Based on the data, the
r value of .141 means that there is a correlation between indifference and time
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This
chapter
presents
the
summary
of
findings,
conclusions,
and
recommendations made by the researchers as they interpreted the data gathered from
the respondents in this study.
Summary of Findings
The data gathered were tallied, tabulated, analyzed and interpreted using Pearson
correlation coefficient as statistical tool. The analysis of data revealed the following
results:
1. The respondents described not true on all items in indifference measure of
parenting style. Majority of them answered not true that their parents ignored them
(76.2 %, mean= 0.49) and uncaring (87. 1%, mean= 0.24); being rejected (80.6%,
mean= 0.31); being left (51%, mean= 1.28); being forgotten (84.6% mean= 0.27);
uninterested (86.5% mean= 0.27). The other items in abused measure described
as not true such as: being verbally abusive of their parents (52% mean= 1.015);
References
Angel,
D.
(2014).
Philippine
Basic
Education.
Retrieved
from
http://www.philippinesbasiceducation.us/2014/01/parents-and-education.html
Aquino., et. al. (1996). Parents' Involvement in the Academic Performance of BEED
Students. Retrieved from http://www.academia.edu/5922925
Bormstein, L., et. al. (2014). Parenting Styles and Child Social. . National Institute of
Child Health and Human Development. December 2014, 3rd ed. Development
University of Pennsylvania. USA.
Bryk., et. al. (2003). The Impact Of Family Involvement On The Education Of Children.
Doi: 10.1186/1471-2458-9-282. Retrieved from http://www.mdrc.org/sites/
The_Impact_of_Family_Involvement_FR.pdf
Cooper., et al. (2000). Emerging Issues in School, Family and Community Connections.
Retrieved from http://www.sedl.org/connections/resources/emergingissues.pdf
Damianus, A., et. al. (2008). Parent Involvement in Elementary Education. Divine Word
College of Vigan, Philippine.
Darling, N., et. al. (1993). Parenting Style as Context: An Integration Model.
Psychological Bulletin, Vol. 113, pp. 487-96.
Eisenberg, N., et. al. (2002). Parenting and Childrens Prosocial and Moral
Development. In: M.H. Bornstein (ed.), Handbook of Parenting. Volume 5:
Practical Issues in Parenting (2nd edition). Mahwah, NJ: Lawrence Erlbaum
Associates, pp. 111-42.
Evans., et. al. (2012). Exploring Parental Involvement and Teachers Activities In Early
Literacy
Development.
Retrieved
from
http://www.consortiacademia.org/article/viewFile/696/323.pdf
Fine., et. al. (1992) Parent Involvement in Children's Education: A Critical Assessment
of the Knowledge Base. Retrieved from http://files.eric.ed.gov/ED407.pdf
Grusec, J., et. al. (1994). Impact of Parental Discipline Methods on the Childs
Internalisation of Values: A Reconceptualisation of Current Points of View.
Developmental Psychology, Vol. 30, pp. 4-19.
Henderson, A., et. al. (2002). A New Wave of Evidence, The Impact of School,
Family, and Community Connections on Student Achievement.
Holy,
Horvat., et. al. (1999). From Social Ties to Social Capital: Class Differences in the
Relations between Schools and Parent Networks.
Retrieved
from
http://www.pbs.org/parents/education/going-to-school/supporting-yourlearner/role-of-parents/
Kagan., et. al. (1984). Parents and Teachers Beliefs About Parental Involvement In
Schooling. Retrieved from http://digitalcommons.unl.edu/cgi/view content.cgi?
article=1011&context=cehis
Kordi, A. (2010). Parenting Attitude and Style and Its Effect on Childrens School
Achievements. Department of Human Development & Family Studies, Faculty of
Human Ecology University Putra Malaysia, 43400 Selangor, Malaysia Vol. 2, No.
2.
Maccoby, E.E. & Martin, J.A. (1983). Socialization in the Context of the Family:
ParentChild Interaction. In: P.H. Mussen (Series Ed.) and E.M.
Effects.
Progress
Noel A., et. al. (2013). Parent and Family Involvementin Education. National Household
Education Surveys Program of 2012. Washington, DC. Retrieved from
http://www.childtrends.org/?indicators=parental-involvement-inschools#sthash.L18HbbJw.dpuf
Obsorne, E. (1939). The Role of Parents. Education Digest. Vol. 5, issue 3, p. 48.
Sapungan, G., et. al. (2014). Parental Involvement in Childs Education: Importance,
Barriers and Benefits. Calapan South District Division of Calapan City,
Philippines.
http://filipinofreethinkers.org/2012/05/04/underestimating-parental-
AERA08[1].pdf
http://www.aerassociation.com/index.php?
module=pagemaster&PAGE_user_op=view_page&PAGE_id=40
http://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.3(2)/AJMSE2014(3.2-
05).pdf
http://www.blackdoginstitute.org.au/docs/MeasureofParentalStyle.pdf
http://www.ccsenet.org/journal/index.php/ijps/article/viewFile/6158/6380/
http://www.child-encyclopedia.com/parenting-skills/according-
experts/parenting-styles-and-child-social-development
http://www.dcya.gov.ie/documents/publications/Parents_Perspectives_on_pare
nting_styles.pdf
http://www.everydaylife.globalpost.com/relationship-between-parenting-styles-
academic-achievement-14131.html
http://www.hhpublishing.com/_assessments/lassi/
http://www.kucrl.org/sim/strategies.shtml
http://www.pbs.org/parents/education/going-to-school/supporting-your-
learner/role-of-parents/
http://www.philippinesbasiceducation.us/2014/01/parents-and-education.html
APPENDICES
Appendix 1
Measurement of Parenting Style
Rate each statement either as:
STATEMENTS
1. Overprotective of me
2. Verbally abusive of me
3. Over controlling of me
4. Sought to make me feel guilty
5. Ignored me
6. Critical of me
7. Unpredictable towards me
8. Uncaring of me
9. Physically violent or abusive of me
10. Rejecting of me
11. Left me on my own a lot
12. Would forget about me
13. Was uninterested in me
14. Made me feel in danger
15. Made me feel unsafe
MOTHER
FATHER
0 - not true
at all
1 - slightly
true
2moderately
true
3extremely
true
Items
ANXIETY
29. I get discourage because of low
grades.
35. I feel very panicky when I take an
important test.
ATTITUDE
6. I am able to study subjects I do not
find interesting.
17. I only study the subjects I like.
CONCENTRATION
Very
typical of
me
Fairly
typical
of me
Somewha
t typical of
me
Not
very
typical
of me
Not at all
typical of
me
Appendix 3
DELLAMAS, ROSEAN U.
OROGO, CAMILLE T.
Noted by:
ELMER G. DE JOSE, PhD, RPm, RP
Research Adviser
NICOLAS
Dean
T.
MALLARI,
Appendix 4
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Secondary
Tertiary
Birthdate
Age
Gender
Civil Status
Father
Mother
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Athens Academy
Secondary
Tertiary
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Secondary
Tertiary
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Secondary
Tertiary
Birthdate
Age
Gender
Civil Status
Father
Mother
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Secondary
Tertiary
:
:
:
:
:
:
==================================================
EDUCATIONAL ATTAINMENT:
Primary
Secondary
Tertiary