TABLE OF CONTENTS

CHAPTER PAGE
I.
Introduction -------------------------------------------------------------------------------------- 2
Hypothesis and Variables-------------------------------------------------------------------- 3
Background of the Study--------------------------------------------------------------------- 4
Theoretical Framework------------------------------------------------------------------------ 5
Conceptual Framework------------------------------------------------------------------------ 7
Statement of the Problem---------------------------------------------------------------------8
Scope and Limitation---------------------------------------------------------------------------8
Significance of the Study----------------------------------------------------------------------9
Operational Definition of Terms------------------------------------------------------------10
II.
Review of Related Literature----------------------------------------------------------------11
III.
Methodology-------------------------------------------------------------------------------------28
PS-FFQ-------------------------------------------------------------------------------------------32
IV.
DATA ANALYSIS-------------------------------------------------------------------------------36
a. Table 1. -------------------------------------------------------------------------------36
b. Table 1.5------------------------------------------------------------------------------40
c.Table 2----------------------------------------------------------------------------------41
V.
Conclusion-----------------------------------------------------------------------------------------44
Recommendation---------------------------------------------------------------------------------47
Acknowledgement--------------------------------------------------------------------------------50
Bibliography----------------------------------------------------------------------------------------51

1
 CHAPTER I

INTRODUCTION

Family as well as parents are considered as an indispensable support system

available to any child and seem to play a significant role in the development of the

child. Although the significance of home environment in the developmental process of

the child cannot be ignored, yet the strongest factor influencing the development of

every child is, the style used by parents for their child’s rearing. “Academic

performance of school students depends on parenting styles along with other

conditions i.e. parents being responsive (supportive and warm), demanding

(controlling and supervising) and guidance given to the students towards their

academic performance (Hoghuighi and Long, 2004).”Moreover, it is the duty of parents

to provide proper nutrition, safe environment and guidance to their child to prepare

them to fulfill the demands of lifelong learning.

In the present competetive era, where most parents want or wish their child to

race to the top of the ranking and encourage their child to perform well in every field

of life, it is much important to understand the effects of different parenting style on the

child`s development including his/her academic achievement. The aforementioned

related literature only goes to show that from the few studies in India, successfully

proven that parenting style significantly effect the performance of most student. Thus,

the present study is an endeavor to investigate the academic achievement of most

secondary school student in Can-avid National High School and it being tied up to the

parenting style portrayed by parents.

2
HYPOTHESIS

There will be no significant effect of (a) parenting style to the (b) academic

performance of the student.

VARIABLES

Dependent Variable: Academic Performance

Independent Variable: Parenting Style

3
BACKGROUND OF THE STUDY

Family is the fundamental and the most important structure of the society and

it serves as building block of a country, the role of parents inside every home serves

multiple purposes because they are the one who is responsible in raising and fostering

the future of their children. In line to this, the parenting style or strategy implemented

by every parent might vary but every type implies equal or different results.

Parenting styles can be defined as a set or a system of behaviors that describes

the parent and child interactions over a wide range of situations and creates an effective

interaction atmosphere. Parenting style is effective factor that plays an important role

in children’s psychopathology, growth and development of all its senses and the social

well-being of a child. The style shown by parents will decide wether a child will be good

or bad. In the present study, ponderable points in parenting styles, physical presence

of parents at home, the time to be with the children and cultural spaces of the family,

desciplinary actions, and the way the parent and children meet at common ground in

setting rules at home are the things mainly considered.

Therefore, the aim of this study is to find out the relationship between the

parenting style and to the grades garnered by the randomly selected students here in

Can-avid National High School, Can-avid Eastern Samar. The study also aims to

identify the most effective way in promoting excellence as well as total development

and success of a child or youth in academic areas and thoroughly interpret and analyze

all the results gathered from the respondents and as the researchers arrive to the

results, they will recommend this to the parents. Moreover, this study also aims to

explain the significance of the parenting style to the grades or academic performance

4
of a child or student, wether the style is effective or ineffective in terms of promoting

success of a child in school and community.

THEORETICAL FRAMEWORK

BAUMRIND THEORY
Baumrind developed the theory that there were four main types of parenting

styles and that differences in parenting styles accounted for the way children

functioned socially, emotionally and cognitively. Baumrind suggested that there were

four dimensions of parent-child interactions: parental control, maturity demands, clarity

of communication and nurturance. She pointed out that parental control is related to

issues such as enforcing rules; Maturity demand is the parental expectation that

children perform up to their potential; Clarity of communication reflects the parents’

willingness to communicate with their children, solicit their opinions and use reasoning

to obtain the desired behavior and Nurturance is related to parental expressions of

warmth and approval, and protection of children’s physical and emotional well-being

(Baumrind, 2012).

Using these four dimensions, Baumrind identified four parenting styles:

authoritative, authoritarian, permissive-indulgent and permissive-uninvolved. She

pointed out that the authoritative style is considered as the ideal parenting style and

seems to produce children with high levels of self-reliance and self-esteem, who are

socially responsible, independent and achievement-oriented. Authoritative parents set

clear expectations and have high standards. They monitor their children’s behavior,

use discipline based on reasoning and encourage their children to make decisions and

learn from their mistakes. They are also warm and nurturing, treating their children

with kindness, respect and affection. On the other hand, aauthoritarian parent tends

to set rigid rules, demand obedience and use strategies such as the withdrawal of love

5
or approval to force a child to conform. These parents are more likely to use physical

punishment or verbal insults to elicit the desired behavior. They lack the warmth of the

authoritative parent and may seem aloof to their children. Children with authoritarian

parents may be well-behaved, but they are also like to be moody and anxious they

tend to be followers rather than leader. The permissive-indulgent parent is overflowing

in parental warmth. This parent may be openly affectionate and loving but sets few or

no limits, even when the child`s safety might be at risk.

Permissive indulgent parents make few demands for maturity or performance,

and there are often no cause for misbehavior. Finally, permissive-uninvolved parenting

also called uninvolved parenting, characterized by the same lack of limits or demands

seen in the permisive-indulgent style. At its extreme, the uninvolved parents are likely

to have low level of funcitioning in many areas. They tend to do poorly in school and

as they move into high school and are more likely to exhibit deliquent behavior and to

be depressed (Baumrind, 2012).

6
CONCEPTUAL FRAMEWORK

INDEPENDENT DEPENDENT
PARENTING STYLE STUDENT ACADEMIC
PERFORMANCE

1. AUTHORITATIVE 1. REPORT CARD

GRADE/ CLASS
2. GRADE LEVEL RANK
2.AUTHORITARIAN

3.PERMISSIVE

4. UNINVOLVED

Explaination to the conceptual framework

A conceptual framework explains the relationship between the independent and

dependent variables. The independent variables of this study were parenting styles

which were divided into the following components; authoritative parenting styles,

authoritarian parenting styles, indulgent or permissive parenting style and

neglectful/uninvolve parenting style. The dependent variable was academic

performance of adolescents in secondary schools in Can-avid National High School.

The relationship between the independent variable and the dependent variable is

affected by the students’ status which is assumed to have a contingent influence on

the dependent variable.

7
STATEMENT OF THE PROBLEM

The following are the possible problems that this study will try to address

throughout the study:

1. What is the mean of average grade of the students classified with (1) ;

authoritarian, (2) authoritative, (3) permissive, and (4) uninvolved parents?

2. What is the most common parenting style?

3. What is the most effective parenting style in accordance to the data

gathered?

4. What is the relationship between parenting style and the academic

performance of the student?

SCOPE AND LIMITATION

The study only uses two variables and aims only to identify the relationship

between the academic performance in terms of the grade of the student and the

parenting style portrayed by the parents. This research dont involve other factors like

students’ attendance in the class, family income, mother’s and father’s education,

teacher-student ratio, presence of trained teacher in school, sex of the student and

distance of schools, family values and background, attitude, and study routine of the

student.This research will follow random sampling technique and descriptive method

of data gathering by means of administering questionnaires to the selected

respondent. The researcher won`t answer any question that is beyond the cover of

this research.

8
SIGNIFICANCE OF THE STUDY
Parents are the first counselor and mentor of a child before it enters the realm of life,

this study will be significant to the following:

1. PARENT/s- the possible result of this study will enlighten parents about what is

the consequence or the imperative of the parenting style that they portray or

implement at home, they will also gain knowledge or idea on what the best way

to do to ensure fostering and the development of their child. In addition, they

may also use this study as reference to guide them on how to deal and motivate

their child to become a good citizen in school and in community.

2. STUDENT/s- the possible result of this study will allow student to identify the

kinds of parenting style and understand the reason or the intention of their

parents. Moreover, this will encourage student to develop more close

interaction to its parent and create open communication.

3. SCHOOL- the possible result of this study might be used as reference in most

counselling program that involves student and its parent, this can also be

disseminated through General Assemblies, thus allowing the school to take its

part in guiding the parents in handling and dealing with their child. In addition,

this will also enlightment most teachers and grasp ideas on what the reason

behind every successful and failing student in every classroom, thus opening

an avenue for school programs addressing issues that affects students.

9
DEFINITION OF TERMS

The following terminologies are used intensively in this study:

Academic Performance- refers to the activity of the student inside the school premises,

determined by the grade

Achievement- attainment of something

Authoritative Parenting Style- Parents who are warm giving and protectors.

Authoritarian Parenting Style- Parents who are power asserting disciplinarians and

shows dominance over their child.

Child- refers to the son/daughter inside a family

Neglectful/Uninvolved Parenting Style- Parents that is selfish and autonomy giver.

Parenting Style- Method or the type of parental control and care portrayed by parents

e.g authoritative, permissive etc.

Permissive Parenting Style- Parents who give lenient freedom to their child.

10
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the themes that were used to conduct the study. The

themes include authoritarian parenting styles, authoritative parenting styles, indulgent

parenting styles and neglectful parenting style. This chapter contains the conceptual

framework and theoretical framework of the study..

Academic performance relates to the positive identity structures, which

encompass self-esteem, self-efficacy, and motivation (Bandura, 1997). On the other

hand, Zimmerman (2001) revealed that academic performance can be defined as a

self-regulated learning, including excellence in sports, arts, culture, behavior,

confidence, and communication skills, and it shows how learners control their emotion,

feelings, and actions in order to academically achieve

The Kenya’s education arrangement is dominated by examination oriented

training, where passing exams is the only standard for performance since there is no

internal structure of monitoring learning achievements ( Maiyo, 2009). Orodho (2008)

explained that, In some regions of Kenya, poor performance in the Kenya Certificate

of Secondary Education (K.C.S.E.) has been attributed to factors such as,

absenteeism of pupils from school, lack of facilities, lack of teacher motivation,

understaffing and lack of role models, though these factors differ depending on the

critical region as well as the school.

A report by Kanere (2009) pinpointed that many students who attended schools

in camps performed poorly during exams. However, different people had different

opinions about the root of this problem. The report showed that most students blamed

the teachers with an explanation that teachers did not explain lessons clearly and as

11
a result, students could not understand the material being taught and hence they did

not score good marks on exams. Some other students claimed that teachers speak in

difficult English that was hard to understand. Consequently, students were unable to

grasp lessons and eventually performed poorly.

The same study by Kanere (2009) sought to find out the opinion of the poor

performance from the teachers point of view and found out that, according to teachers

the blame was on students and their parents. Some teachers reported that students

were not serious about their education and that they do not respect their teachers

including doing their assignments as instructed. Other teachers said that students

perform poorly because their parents were not responsible enough. However on their

side, parents had different opinion on the cause of poor performance in schools. For

example some parents blamed the fact that classes were overcrowded and hence

teachers were unable to monitor students individually and therefore teachers could not

identify their students’ weaknesses and address them specifically. Consequently,

according to the parents, there are many teachers who were not qualified for the

courses they are assigned to and hence they were unlikely to explain their lessons

influenceively which leads to students failing their exams since they did not understand

lessons in the first place.

Parenting styles are beneficial in understanding complex behaviors and

attitudes associated with child outcomes (Rodriguez, Donovick, and Crowley, 2009).

Parenting is parental behaviors which encompass pleasures, privileges, and profits as

well as frustrations, fears, and 12

failures. Thus, parents can find an interest and derive considerable and continuing

pleasure in their relationships and activities with their children (Dawkins, 2006).

12
There are nine parenting styles that were suggested by Baumrind (1999). These are;

authoritative, demanding, traditional, authoritarian, undifferentiated, democratic,

permissive, nondirective, and rejecting-neglecting. However current researchers have

found out that parenting styles are often adapted by previous generations (Brown &

Iyengar, 2008) and are passed down by culture.

Parenting style is one of the variables that have been studied extensively in

human development (Baldwin, Mclntyre, & Hardaway, 2007). It is considered an

important determinant of several aspects of children’s outcome (Gadeyne,

Ghesquiere, & Onghena, 2004). The notion has been related to children and

adolescent academic achievement, optimism, confidence, motivation, externalizing

problem behavior and attention problems (Gadeyne, Ghesquiere, & Onghena, 2004).

Moreover, parenting style depends on the behavior and attitude of parents. Two major

variables identified by Baumrind (1991) centered on parenting styles and child

outcomes. One of them was the responsiveness of parents to their child’s needs in a

reasonable, nurturing and supportive way.

It is generally agreed that parenting style influences self-efficacy, self-esteem, and

identity development, which are associated with academic achievement (Brown &

Iyengar, 2008). In addition, the progress in children’s achievement is influenced by the

decision that is made by both parents and their children to cooperate or confront each

other .Furthermore, children’s academic motivation and behavior are directly

influenced by family activities and parents’ behavior, which are seen as the external

factor. For instance, there is a positive outcome for

both parents and children when parents interact in a fun and loving way during

children’s homework time (Morawska, 2007).

13
 Conversely, when parents are neglectful, academic disengagement and

problem behavior are generated (Brown & Iyengar, 2008). One study found that

mothers who were better to modulate emotion and ability to both intimacy and

autonomy had children who had higher scores for verbal and math achievement

(Skowron, 2005). Further, parents are seen to communicate their characteristics or

explanations for their children’s achievement in terms of day-to-day interactions and

behavior with their children (Phillipson, 2007). Therefore, parents are influenced by

their children’s academic achievement, and children’s achievement is, in turn,

influenced by their parents (Phillipson, 2007).

The foundation for parenting style and academic achievement is formed by the

belief systems and attitudes in parents and their children (Brown & Iyengar, 2008). For

example, Pastorelli et al. (2001) found that children with authoritarian parents

perceived themselves as less efficacious for self-directed learning. In general, children

are enhanced by authoritative parents and show higher academic competence, social

development, self-perception, and mental health compared to children with

authoritarian and permissive parents (Baumrind, 2012)

Children’s self-concepts at home or at school are influenced by parents’ views,

whether positive or negative, and can be an important factor for academic

achievement (Sarason, Pierce, Bannerman, & Sarason, 1993). For instance, a study

conducted on mathematics achievement in China and the United States and showed

that American children believed that they were making appropriate progress in school

even if they were not. This notion was consistent with their parents’ expression of high

satisfaction with their children’s advance of academic ability. In contrast, Salili, Chiu,

and Hong, (2001) found that Chinese parents placed a high value on effort rather than

14
ability to make sure their children had high academic achievement and they also

indicated higher expectations for their children’s academic performance.

Whether parents practice democratic decision making with their children, which

can be defined as engagement in cooperative discussion prior to decision making, is

a criterion that is commonly used to measure parenting style. Authoritative parents

tend to engage in discussions with their child before a more or less joint decision is

rendered. Authoritarian and permissive parents, however, tend not to engage in

discussions. Instead, unilateral decisions are the norm, with authoritarian parents and

children of permissive parents making the decisions. However, most families are not

completely democratic or undemocratic decision makers. Thus, this dimension is best

measured as a continuum of authoritativeness (Morawska, 2007).

Family is the fundamental and important structure of the society that has an

important role in one's life and inthe society. The importance of the family as a social

structure is something unmistakable. Although affected by society and peers, children

are more influenced by the family. The influence of the family on the child and its roles

in the creativity, cultural, social, and moral aspects are very great and important.

Correct and balanced relationship between parents and their children is one of the

factors influencing both their physical and mental health. Research has shown that

interaction between children and parents and how parents communicate with children

are considered to be the most important and fundamental factors among the various

factors that affect children’s fostering and healthy character (1).

The relationship of parents with children or parenting style serves multiple

purposes. Moral and psychological training, identification, growth and development of

15
children's talents, skills, familiarizing with the rules and norms of the society from the

perspective of parents are among these purposes. "Parsons also consider two basic

functions for the family, i.e. socialization and prosperity of the child's personality." So

it seems that parents’ parenting styles are likely to affect children's personality traits

(2). Parenting styles can be defined as a set or a system of behaviors that describes

the parent and child interactions over a wide range of situations and creates an

effective interaction atmosphere (3). Parenting style is a determining and effective

factor that plays an important role in children’s psychopathology and growth (4). In the

present study, ponderable points in parenting styles, physical presence of parents at

home, i.e. the time to be with the children and cultural spaces of the family are

considered. Educational achievement means the fulfillment of expected level of

education, and an education organization approaches its predetermined goals.

Educational achievement means increase of learning, increase of the level of good

scores and admission of students in the courses and educational grades (5, 6).

Traditionally, career success is defined for those who receive good salaries for

their jobs or have high positions and positions with more favorable responsibilities,

motivation, adequate distinction, and progress. The employees and managers are

expected alike to have a commitment to the organization. It is assumed that if the

employees have appropriate jobs which they are loyal to, the management offers them

the rewards such as promotion, fringe benefits, job security and more respect and

even work authority. Thus, the labor force of the organization will feel dignity (7, 8).

Offering more job and education information and helping each student with self-

image during the education can give him the logical principles to make a correct

decision. Many people make decisions about their careers by observing the world

around and try to match themselves with it. This is something contrary to what should

16
be really done. The best career path is a process that begins within (a kind of evolution

of self-consciousness). Individuals have to be aware of their skills, talents, abilities,

capabilities and unique features because this selfconsciousness is a cycle which leads

the individual towards a satisfactory job. Choosing a profession proportionate to

individual’s interests and abilities is one of the most important stages of life for all

people (7).

In fact, all of us, not only earn money from our chosen career, but also

determine our social status. Therefore, we can expect that, by choosing our

profession, we determine our social status and self-respect in addition to the income

level. As noted, people entering the world of work and organizations are seeking

growth and progress, thus, they choose the path that has been designed by the

manager’s discretion. The task of management is to determine career progress path,

establish compatibility between needs, potential abilities of the people on the one hand

and, on the other hand, professional needs of the organization and determine career

progress path of each individual during his career. Management of career path

development is one of the activities of human resources that lead each individual to

ideal perfection through finding his/her progress path in the working life. This fact leads

to job satisfaction and professional tenure and higher effectiveness (7).

But, the question that comes to mind is that whether the educational success relatesto

parents’ parenting styles.

And secondly, what is the relationship of parenting styles with students' career path?

No quite similar studies on the subject of the present study have been done so far.

Therefore, this study seeks to examine the relationship between parents’ parenting

styles and educational success and career path of the students of Shiraz University of

Medical Sciences in the academic year 2014. In this study, we intended to find out

17
whether there is a relationship between parenting styles and students’ academic

achievement and career path?

The results of the previous researches suggest this relationship.

According to Sanaee (2008) career choice is one of the most important events

in life that affects every aspect of human existence. In the theories of career choice,

factors affecting career choice are studied and help the individual to choose an

appropriate job which leads to personal satisfaction and increase of the efficiency. The

results of the study showed that there was a significant relationship between self-

concept and job satisfaction, as well as career self-concept and job satisfaction (9).

Mehrafza (2005) in a study examined the relationship between parenting styles

and creativity and academic achievement of the students of grade three of high school

and showed that there was a significantly positive relationship between the emotional

atmosphere of the family, declining to the principles of democracy, and creativity.

Furthermore, there was a significantly negative relationship between the creativity and

dictatorship principles and there was no statistically significant relationship between

the emotional atmosphere of the family, declining to absolute freedom, and creativity

(10).

Abedi et al. (2005) in a study examined the relationship between motivations of

educational achievement of high school students of Isfahan and their family

characteristics. The results showed that from among family factors associated with

educational achievement, motivation, parents’ expectations of children's success

(0.28), authoritarian parenting style (0.26) and family structure (modern natural family)

(0.16) explain educational achievement motivation (11).

Biabangard (2005) in a study examined the relationship of self-esteem and

motivation with educational achievement among students of grade three of high school

18
in Tehran. The researcher found that there was a significant correlation between self-

esteem, achievement motivation, and educational achievement, between selfesteem

and achievement motivation, between self-esteem and educational achievement, and

between achievement motivation and educational achievement. There was no

significant difference between self-esteem, achievement motivation, and educational

achievement of both groups of male and female students of the fields of the

Humanities and Experimental Sciences (12).

Kefayat (1994) conducted a study titled "Examination of the relationship of

parenting styles and attitudes with creativity and its relationship with intelligence,

educational achievement and progressivist behaviors of students of the first grade of

high school in Ahvaz" and concluded that there was a negative correlation between

the various parenting styles and creativity (13).

From series of experimentation and data gatherin the research team reached

to this conclusion Children’s choice of a future career depends on many factors

including the parenting styles and their education. If the child's mind is active during

his development about his future career through career counseling programs, in the

secondary school the child gains the necessary knowledge and information about

himself, jobs and his cognitive world is organized about businesses and in high school,

he learns the job search process, along with the skills thereof and has a practical

relevance with the world of businesses and also continues this process at the

university and also begins useful work experience at this time. So selecting a

successful career proportionate to the needs and talent and personality of the person

will not be inaccessible. Parents have an important role in identifying children’s talent

and guiding them. Mutual understanding and close relationship between parents and

children are recommended. Therefore, it is recommended that the methods of correct

19
interaction of parents and children be more valued and parents familiarize their

children with roles of businesses in society and the need for employment in legitimate

businesses and this important affair should be more emphasized through mass media

and family training classes.

Educational achievement means the fulfillment of expected level of education,

and an education organization approaches its predetermined goals. Educational

achievement means increase of learning, increase of the level of good scores and

admission of students in the courses and educational grades, the competency of a

child and its moral aptitude and intellect toward studies are also said to be influenced

by the style of parents in mentoring as well as guiding their children, in some case

parents inferred that being strict and authoritarian makes positive effect to the

development as well as to the excellence of their child in dealing with daily studies and

living, thus making their child desciplined and equipped with firm and stable mindset

increasing the child`s intellect as well as focus.

From parallel study conducted in Bharathiar University- Coimbatore through

Shyny T. Y Ph. D (Psychology) the number of published instruments to measure

parenting style is very few and most of them identify three styles instead of the four

proposed by Baumrind. In 1991, Buri developed parental authority questionnaire

(PAQ) to assess Baumrind’s (1966) permissive, authoritarian, and authoritative

parenting styles consisting of 30 Likert type items. The test provides thirty items for

each parent, and the children need to respond on a five point scale. In the same year,

Steinberg et al., developed authoritative parenting scaleto measure the degree of

authoritativeness of the parents (Steinberg, Mounts, Lamborn, & Dornbusch, 1991)on

three major components or dimensions: acceptance/involvement, firm control, and

psychological autonomy granting. The scale had 36 items measuring parenting style

20
as perceived by child on the 3 dimensions. Alpha coefficient of the dimensions ranged

between 0.72 and 0.76.

Parenting Style Inventory (PSI-I), by Nancy Darling and Laurence Steinberg

(Darling &Steinberg, 1993) was a shorter one, having three subscales-

demandingness, emotional responsiveness, and psychological autonomy-granting –

with five items each in maternal parenting style. However the below desired reliability

coefficient of this instrument among seventh graders has reportedly invited a revision

by Nancy Darling and Teru Toyokawa. In the revised numbers of items were increased

and a neutral response was added to the original four response format. Beyers and

Goossens, in 1999 developed another instrument based on work by Steinberg and

colleagues, which has shown good external validity, internal consistency, and test-

retest reliability (Lamborn, Mounts, Steinberg, & Dornbusch, 1991). This five point

Likert type instrument assesses two dimensions of parenting styles, namely support

(alpha coefficient 0.77) and strict control (alpha coefficient 0.74). It is collecting data

from parents. Based on median splits, parents were classified as authoritative,

authoritarian, indulgent, or uninvolved. Lefebevre (2004) developed “Parental style

inventory II (PSI II)” for parents to identify their parenting style. This five point Likert

type scale has three dimensions, autonomy granting, demandingness and

responsiveness; twelve items in each dimensions.

The tool has adequate internal consistency, variability and predictive validity.

Also the author claims that this instrument is assessing parenting style independent of

parenting practices. Gracia, Garcia and Lila, in 2008, developed a parenting style index

to assign the parents to four categories based on their parenting style, namely,

authoritative, authoritarian, neglectful and indulgent (Gracia, Garcia & Lila, 2008). This

measures parental warmth and control, as perceived by the adolescents, with alpha

21
coefficients 0.9 and 0.81 respectively. The tool is developed for Spanish speaking

people. Parenting style instruments until this time were developed in other cultures;

some consider only three parenting style and some are meant for parents, than

children. So, the authors sense the need for a scale of parenting scale in the eastern

parenting practices and cultural context. Scale of Parenting Style This scale is used for

measuring perceived parenting styles of higher secondary school students. The draft

scale has been developed on the basis of theories of Baumrind (1971), and dimensions

of parenting style proposed by Maccoby and Martin (1983). Method Participants Data

from 832 higher secondary school students from Kerala state were collected and used

to develop and standardize the scale of parenting style instrument. The participants are

coming under adolescent group. Among the subjects 467 were girls and 365 were boys.

The items in the scale were prepared on the basis of description given by Baumrind,

Maccoby and Martin for parental responsiveness and parental control. Items measure

the responsiveness and control of parents as perceived by their adolescent wards. All

the items were prepared as matching for the involvement of both parents. When writing

items, consideration is given to all areas, where the parents interacting with their

children, like social, educational and personal. For each responsiveness item parallel

control item were prepared. Parents have huge impact on a person’s life. Number of

studies in the area of parenting matches its importance on the developing person.

Parenting process combines all the activities of the parents that intended to support

their children’s wellbeing. One of the most studied approaches to understanding

parental influences on human development is concept of parenting style (Baumrind,

1967).

Baumrind proposed parenting styles as correlates to socialization of the

children. Then many researches recognized the importance of researching role of

22
parenting style in child development (Kordi, 2010; Schaffer, Clark & Jeglic, 2009;

Kaufmann, et al, 2000; Lim & Lim, 2003). Many of the studies followed three parenting

styles originally proposed by Baumrind namely authoritative parenting, authoritarian

parenting and permissive parenting, though in 1971, Baumrind added negligent

parenting. Baumrind grouped parents to three (or four) parenting styles according to

their child rearing patterns, on the basis of her interviews with parents and children. For

grouping parents to different styles, Maccoby and Martin suggested a conceptual

structure in 1983; they viewed parenting style as combinations of differing levels of

parental demandingness and warmth. The styles are thus determined by measuring

parental warmth and demandingness. There is a growing interest in the role of

parenting in a person’s affective and social characteristics. The attention of educational

researchers on the parenting styles and their effects on school relevant developmental

outcomes are also on the rise. Several studies found that parenting style or parental

behavior has statistically significant relation with developmental outcomes like

performance, achievement strategies, self-regulated learning, achievement goals, self-

efficacy and wellbeing of students (Aunola, Stattin & Nurmi, 2000,Huang& Prochner,

2004, Chan & Chan, 2005, Turner, Chandler & Heffer, 2009,Besharat, Azizi &

Poursarifi, 2011,Revers, mullis, Fortner & Mullis, 2012). Though these studies

demonstrated the significance of researching the effect of parenting style in the

development of a person, numbers of publishedinstruments for measuring parenting

styles are very few, and most of the available instrumentsare based on tripartite

classification of these styles initially proposed Baumrind(Baumrind, 1967).

Parenting behavior is deeply influenced by culture. The culture decides the

limits of behavior that to be controlled and praised. Extant conceptualization of the

parental behavior largely baseson studies conducted with majority White, middle class

23
families’ values, cultural norms, and parental expectancies(Rodriguez, Donovick&

Crowley, 2009).Contextual validity is Guru Journal of Behavioral and Social Sciences

Volume 2 Issue 4 (Oct – Dec, 2014) Journal of Behavioral and Social Sciences 316

highly relevant for constructs like parenting styles as the instruments incorporate

statements which reflects cultural preference of the respondents. Hence validity of

measures of parenting styles solely applying instruments developed in alien cultures is

on the least questionable. Hence this study purpose to develop and validate an

instrument to identify perceived parenting styles of adolescent students in Kerala.

Parenting can be defined as activities of parents with an aim of helping their child to

bring forth. There are two main dimensions underlying parental behavior (Maccoby&

Martin, 1983); they are parental responsiveness and parental demandingness.

Parental responsiveness (also referred to as parental warmth or supportiveness or

acceptance) refers to “the extends to which parents intentionally foster individuality,

self-regulation and selfassertion by being attuned, supportive and acquiescent to

children special needs and demands”(Baumrind, 1971).

Parental demandingness (also referred to as behavioral control) refers to “the

claims parents make on children to become integrated to the family whole, by their

maturity demands, supervision, disciplinary efforts and willingness to confront the child

who disobeys” (Baumrind,1971).

Categorizing parents according to whether they are high or low on parental

demandingness and responsiveness creates a quadrant of parenting styles: indulgent,

authoritarian, authoritative and uninvolved (Maccoby & Martin, 1983). Each of these

parenting styles different in naturally occurring patterns of parental values, practices

and behaviors (Baumrind, 1971) and a distinct balance of responsiveness and

demandingness. The number of published instruments to measure parenting style is

24
very few and most of them identify three styles instead of the four proposed by

Baumrind.

In 1991, Buri developed parental authority questionnaire (PAQ) to assess

Baumrind’s (1966) permissive, authoritarian, and authoritative parenting styles

consisting of 30 Likert type items. The test provides thirty items for each parent, and

the children need to respond on a five point scale. In the same year, Steinberg et al.,

developed authoritative parenting scaleto measure the degree of authoritativeness of

the parents (Steinberg, Mounts, Lamborn, & Dornbusch, 1991)on three major

components or dimensions: acceptance/involvement, firm control, and psychological

autonomy granting. The scale had 36 items measuring parenting style as perceived by

child on the 3 dimensions. Alpha coefficient of the dimensions ranged between 0.72

and 0.76. Parenting Style Inventory (PSI-I), by Nancy Darling and Laurence Steinberg

(Darling &Steinberg, 1993) was a shorter one, having three subscales-

demandingness, emotional responsiveness, and psychological autonomy-granting -

with five items each in maternal parenting style. However the below desired reliability

coefficient of this instrument among seventh graders has reportedly invited a revision

by Nancy Darling and Teru Toyokawa.

In the revised numbers of items were increased and a neutral response was

added to the original four response format. Beyers and Goossens, in 1999 developed

another instrument based on work by Steinberg and colleagues, which has shown good

external validity, internal consistency, and test-retest reliability (Lamborn, Mounts,

Steinberg, & Dornbusch, 1991). This five point Likert type instrument assesses two

dimensions of parenting styles, namely support (alpha coefficient 0.77) and strict

control (alpha coefficient 0.74). It is collecting data from parents. Based on median

splits, parents were classified as authoritative, authoritarian, indulgent, or uninvolved.

25
Lefebevre (2004) developed “Parental style inventory II (PSI II)” for parents to identify

their parenting style. This five point Likert type scale has three dimensions, autonomy

granting, demandingness and responsiveness; twelve items in each dimensions.

The tool has adequate internal consistency, variability and predictive validity.

Also the author claims that this instrument is assessing parenting style independent of

parenting practices. Gracia, Garcia and Lila, in 2008, developed a parenting style index

to assign the parents to four categories based on their parenting style, namely,

authoritative, authoritarian, neglectful and indulgent (Gracia, Garcia & Lila, 2008). This

measures parental warmth and control, as perceived by the adolescents, with alpha

coefficients 0.9 and 0.81 respectively. The tool is developed for Spanish speaking

people. Parenting style instruments until this time were developed in other cultures;

some consider only three parenting style and some are meant for parents, than

children. So, the authors sense the need for a scale of parenting scale in the eastern

parenting practices and cultural context. Scale of Parenting Style This scale is used for

measuring perceived parenting styles of higher secondary school students. The draft

scale has been developed on the basis of theories of Baumrind (1971), and dimensions

of parenting style proposed by Maccoby and Martin (1983). Parenting styles have been

widely studied in recent research and have been related to many parent characteristics

and child outcomes. The Parenting Styles and Dimensions Questionnaire (PSDQ;

Robinson, Mandleco, Olsen, & Hart, 2001) is one measure that is widely utilized in

current research to examine parenting styles Although the PSDQ is comprised of

authoritative, authoritarian, and permissive subscales, it does not measure the

uninvolved parenting style. Additionally, this measure provides continuous variable-

centered scores rather than categorizing parenting style typologies.

26
 A reconceptualization of the PSDQ may allow researchers to improve and

expand on the measurement of parenting styles and identify new ways in which

parenting styles relate to parents and families. The aim of the current study is to

construct a new measure for identifying adolescent's parents four parenting styles like

Authoritarian or Power asserting disciplinarians , Authoritative or Warm giving

protectors , Permissive or Lenient freedom givers, Uninvolved or Selfish autonomy

givers. Parenting Style four factor questionnaire (PSFFQ) is mainly constructed as a

tool for measuring parenting Styles of adolescent's parents.

27
 CHAPTER III

METHODOLOGY

Introduction

This chapter describes the methods that were used in the study in order to

realize the set objectives of this study. It contains the research design, location of the

study, target population, sampling techniques, sample size, research instruments,

validity, reliability, data collection techniques , data analysis and the operationalization

of the conceptual framework.

Research Design

The research was conducted using descriptive research design. Descriptive

research design was adopted because it described the phenomena under study in its

natural settings. It was also used because the data collected would be generalized to

the entire population under the study.

Locale of the study

The study will be carried out in Can-avid National High School, Can-avid Eastern

Samar. The constituency comprises of 145 random students or respondents from

Grade 7 to Grade 12.

TABLE 1. NUMBERS OF SECTIONS IN CNHS

GRADE LEVEL JUNIOR HIGH SENIOR HIGH TOTAL

SCHOOL SCHOOL

NUMBER OF 32 16 48
SECTION

28
Target population of the Study

The study targets 145 respondents among the entire population of Can-avid

National High School and select percentage of samples to represent the entire

population from both Senior High School and Junior High School.

Sampling Techniques

For the study, the researcher used random sampling in determining its

respondents. Each section, 3 random students are selected to recieve the research

questionnaire.

TABLE 2 SAMPLING FRAME

GRADE SECTION POPULATION SAMPLE PERCENTAGE

7 Winterberry 54 3 5.6%
Sunflower 55 3 5.5%
Rose 55 3 5.5%
Orchid 53 3 5.7%
Begonia 53 3 5.7%
Camia 57 3 5.3%
Anthorium 57 3 5.3%
Daisy 56 3 5.4%
Stargazer 53 3 5.7%

8 Pearl 56 3 5.4%
Saphire 50 3 6%
Jade 59 3 5.1%
Garnet 60 3 5%
Emerald 57 3 5.3%
Alexandrite 51 3 5.9%
Diamond 58 3 5.2%
Aquamarine 52 3 5.8%
Amethyst 53 3 5.7%

9 Sycamore 49 3 6.1%
Shamrock 48 3 6.3%
Purpleheart 41 3 7.3%
Mimosa 45 3 6.7%
Hemlock 49 3 6.1%
Hackberry 44 3 6.8%

29
 Cottonwood 43 3 6.9%
Butternut 42 3 7.14%

10 Cherry 61 3 4.9%
Apples 62 3 4.8%
Grapes 60 3 5%
Mango 51 3 5.8%
Orange 52 3 5.7%
Pineapple 54 3 5.5%

11 St. Claire 48 3 6.3%

St. Jhon 47 3 6.4%
St. Jude 49 3 6.1%
GA 38 3 7.8%
ABM 31 3 9.6%
Animal 40 3 7.5%
Production 17 3 17.6%
St. Anne 32 3 9.4%
Bread & Pastry 53 3 5.6%
House Keeping 53 3 5.6%
Agri Crop
12 49 3 6.1%
Ellison 44 3 6.8%
Kaiser 31 3 9.6%
ABM 48 3 6.2%
Allen 38 3 7.8%
House Keeping 52 3 5.7%
Musk

TABLE 3. SAMPLE DISTRIBUTION

CATEGORY SAMPLE PERCENTAGE

JUNIOR HIGH 96 66.7%

SCHOOL
SENIOR HIGH 48 33.3%
SCHOOL
TOTAL 144 100%

TABLE 4. RESEARCH QUESTIONAIRE ADMINISTERED

CATEGORY ADMINISTERED RETURNED PERCENTAGE

30
 JUNIOR 96 96 66.7%
HIGH
SCHOOL
SENIOR 48 48 33.3%
HIGH
SCHOOL
TOTAL 144 144 100%

Data Collection Instrument

The study utelized self-administered questionnaire to collect data specifically

called as Parenting Style- Four Factor Questionnaire, wherein the respondent must

READ the following statements CAREFULLY and indicate their single response by

putting a “tick” or “check” mark in the appropriate box. Each box grades to scale where

5 the highest and 1 the lowest. “All of the time”- 5, “Most of the time” – 4, “Sometimes”-

3, “Rarely”- 2 and “Never’- 1. Each item in the PF-SS questionnaire implies criteria in

determining the parenting style, thus, the sum of all their answers will classify whether

their parents is authoritarian, authoritative, permissive or uninvolved. Moreover, in the

second part of the research form is the essay type of questions wherein the

respondents may answer in any of their language or dialect preference.

31
 Republic of the Philippines
Department of Education
CAN-AVID NATIONAL HIGH SCHOOL (CNHS)
Can-avid Eastern Samar, 6806
_________________________________________________________________________________

PS-FFQ
(Parenting Style- Four Factor Questionnaire)
Shyny T. Y
Ph.D (Psychology)
Bharathiar University – Coimbatore
Name of student: _______________________________________ Age: ___ Sex: ____

Gr/Sec:_______________________ Average Grade: (Last Quarter) ___________________

Name of Parent/s: _____________________________________ Age: ___ Sex: _____

_____________________________________ Age: ___ Sex: _____

I. Instructions: READ the following statements CAREFULLY and indicate your single
response by putting a “tick” or “check” mark in the appropriate box. Each box grades to
scale where 5 the highest and 1 the lowest.

NO STATEMENT All Most Some Rarely Never

of of the Times
the time
time (4) (3) (2) (1)
(5)
1 My parents want me to follow all their instructions because
they think they are the authority to decide what to do or not
to do.
2 My mother is a friend, philosopher and a guide to me.

3 My parents are soft-hearted, they don`t correct me at

proper time by punishment when I commit mistake.
4 My parents don`t have any demands from me, and they do
not control me, they provide me full and total freedom.
5 My parents have little patience to tolerate any of my
misbehaviour and they don`t usually listen to my excuses
in any kind of mistakes.
6 My parents used to understand my feelings in any
situations and they always try to get my opinion whenever
they have something to be decided, most especially when
its for me.
7 Whenever I acquire low marks, may parents did not give
any punishments rather they feel that I can do better next
time.
8 Whenever my parents are sad and depressed and they
cannot show any care and deep emotional tie up with me.
9 My parents strongly believe that my future depends on
their hands so they prepare strict time table for me to be
followed.
10 Important decisions of the family are done together and
they give full freedom to each members to share
everything to them.
11 My parents give valuable rewards when I obey them and I
behave well.
12 As my parents are very busy with their household and
works, they get less time to get involved to my studies or
to listen to my needs and wishes.
13 My parents have clear expections regarding my behaviour
and they are not much bothered about what I want and I
like in the future.

32
14 As my parents understand my strength and weaknesses,
they set some appropriate rules for me and give me
friendly correction whenever necessary.
15 Though my parents have definite goal and planning about
my future, the cannot follow it strictly because of their
leniency.
16 My parents are stressed and strained, hence they cannot
take care of my welfare.
17 My parents usually like to give me physical punishment like
beating rather than giving me advices, because they think
I will not listen to it.
18 My parents will not force me to choose my future career
and they also help me to set realistic goals.
19 As my parents was brought up by striclty disciplined
parents, they are very liberal to me.
20 My parents usually give more importance to my own likes
and wishes but not bother much about my needs or my
misbehaviours.
21 My parents believe that only through punishment I can be
corrected and they also don`t like to give any financial
freedom to me.
22 Whenever I fail to follow the time table given by my
parents, they remind me the consequences with a touch of
love and affection.
23 My parents likes to be affectionate to me, and they take full
responsibility of my welfare and goodness.
24 As my parents are too busy, they get little time to care for
me, I am quite free to move my own way and to make
decisions.
25 My parents gives me punishment when I make mistakes,
and it best depends upon their mood.
26 I talk to my parents out of being punished after I done
something wrong.
27 My parents always threaten me with punishment but
cannot actually do it because of their leniency.
28 As my parents are bounded with severe life problems, they
ignore my misbehaviour and they have no idea about my
life outside home.
29 Whenever I show disobedience, my parents scold and
criticize me with bursting anger.
30 Even though my parents are busy, they have enough time
to visit me at my school and meet my teachers to know my
progress.
31 I have no self-discipline because my parents shows me
excessive love and sympathy.
32 My parents dont tell me where they are going and why they
are late, I dont have any idea of their whereabouts.

33
II. Answer the following questions honestly and whole-heartedly.
(You can answer the questions in any dialect you are comfortable)

1. Are you comfortable of the parenting style that your parents show to you? Why?
Ans.

2. If you will be the one to decide, what kind of parents do you wish to have? Is it
Authoritative, Authoritarian, or Permissive? Why?
Ans.

3. Is the parenting style shown by your parents helpful to you? Why do you say
so?
Ans.

4. Is their any advantage you acquire from the parenting style shown by your
parents?
Ans.

5. Does your parent oblige you to study your lesson at home?

Ans.

34
 ANSWER SHEETS
S 5 4 3 2 1 S 5 4 3 2 1 S 5 4 3 2 1 S 5 4 3 2 1
C C C C
O O O O
R R R R
E E E E
S S S S

Q Q Q Q

1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
21 22 23 24
25 25 26 27
29 30 31 32

A1=____________ A2= ___________ P= ___________ U=

___________

(A1= Authoritarian, A2= Authoritative, P=Permissive, U= Uninvolved/Neglectful)

Have you responded to all the statements? Yes__/No__

Have you entered your responses in the correct boxes? Yes__/No__
Have you responded accurately and honestly? Yes__/No__

35
 IV. DATA ANALYSIS

In interpreting the data and results of the study, the researcher utelized the

following formula and tabulated all the results.

1. Mean = sum of data /# of data points

2. Percentage= Part/Whole = %/100

where:

Part = the part of the whole

Whole = the total amount that the percent is operating on, also known as the base

Percent (%) = the number of parts per 100, also known as the rate

TABLE 1. CUMULATIVE RESULTS OF PS-FFQ part 1

The table below shows the cumulative results from all the administered

questionnaires. The first column is the questionnaire number, the second column is

the respondents` average grade from the previous semister, the third and the sixth

column is the rate given by the respondent to the statements in the PS-FFQ, and the

last column is the classification of parents.

RESPONDENT AVERAGE A1 A2 P U REMARKS

NUMBER Grade
1 90 24 28 24 27 Univolved
2 90 15 23 20 14 Authoritative
3 92 16 37 29 16 Authoritative
4 90 24 30 24 25 Authoritative
5 92 16 38 30 22 Authoritative
6 91 26 33 26 19 Authoritarian and
Permissive
7 95 29 20 22 24 Authoritarian
8 94 19 28 21 14 Authoritative
9 89 29 15 13 14 Authoritarian

36
10 89 24 28 27 22 Authoritative
11 90 20 34 21 21 Authoritative
12 91 20 32 24 20 Authoritative
13 90 30 32 24 24 Authoritative
14 91 23 26 23 19 Authoritative
15 90 20 30 24 17 Authoritative
16 90 29 31 22 22 Authoritative
17 91 31 30 28 27 Authoritarian
18 90 25 32 26 19 Authoritative
19 89 31 29 28 27 Authoritarian
20 91 23 32 25 26 Authoritative
21 90 28 32 25 26 Authoritative
22 91.4 22 33 25 23 Authoritative
23 89 22 22 24 25 Uninvolved
24 92 17 37 27 21 Authoritative
25 92.27 22 33 26 14 Authoritative
26 92 21 30 26 24 Authoritative
27 90 15 29 18 13 Authoritative
28 93 20 18 19 18 Authoritarian
29 92 24 25 23 23 Authoritative
30 92 24 28 24 20 Authoritative
31 92.6 25 21 17 26 Univolved
32 96 19 26 24 18 Authoritative
33 90 22 26 21 15 Authoritative
34 96 15 27 19 17 Authoritative
35 92 24 24 23 23 Authoritative/Authoritarian
36 94 14 31 23 21 Authoritative
37 95 21 34 27 20 Authoritative
38 93.6 24 35 27 14 Authoritative
39 93 15 28 18 15 Authoritative
40 93.5 20 26 25 21 Authoritative
41 90 28 29 28 17 Authoritative
42 87 28 27 25 28 Authoritative/Uninvolved
43 89 23 27 14 17 Authoritative
44 92.6 19 18 24 30 Uninvolved
45 89.50 24 23 24 25 Uninvolved
46 90 29 34 30 30 Authoritative
47 89 28 35 25 23 Authoritative
48 92.87 18 32 31 13 Authoritative
49 93.5 23 34 24 17 Authoritative
50 91 27 34 30 25 Authoritative
51 85 29 25 28 23 Authoritative
52 85 28 28 21 21 Authoritarian/Authoritative
53 96.5 18 28 22 21 Authoritative
54 96.7 23 32 21 17 Authoritative
55 82 19 20 23 31 Uninvolved
56 94.8 19 28 33 24 Permissive
57 95.2 27 24 20 17 Authoritarian

37
58 85 28 31 30 25 Authoritarian
59 93.7 23 45 26 21 Authoritative
60 92.3 31 30 30 28 Authoritarian
61 93.6 29 36 27 22 Authoritative
62 93.1 39 35 30 29 Authoritarian
63 94.9 11 21 30 19 Permissive
64 96.8 25 36 23 19 Authoritative
65 97 27 24 22 21 Authoritarian
66 93.3 26 32 21 14 Authoritative
67 93.8 33 29 29 29 Authoritarian
68 89 26 29 26 24 Authoritative
69 94.2 30 33 25 28 Authoritative
70 87 23 34 26 18 Authoritative
71 92.5 23 24 23 24 Authoritative/Uninvolved
72 91 27 25 20 25 Authoritarian
73 93.5 27 36 33 31 Authoritative
74 92.5 29 26 27 30 Uninvolved
75 89 27 31 29 27 Authoritative
76 89 20 30 27 24 Authoritative
77 89 25 32 29 30 Authoritative
78 93.4 28 34 30 23 Authoritative
79 83 22 25 27 26 Permissive
80 93 29 26 30 28 Permissive
81 85 26 31 28 24 Authoritative
82 94.2 34 24 24 27 Authoritarian
83 92.3 34 22 26 23 Authoritarian
84 90.6 23 27 25 34 Uninvolved
85 93 32 36 17 29 Authoritative
86 85 17 20 18 14 Authoritative
87 91 22 28 20 13 Authoritative
88 88 25 29 28 18 Authoritative
89 89 30 31 28 27 Authoritative
90 84.5 25 26 30 21 Permissive
91 89.4 23 34 31 24 Authoritative
92 90 26 31 23 17 Authoritative
93 82 14 17 32 10 Permissive
94 95 27 32 11 15 Authoritative
95 90 28 27 25 20 Authoritarian
96 87 25 23 27 23 Permissive
97 85 24 22 25 26 Uninvolved
98 86 25 23 24 27 Uninvolved
99 88 26 25 23 24 Authoritarian
100 91 24 28 23 22 Authoritative
101 86.6 23 24 26 25 Permissive
102 92 28 27 20 14 Authoritarian
103 88 25 18 26 19 Permissive
104 91.2 26 28 18 15 Authoritative
105 93 21 28 20 17 Authoritative

38
106 86.8 18 20 22 23 Uninvolved
107 90.2 16 20 22 18 Permissive
108 85 15 18 19 26 Uninvolved
109 94 24 26 15 16 Authoritative
110 91 27 24 18 19 Authoritarian
111 89.2 26 23 22 19 Authoritarian
112 86.7 29 28 32 20 Permissive
113 81.2 31 30 25 32 Uninvolved
114 87 30 29 31 25 Permissive
115 94 31 32 24 26 Authoritative
116 95 37 31 28 25 Authoritarian
117 96 35 36 31 24 Authoritative
118 85.2 33 34 36 29 Permissive
119 83 24 27 32 19 Permissive
120 89.7 34 19 21 23 Authoritarian
121 91 22 26 34 25 Permissive
122 87 25 29 24 26 Authoritative
123 85 35 29 30 25 Authoritarian
124 88 27 25 38 20 Permissive
125 92 20 27 25 26 Authoritative
126 90 25 22 20 19 Authoritarian
127 97 27 26 25 24 Authoritarian
128 93 20 21 21 19 Authoritative/Permissive
129 89.9 14 21 16 20 Authoritative
130 82.1 23 21 25 30 Uninvolved
131 85 18 14 19 16 Permissive
132 85.8 25 21 23 19 Authoritarian
133 96 34 18 22 17 Authoritarian
134 92.2 21 20 19 16 Authotarian
135 90.8 36 31 29 19 Authoritarian
136 85 22 29 30 20 Permissive
137 84 12 14 18 19 Uninvolved
138 84.4 13 19 34 17 Permissive
139 83.8 19 15 25 18 Permissive
140 90 24 27 18 16 Authoritative
141 97.01 25 24 22 19 Authoritarian
142 95 37 31 28 25 Authoritarian
143 96 35 36 31 24 Authoritative
144 85.2 33 34 36 20 Permissive

39
Table 1.5 Cumulative Percentage of students with Authoritarian, Authoritative,

Permissive and Uninvolved parents with the mean of average grades.

Parenting Number of Percentage Mean of

Style Student Average
Grade
Authoritarian 32 22.22% 91.61%
Authoritative 74 51.38% 94.30%
Permissive 22 15.28% 87.83%
Uninvolved 16 11.11% 77.27%
Total: 144 Total: 100%

The table above summarizes the number of students whos parents are

classified in the four parenting style with the mean of all the average grades. From the

entire sample population of 144, 51.38% or 74 respondents classified their parents as

authoritarian and the mean of average grade is 94.30%, 22.22% or 32 respondents

claimed their parents as authoritative with the mean of average grade equal to 91.61%,

15.28% or 22 respondents classified their parents as permissive with the mean of

average grade equal to 87.83%, lastly 11.11% or 16 respondents assort their parent

as uninvolved with the mean of average grade equal to 77.27%.

Basing on the results, the researchers found out that authoritative parenting

style characterized by parents being warm and protector to their child shown better

result in terms of the academic performance of the student, among the four, it is clearly

visible that the 94.30% is the highest average grade, showing academic excellence

and success, compared to the students with authoritarian, permissive and uninvolved

parents. On the other hand, the tendency of the parents being neglectful to their child

is to have poor performance at school.

40
 TABLE 2. Result of PS-FFQ Part 2
Respondent Q1 Q2 Q3 Q4 Q5
Classification
YES NO A1 A2 P U YES NO YES NO YES NO
A1 (32) 26 6 8 6 18 0 29 3 29 3 32 0
A2 (74) 69 5 15 20 39 0 70 4 70 4 74 0
P (22) 22 0 0 0 22 0 22 0 22 0 12 10
U (16) 3 13 10 4 2 0 0 16 0 16 0 16
PERCENTAGE(%) 85.42 14.58 22.92 20.83 56.25 0 84.03 15.97 84.03 15.97 81.94 18.06

The table above shows the results in the part 2 of the PS-FFQ, the researchers

sorted all the students based on what type of parents they have.

For the first question which is “Are you comfortable of the parenting style that

your parents show to you? Why?”, in the case of student classified as ‘A1’, 26 out of

32 answered yes, for the students classifed as ‘A2’ 69 out of 74 answered yes, for the

students classifed as ‘P’ all of them aswered yes, and the students classified as ‘U’ 3

out of 16 answered yes. Those answered yes reasoned out that having parents who

shows its superiority over them is more helpful and beneficial in securing their safety,

unlike having parents being to loose because they are guided by certain rules and

expectation making them fully aware of their responsibilities, in contradiction those

who answered no reasoned out that sometimes they find it difficult for them to obey all

the rules and limitations set by their parents since its against to what they want to do

or have.

For next question which is “If you will be the one to decide, what kind of parents

do you wish to have? Is it Authoritative, Authoritarian, or Permissive? Why?”. In the

case of students classified as ‘A1’- 8 selected ‘Authoritarian’, 6 selected ‘Authoritative’,

and 18 selected ‘Permissive’, for the students classified as ‘A2’- 15 favor

‘Authoritarian’, 20 for ‘Authoritative’ and 39 for ‘Permissive’, for the students classified

41
as ‘P’- all respondents choose ‘P’, lastly, those classifed as ‘U’- 10 preferred

‘Authoritarian’, 4 for ‘Authoritative’, and 2 for ‘Permissive as their parent of choice. The

respondents who select parenting styles other than what they already have admitted

that they aren`t satisfied and demands something more from their parents, and those

who selected the same are those students contented and satisfied.

For the third question, “Is the parenting style shown by your parents helpful to

you? Why do you say so?’ for the students classifed as ‘A1’- 29 out of 32 answered

yes, the students classified as ‘A2’- 70 out of 74 answered yes, students classified as

‘P’- all answeredout yes, lastly students classified as ‘U’- all answered no. The

respondents who answered yes, reasoned that the style of their parents in raising them

is efficient and effective in terms of developing their character, they admit that the

presence of their parents together with its guidance and protection is the reason why

they reached their success, thus making them so thankful for their parents, on the

other hand, those who answered no are the respondents whos parents are neglictful

and irresponsible to give them addequate attention and care, as such, they find it

unhelpful for them.

For the fourth question. “Is their any advantage you acquire from the parenting

style shown by your parents?’ the students under ‘A1’- 29 out of 32 answered yes,

students under ‘A2’- 70 out of 74 answered yes, for the students classified as ‘P’- all

answered yes, and students under ‘U’- all answered no. The student who answered

yes are those who find the style of their parents to offer them advantages like adequate

attention and freedom and the students who answered no are those who falls under

‘U’ wherein their parents shows no interest to them, the students with neglictful

parents.

42
 For the last question, “Does your parent oblige you to study your lesson at

home?”, students which falls under ‘A1’- all answered yes, students under ‘A2’ all

answered yes, for ‘P’ 12 out of 22 answered yes, and students classified as ‘U’ all

answered no. The respondents who answered yes are those with parents who oblige

them to study their lessons at home, those parents who monitor and guide their child

for its developments. On the other hand, those who answered no are those students

whos parents are not interested towards academic performance and development of

their child

43
 V. CONCLUSION AND RECOMMENDATION

Based on the results shown in the tabulated data, the researcher conclude, that

although they had initially hypothesized that there are significant effect of the parenting

style to the academic performance of student, their data analysis provide substancial

evidence to reject their initial thoughts, enabling the researchers to answer the

aforementioned research problems:

1. What is the mean of average grade of the students classified with (1)

authoritarian, (2) authoritative, (3) permissive, and (4) uninvolved parents?

Answer: From the entire sample population of 144, 22.22% or 32 respondents

classified their parents as authoritarian and the mean of average grade is 91.61%,

51.38% or 74 respondents claimed their parents as authoritative with the mean of

average grade equal to 94.30%, 15.28% or 22 respondents classified their parents as

permissive with the mean of average grade equal to 87.83%, lastly 11.11% or 16

respondents assort their parent as uninvolved with the mean of average grade equal

to 77.27%.

2. What is the most common parenting style?

Answer: From the results, authoritative parenting style is the most common which

comprises 74 respondents or 51.38% of the entire sample population.

44
 3. What is the most effective parenting style in accordance to the data

gathered?

Answer: Comparing the data gathered, we can deduce that among the four types of

parenting style, in our area, authoritative parenting is the most efficient and productive

way of raising a child, the reasons for this is (1) parents shows their control and

authority limiting their child`s actions thus making him/her fully aware of its limits, (2)

parents set specific rules and regulations guiding the students to be well-disciplined

and responsible, and lastly (3) this kind of parents, instill to their child the importance

of education and they oblige and monitor the performance of their child at home and

at school.

4. What is the relationship between parenting style and the academic

performance of the student?

Answer: The parenting style is directly proportional to the academic performance of

the student. For instance, those child whos parents shows its authority and control

perform well in school unlike those parents who lose touch and control to their child

wherein the student perform poorly in their studies.

Moreover, the researcher also find out that parenting style and control shown

by parents to student play vital role in shaping its academic figure, its perforamances

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and developing its potential skills, for instance, parents who shown superiority and

direct authority makes their child fully-disciplined like in the case of those with

authoritarian parents, however, those students admitted that too much expectations

makes their studies a bit harder. On the other hand, those students with warm giving

and protector parents shows higher success in the field of study, and this is because

their parents are said to be not too loose and not too strict, and having such makes

them motivated to do more and perform their duties as student because they know

that their success will make their parents proud. In contradiction, those student with

too loose and permissive parents shown lower results, this is because, those student

are given total freedom to walk their ways, no parent tell them what to do, and even

only few of those respondents admitted that their parents oblige them to study.

Similarly, those students with neglictful and uninvolved parents shown poor

performance in school, and this is due to lack of attention, care, drive, and control they

get from their parents, majority of those respondents who falls under this category

admitted that they rarely recieve moral support from their legitimate parents.

Therefore, the academic success of the students are greatly influenced at home.

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 RECOMMENDATION

Basing on the answers of the respondents to the second part of the PS-FFQ,

the researchers would like to appeal and humbly recommend to the parents, students,

and school the following:

For the parents:

1. Have deep connection with your children because based on our study, child with

neglictful or parents which is uninvolved have poor performance in school.

2. Don`t be too loose and too strict, have equilibrium in treating your child, posses and

open ears to listen and soft heart to understand about the needs and demand of your

child.

3. Parents must also explain to their children the reasons behind their action and

decision so that their child will completely understand your purpose and adopt to your

values.

4. Talk and always check on your children because open communication towards

family member is crucial in fostering and developing a child, they might have words

left unspoken and it depends on your hands to let them communicate it to you.

5. Always offer presence to your child in all his/her ups and downs, seeing you with

him/her in all his defeat and victory will help him develop sense of determination and

confidence.

6. Always have the first say in making decision about the choices of your child, giving

them total freedom might put them at risk, do not forget that you still is his/her parent

being highly responsible in ensuring their welfare.

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7. Lastly and most importantly, instill to your child to value education, and oblige them

to make education as its priority.

For the students:

1. Obey your parents and be determined to achieve your goal.

2. Set education as your top priority.

3. Build close relationship to your parents.

4. Communicate to your parents and tell them your worries and problems in all aspect

of your life.

5. Know your limits.

5. Lastly, consider your parent as an indispensible support system you have.

For the school:

1. Enhance value education for the students.

2. Conduct programs that will enhance and strengthen the bond between the student

and its parents, like conducting family day and other similar school-based family

centered activities, because in the present days, such kind of bond are dominated by

the social media addiction of both parents and its child.

3. Conduct adequate councelling to students who do poorly in academic areas due to

family problems and issues.

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4. Have indepth monitoring to the factors affecting the academic performance of the

students.

5. Lastly, encourage teachers to let student understand the importance of education

and why it is essential for him or herself.

To the future researchers, similar study can also be conducted on other factors

like why students perform poorly in academic areas, for instance, studying the values

of the student, the study habbit, the influence of its peers toward studies, or the

competency of the teacher in charge. Moreover, future researcher may also identify

the key factors for successful parenthood and how is it important in determining the

success of its child.

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 ACKNOWLEDGEMENT

It is the researchers` honor to acknowledge the people who joined their hands

and exerted their efforts in making this study a successful one. To their research

adviser, Shermaine G. Geniston, for her full supervision, guidance and support in

turning this research study to a reality. The researcher would also like to express their

deepest gratitude to Ma’am Rosanna G. Catuday, school principal, who allowed the

student to conduct the research, to the students who participated and contributed to

the success of this endeavor, and to their beloved and ever supportive parents for

providing them moral support, whose undying love and sacrifices serve as an

inspiration in all their undertakings.

Most of all, to the Creator of heaven and earth who blessed the researcher and

gave him enough strength, courage and wisdom to finish this study. To God be the

glory.

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