1

CHAPTER I

THE PROBLEM AND ITS SCOPE

Background of the Study

Family is a fundamental and important structure of the 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 is very 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.

Parents play a highly influential role in their children’s development.

(Baumrind, 2012) in her study identified that pre-school children raised by

parents with differing parenting styles varied in their degree of social

competence. Parenting styles can be categorized according to the levels of

parental demandingness i.e. control, supervision & maturity demands and

responsiveness i.e. warmth, acceptance & involvement (Maccoby& Martin,

2003). Parenting styles have often been presented as a three-category structure

which authoritarian, authoritative, and permissive parenting styles (Dornbuschet

 2

al.1997). A person's upbringing has a profound influence on how they see the

world and how they process information Bowman (2008). Stevenson (1998)

observed that different students view education as having different goals. This

means that parenting can create a pool of informed citizens with a developed

ability to think and reason and it can be used to establish students who share a

common body of knowledge and who share socialization into the way things are

done in a particular society.

Bowman (2008) &Stevenson (1998) observed that the parenting styles

and academic performance of students. However, development in the field of

parenting and family studies has led to the renewed interest in the relationship

between children’s school achievements and parenting style. These

developments have heightened the need for the study on children’s school

achievements. Since the family is the first window of the child, parenting style

and its influence on children could greatly affect their understanding, attitude and

school achievements. Accordingly, there are several research works done on

parent-child relationship and children’s school achievements (Prindle&Resinski,

1989 & Van Meter, 1994). Parental responsibilities start as soon as the child was

born. These responsibilities suggest that the socialization process of a child was

bidirectional in nature. The implication was that parents convey socialization

messages to their children, while children vary in their level of acceptance,

receptivity and internalization of these messages (Grusec et al., 2000).

Socialization means the acquisition of education, experience, attitudes and

 3

behaviors that are required for a successful adaptation to the society and the

family (Ladd & Pettit, 2002).

This study was conceptualized and developed, to determine the parenting

style: its effect on the academic performance of randomly selected grade six

learners in Bagong Silang Elementary School.

Objectives

1. To determine the parenting styles have the Grade 6 learners experienced.

2. To determine the academic performances of the Grade 6 learner.

3. To determine if there is a significant relationship between parenting style

and the respondent's academic performance.

Null Hypothesis

There is no significant relationship between parenting style and the

learner’s academic performance.

 4

Theoretical Framework

(Baumrind,1966) developed the theory that there were three main types

of parenting styles and that difference in parenting styles accounted for the way

children functioned socially emotionally and cognitively. (Baumrind, 1966)

suggested that there were three 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).

This study could also be stated within the perspective of symbolic

interactionism by Charles Horton Cooley and George Herbert Mead having

relations inside and outside the household playing the key role by molding both

the parent and the child’s behavior among themselves and among their peers.

According to Cooley and Mead, Family constitutes essential part of the “other” for

children.
 5

Conceptual Framework

Independent Dependent Variable

Variable

Parenting Style

 Authoritative Parenting
Style Academic
Performance
 Authoritarian Parenting
Style

 Indulgent/Permissive
Parenting Style

Figure 1.1 Schematic Diagram of the study

 6

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 following components, authoritative

parenting style, authoritarian parenting style and permissive parenting style. The

dependent variable was academic performance of Grade Six learners in Bagong

Silang Elementary School. The relationship between the independent variable

and the dependent variable is affected by the psychological status which is

assumed to have contingent influence on the dependent variable.

Significance of the Study

Students- The result of this research was served as a basis to identify

their competence in academics. Also on how they discipline themselves in

attaining good academic performance.

Teachers- They will be guided on how their learners are affected by the

parenting styles that a student goes through in order to avoid poor academic

performance. The teacher will appreciate this because this was inclined with how

they can lead their pupils in attaining good academic performance.

School Administrative- They will be made aware of the importance of

learning the parenting styles as they would affect academic performance. They

can take measures in dealing with this particular concern .

 7

Parents- The study will also benefit parents in learning how their

parenting styles influence how their children perform in school and how parents

can assist in improving academic performance of students who are in the

elementary schools.

Operational Definitions of Terms

To make this research study comprehensible, the following are defined

Academic Performance. In this study, it refers to the extent which

a student, teacher or institution has achieved their short or long-

term educational goals.

Assessment. The evaluation or estimation of the nature, quality, or ability

of someone or something.

Authoritarian parenting style. The process of parenting style showing

that children are expected to obey their parents’ orders.

Authoritative parenting style. The act of believing that children are

expected to obey authority and rules without being implosive.

Indulgent/Permissive parenting style. The state of doing just whatever

one wants.

Parenting styles. The manner by which parents rear their children.

 8

Scope and Limitation of the Study

This study had focused on the effects of parenting style on the academic

performance among the sample students of Grade Six Elementary Students in

Bagong Silang Elementary School. The limitation of this study covers the

accessibility, the collaboration, willingness to participate, and the honesty of

respondents in answering the questionnaires.

The research sampled was limited to all Grade Six students school year

2019-2020 in Bagong Silang Elementary School, since Grade Six learners were

most matured and can possibly understand easily in total of 69 sample student.
 9

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Related Literature

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.

Performance is defined as the observable or measurable behavior of

a person an animal in a particular situation usually experimental situation

(Simpson & Weiner. 1989). This means that performance measures the aspect of

behavior that can be observed at a specific period. To determine performance, a

performance test is conducted. (Singer, 1981) defined performance test as the

type of mental test in which the subject is asked to do something rather than to

say something. Performance test is the type of test which throws light on the

ability to deal with things rather than symbols (Drever, 1981).

Parenting Style

Parenting Styles refers to the manner in which parents raise their

children. This can refer to the parents' levels of expectations, performance

demands, attentiveness to rules, etc., as well as the style of discipline that the
 10

parent's utilize to enforce their expectations, parenting and family studies have

led to the renewed interest in the relationship between children’s school

achievements and parenting style. These developments have heightened the

need for the study on children’s school achievements. Since the family is the first

window of the child, parenting style and its influence on children could greatly

affect their understanding, attitude and school achievements. Accordingly, there

are several research works done on parent-child relationship and children’s

school achievements (Prindle& Resinski, 1989; & Van Meter, 1994).

Parental responsibilities start as soon as the child was born. These

responsibilities suggest that the socialization process of a child was bidirectional

in nature. The implication was that parents convey socialization messages to

their children, while children vary in their level of acceptance, receptivity and

internalization of these messages (Grusec et al.,2000). Socialization means the

acquisition of education, experience, attitudes and behaviors that are required for

a successful adaptation to the society and the family (Ladd & Pettit, 2002).

The parenting style construct commonly used in psychology today is

based on the work of Baumrind (1967), a developmental psychologist.

(Baumrind, 1967) noticed that preschoolers exhibited three different types of

behavior. Each type of behavior was highly correlated to a specific kind of

parenting. Based on extensive observation, interviews and analyses,

 11

(Baumrind,1967) identified three initial parenting styles: authoritative parenting,

authoritarian parenting and permissive parenting.

Maccoby& Martin (1983) expanded this parenting style model using a

two-dimensional framework. They made further distinction by expanding

Baumrind’s permissive parenting into two different types: indulgent (permissive)

parenting and neglectful (uninvolved) parenting.

Authoritarian parenting style and academic performance

Authoritarian parenting style suggested that children are expected to

be submissive to their parent’s demands, while parents were expected to be

strict, directive, and emotionally detached.

In a fascinating study of kindergarteners, Melissa Kamins& Carol Dweck

have shown that a common tactic of authoritarian caregiving--shaming a child for

poor performance -can make kids perform more poorly on problem-solving tasks

(Kamins&Dweck 1999). Moreover, experiments suggest that people learn better

from positive feedback than from negative feedback, and this may be especially

true for kids (Schmittmann et al.,2006; & van Duijvenvoorde et al.,2008).

Some studies of kids from lower socioeconomic groups have failed to

show any difference in academic performances between authoritative and

authoritarian families (Lamborn et al.,1996; Steinberg et al.,2009). It's even been

 12

suggested that kids with relatively less-educated parents do better in school

when they are from authoritarian homes (Leung et al.,1998).

There is also controversy about the effects of authoritarian care-giving in

traditional Chinese families. On the one hand, authoritarianism has been linked

with poorer school performance in Beijing (Chen et al.,1997) and Taiwan (Pong

et al.,2010).

On the other hand, studies of Hong Kong Chinese (Leung et al.,1998) and

of Chinese immigrants to North America (Chao 2001) have linked authoritarian

parenting with higher school achievement. In this authoritarian style of parenting,

children are expected to follow strict rules established by the parents. Failure to

follow such rules usually results in punishment. Authoritarian parents fail to

explain the reasoning behind these rules. If asked to explain, the parent might

simply reply, "Because I said so." These parents have high demands, but are not

responsive to their children. In addition, these parents are usually obedience and

status oriented, and they always expect their orders to be obeyed without

explanation (Karavalis, 2003). Parents in the restrictive pattern of parenting are

identified as authoritarian. Parents in this type attempt to sharpen, control, and

evaluate the behavior and attitude of their children which is 15 usually formulated

by a higher secular authority (Baumrind, 1999). These parents are high on

demandingness and low on responsiveness (Maccoby& Martin, 1983).

 13

Additionally, children and adolescents with authoritarian parents were

reported as having low self-esteem and spontaneity, as well as withdrawal,

antisocial, and delinquent behaviors (Coie& Dodge, 1998). Parents in this pattern

value obedience as a virtue and are punitive and forceful (Baumrind, 1999).

Authoritative parenting style and academic performance

Authoritative parenting style similar to authoritarian parenting entailed

clear and firm direction to children. However, the difference between the two

similar parenting styles lies in moderating discipline with warmth, reason, and

flexibility as ensued by authoritative parenting. From the different types of

parenting style, Asian parents’ studies have shown exhibit authoritarian parenting

style (Kawamura, Frost, &Marmatz, 2002; Pong, Hao, & Gardner, 2005).

Authoritative parents create a positive emotional atmosphere by being

highly responsive. Simultaneously, they are demanding and set high

expectations for mature behavior while giving children firm, clear rules,

standards, and boundaries. Two-way communication is encouraged. Affection is

openly given and received. Clarity is a focus when elucidating demands; children

are not simply expected to blindly follow orders, rather, explanations are given so

that they can understand the reasons behind the requests.

The outcomes that the authoritative parenting style produces are

numerous and significant. Children who are the recipients of this approach can

be found to be adaptable, competent, and achievement oriented. They are

 14

usually wholeheartedly accepted by their peers; perhaps because they

demonstrate good social skills while at the same time exhibiting low levels of

aggressive and antisocial behaviors. In addition, high self-esteem and a high

level of self-regulation are typically found to be present, creating an overall

positive developmental path for such children.

Authoritative parents have high expectations for achievement and

maturity, but they are also warm and responsive. These parents set rules and

enforce boundaries by having open discussion and using reasoning. They are

affectionate and supportive and encourage independence. This parenting style is

also known as democratic parenting style. Frequently hailed as the best way to

raise kids, it's an approach that emphasizes sensitivity, reasoning, setting limits,

and being emotionally responsive. It's common among many educated, middle

class families, and linked with superior child outcomes throughout the world. Kids

raised by authoritative parents are more likely to become independent, self-

reliant, socially accepted, academically successful, and well-behaved.

They are less likely to report depression and anxiety, and less likely to

engage in antisocial behavior like delinquency and drug use.

And research suggests that having at least one authoritative parent can

make a big difference (Fletcher et al.,1999).

 15

Permissive parenting style and academic performance

Permissive parenting style like the name implies connotes less

parental restrictions or limits on the child. The implication of this is that children

are expected to regulate their own activities.

Children of permissive parents tend to have high social confidence

and self-esteem but lower academic achievement and school involvement. Of

significance to note, children of this style have been shown to improve academic

performance provided that their school climate is authoritative. Some research

suggests that the gender of the permissive parent is significant with regard to

developmental outcomes (Milevsky, 2007). Because the nature of a father/child

relationship is frequently more playful, permissive fathering is thought to enhance

parent /child closeness, thereby contributing to overall positive well-being. The

permissive parenting style, like the authoritative style, is more child-centered than

other styles which accounts for strong parent/child bonds. Where this style differs

from authoritative is with regard to expectations.

The permissive parent places little to no expectation on their child

concerning achievement and behavior. Children of permissive parents engage in

more selfishly motivated activities than do children of differing parenting styles.

However, because these children have high parental engagement they tend to

be creative, self-confident and playful. On the negative side they also tend to be

less responsible and more easily drawn into negative social behavior. Children in
 16

this category of parenting also exhibit higher rates of hyperactivity and

aggression than other styles (Meteyer& Jenkins, 200).

 17

CHAPTER II

RESEARCH METHODOLOGY

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, data

gathering procedure, statistical used in analyzing data, analysis and the

operationalization of the conceptual framework and Theoretical Framework.

Research Design

The survey research design was used because it best served to answer

the questions and the purposes of the study. The survey research is one in which

a group of people or items is studied by collecting and analyzing data from only a

few people or items considered to be representative of the entire group. In other

words, only a part of the population is studied, and findings from this are

expected to be generalized to the entire population (Nworgu, 1991:68) &Similary,

McBurney (1994:170) defines the survey assessing public opinion or individual

characteristics by the use of questionnaire and sampling method.

Locale of the study

This study was conducted at Bagong Silang Elementary School. In

choosing the school for this study, the researcher considered the parenting styles

of the parents and the relatively short distance to travel. The distance from MSU-
 18

IIT to Bagong Silang Elemmentary School is 1.7 kilometers. The travel time is

about 8 minutes or less if not traffic.

Figure 2.Map of the locale of the study and the sampling site ( )

Subjects of the study

The sample subjects in this study are 69 Grade 6 student Bagong Silang

Elementary School in Bagong Silang, Iligan City enrolled 2019-2020. The

researchers handed out the questionnaires to them and the response gathered

was used to analysis their reaction and opinions about the effect of parenting

style of the student-response on their academic performance.

 19

Instruments Used

The Parenting Style Inventory Questionnaire, a modified survey prepared

by researchers was used to acquire necessary information to the study.

Questions are related to methodology and the parenting style of the parents of

the sampled respondents which are the Grade 6 student of Bagong Silang

Elementary School.

The questionnaire presented both open and closed ended questions that

required a single response. The questionnaire also contained like scale

questions ranging from 1- strongly disagree to 4- strongly agree, which the

researchers scores by summing up the sub-scales. The researchers developed,

validated and revised the questionnaire.

Reliability Test or Cronbach Alpha Test

Table 1. Reliability Statistics for Questions to Assess Students Permissive

Behavior

Cronbach's Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.889 .889 10

Table 1 shows that the Cronbach's alpha is 0.889, which indicates a high

level of internal consistency for our scale with this specific sample.
 20

Table 2. Reliability Statistics for the Questions to Assess Student’s

Authoritarian Behavior

Cronbach's Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.898 .906 10

Table 2 shows that the Cronbach's alpha is 0.898, which indicates a high

level of internal consistency for our scale with this specific sample.

Table 3. Reliability Statistics for the Questions to Assess Student’s

Authoritative Behavior

Cronbach's Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.870 .871 10

Table 3 shows that the Cronbach's alpha is 0.870, which indicates a high

level of internal consistency for our scale with this specific sample.

Table 4. Reliability Statistics for the Overall Questions

Cronbach's Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.961 .965 30

Table 4 shows that the Cronbach's alpha is 0.961, which indicates a high

level of internal consistency for our scale with this questionnaire.

 21

The statistical tools used in describing the data and in establishing the

relationship between the variables were independent and dependent, to come up

with descriptive statistics, including the frequency, percentage and mean.

The following formula was used in this study:

Pearson Formula was used to determine the number of schools:

Formula: n = N / (1 + Ne2)

Where n = number of samples

N = total population

e = error margin or margin of error

Percentage was used to determine the profile of the respondents considering all

the factors involved in the study

Formula: % = f/n * 100

Where f = frequency

N = no. of respondents

The mean was used to determine the average of the responses of the Grade six

learners.

Where X = the total number of respondents

n = total number of responses

 22

Chi Square was used to determine the rating of academic performance of the

students and the average of the responses.

(O−E)2
x =∑
2
E

Data Gathering Procedure

In gathering the data, the researchers asked permission from the school

principal for the list of all Grade 6 Elementary learners officially enrolled in

Bagong Silang Elementary School, Iligan City. After the approval to conduct the

study, the questionnaires were distributed to respondents and filled out by the

respondents and the questionnaires as they were administered directly to the

chosen sample for the study.

The non-standardized, modified survey questionnaires for the respondents

were utilized in order to obtain their profile and other necessary information.

Statements were gathered from the reading of the literature and studies pertinent

to parenting styles. Revision questionnaire followed after considering the

comments and suggestions of the evaluators from the College of the Education.

The respondents were required to answer base on their parent’s characteristics,

behaviours, disciplinary strategies, warmth and nurturance, communications

 23

styles and expectation of maturity and control which constitute the parenting style

being applied on them.

Analysis of Parental Style Questionnaire

Below is the arrangement of statements per parenting style.

PARENTING STYLE ITEMS NUMBER DISTRIBUTION

Permissive 1, 6, 10, 13, 14, 16, 19, 23, 27 and 29

Authoritarian 2, 3,7, 9, 12, 17, 20, 22, 26 and 30

Authoritative 4, 5, 8, 11, 15, 18, 21, 24, 25, and 28

 24

CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the gathered data and the researcher’s analysis and

interpretation of the results of the distributed survey. The data were presented in

a clear and concise from using tables and graphs. The data were arranged

according to the sequence of the problem. The first parts deals with the profile of

the respondents using frequency and percentage distribution.

60

50 47.8

40

31.9
30 Frequency
Percent

20

11.6
10
4.3 2.9
1.4
0
10 years old 11 years old 12 years old 13 years old 14 years old 15 years old

Figure 3. Age Percentage Distribution of the Grade Six (6) Students of

BSES

Figure 3 shows the age Percentage Distribution of the Grade Six (6)

Students of Bagong Silang Elementary School. The results reveal that out of
 25

sixty-nine (69) sampled respondents, 79.7% of them are either 11 or 12 years old

which the highest result of the survey. The result implied that more than half of

the Grade 6 pupils may belong to the age group of 11 and 12 years old.

Age of the respondents is one of the most important characteristic in

understanding their views about the particular problems; by and large age

indicates level maturity of individuals in that sense age becomes more important

to examine the response. Age structuring refers to the fact that every society

uses age in important ways, and the experience, roles, and statuses of

individuals are often tied to age (Kertzer, 1989).

31
45%
38 Male
55% Famale

Figure 4. Gender Percentage Distribution of the Grade Six (6) Students of

BSES
 26

Figure 4 shows the gender percentage distribution of the grade six (6)

students of Bagong Silang Elementary School. The results revealed that there

are more female than male in the study where female get the highest result of

55.1% of the total sampled students while male account for 44.9% of the total

sampled students. Based on the data from the principal office of Bagong Silang

Elementary School, there are more female from male pupils currently enrolled in

their school. This implies that majority of the Grade 6 pupils are female.

Gender is an important variable in which is variably affected by any social

or economic phenomenon and globalization is not an exception to it. Gender and

sexuality are centrally important forces that shape every aspect of our lives we

know our bodies, minds and selves through our gender and our sex as a society,

legal definitions and social expectations about women and men sex and

reproduction organize our medical, legal, educational and political systems. For

centuries, human societies have tended to assign different feelings and thoughts

to men and women. By doing so, they used the biological distinction of sex

(between male and female) to construct and enforce the social distinction of

gender (between masculine and feminine). For instance, according to 18th and

19th century English standard of femininity, middle and upper class women- as

opposed to men- were supposed to devote themselves almost exclusively to the

domestic sphere of “ hearth and home” as daughters, sisters, wives and mothers

caring for fathers, brothers, husband and children. They were expected to adopt

a suitably modest behavior and a moral code of sexual purity and self-sacrifice,
 27

and avoid having strong desires and strong opinions, especially in opposition to

the men who were seen as their guardians. Such differences of gender roles, by

affecting access to factors like education, experience, time and financial support,

have had their influence on the ways in which men and women could participate

in literature as writers, readers, critics, and arguably even as characters.

60
56.5

50
43.5

40 39

30
30 Frequency
Percent

20

10

0
Disagree Agree

Figure 5. Permissive Parenting Style Percentage Distribution of the Grade

Six (6) Students of BSES Experienced

Figure 5 shows the permissive parenting style percentage distribution of

the grade six (6) students of BSES experienced. It shows that most of the

students or 56.5% of the sampled students disagree that they were experiencing

permissive parenting style from their parent. On the other hand, 43.5% of the
 28

sampled students agree that they were experiencing a permissive parenting

style.

When a parent is permissive, they look at their child as equal rather than

children of a parent. Gift-giving and bribery are their primary parenting tools

versus boundaries and expectations. There are very few demands of a child in

this situation and parents have a difficult time saying “no” as they avoid asserting

authority and confrontation. They also avoid punishment at all times.

This parenting style involves; being nurturing and warm, but reluctant to

impose limits, rejecting the notion of keeping their kids under control, similar to

the authoritative style, they are emotionally supportive and responsive to their

children, permissive parents are not demanding. Kids do not have many

responsibilities and are allowed to regulate their behavior and the majority of their

choices. Studies have found links between permissive parenting and increased

alcohol use among teenagers as well as higher rates of school misconduct and

lower levels of academic achievement. Screen time and snacks are not

monitored in this type of family, which can lead to a risk of obesity and typically

four hours of television per day.

This parenting style had also negative side effects this include children are

not required to have good manners or be responsible around the home. The child

typically has a lot of freedom in regards to bedtimes, homework, mealtimes and

television watching. Children make their own decisions without input from parents

or caregivers. Children are impulsive, aggressive and lack independence as well

 29

as personal responsibility, mainly due to the huge lack of boundaries. They can

have symptoms of anxiety and depression. While children from these homes

tend to have high self-esteem and good social skills, they are also demanding

and selfish (Trautner, 2017).

60
56.5

50

42
40 39

30 29
Frequency
Percent

20

10

1 1.4
0
Disagree Agree Strongly Agree

Figure 6. Authoritarian Parenting Style Percentage Distribution of the

Grade Six (6) Students of BSES Experienced

Figure 6 shows the Authoritarian Parenting Style Percentage Distribution

of the Grade Six (6) Students of BSES Experienced. It shows that most of the

students or 56.5% of the sampled students agree that they were experiencing

authoritarian parenting style from their parents and there is 1 student strongly

agree that he is experiencing the authoritarian parenting style. On the other

 30

hand, 42% of the sampled student disagree that they were experiencing an

authoritarian parenting style.

The authoritarian parenting style is about being strict and stern. It insists

on unquestioning obedience, and enforces good behavior through threats,

shaming, and other punishments. That doesn't bode well for a child's health

outcomes, especially if she's growing up in an otherwise stressful environment.

As I note in this article, studies suggest that responsiveness and warmth can

protect kids from the effects of toxic stress, as defined by psychologists, it's also

a style associated with less parental warmth and responsiveness (Baumrind

1991).

Studies of American adolescents have reported that teens with

authoritarian parents were the least likely to feel socially accepted by their peers.

They were also rated as less self-reliant (Lamborn et al 1991; Steinberg et al

1992; Steinberg et al 1994). In addition, a recent study of U.S. college students

found that students raised by authoritarian parents were more likely to engage in

acts of bullying (Luk et al 2016).

 31

90

80 78.3

70

60
54
50
Frequency
40 Percent

30

20
14.5
10
10 7.2
5
0
Disagree Agree Strongly Agree

Figure 7. Authoritative Parenting Style Percentage Distribution of the Grade

Six (6) Students of BSES Experienced

Figure 7 shows the Authoritative Parenting Style Percentage Distribution

of the Grade Six (6) Students of BSES Experienced. Its shows that most or

78.3% and 7.2% of the sampled students agree and strongly those they were

experiencing an authoritative parenting style, respectively. On the other hand,

there 14.5% of the sampled students disagree that they were experiencing an

authoritative parenting style. Authoritative parenting style is an approach to child-

rearing that combines warmth, sensitivity, and the setting of limits. Parents use

positive reinforcement and reasoning to guide children. They avoid resorting to

threats or punishments. This approach is common in educated, middle class

families, and linked with superior child outcomes throughout the world. Kids

raised by authoritative parents are more likely to become independent, self-

 32

reliant, socially accepted, academically successful, and well-behaved. They are

less likely to report depression and anxiety, and less likely to engage in antisocial

behavior like delinquency and drug use. Research suggests that having at least

one authoritative parent can make a big difference (Fletcher et al 1999).The

authoritative parenting style was first defined by(Baumrind, 1996) who proposed

a new system for classifying parents. Her idea was to focus on the way parents

attempted to control their kids (Baumrind 1966).

In the U.S. and Australia, authoritative parents were very likely to

emphasize certain democratic practices, like taking a child's preferences into

account when making family plans, or encouraging a child to express his or her

own opinions (Robinson et al 1997).

But in China and Russia, authoritative parents didn't take their children's

preferences into account when making family plans. And most authoritative

parents from China didn't encourage kids to voice their own opinions -- not if

those opinions were in conflict with a parent's views (Robinson et al 1996).

In addition, authoritative parents encourage their kids to ask questions,

and they explain the rationale behind the rules. Authoritative parents are also

less likely to control kids through the induction of shame, guilt, or the withdrawal

of love.

Table 5.Academic Performance Percentage Distribution of the Grade Six (6)

Students of BSES
 33

Science Grade Frequency Percent Description

76.00 1 1.4 Fair

78.00 4 5.8 Fair

79.00 1 1.4 Satisfactory

80.00 8 11.6 Satisfactory

82.00 4 5.8 Satisfactory

83.00 2 2.9 Satisfactory

84.00 2 2.9 Satisfactory

85.00 16 23.2 Good

87.00 1 1.4 Good

88.00 4 5.8 Very Good

89.00 15 21.7 Very Good

90.00 6 8.7 Outstanding

91.00 2 2.9 Outstanding

92.00 2 2.9 Excellent

93.00 1 1.4 Excellent

Total 69 100.0

Table 5 shows the science academic performance of the grade 6 students

of BSES. It shows that 8.6% of the sampled students has a science grade less
 34

than 80, 75.3% of the sampled students has a science grade of 80-89 and there

are 14.5% of the sampled students has a science grade of 90 above. It means

that although there are some students who don’t really excel in science, we can

say that the grade 6 students of Bagong Silang Elementary School are somehow

doing well in their science subject since there are more than half of the sampled

students have science grade above 80.

Parenting styles play a central role on the better and effective academic

performance of adolescents irrespective of the level of education of education of

adolescents. Family, especially parents, has direct role in the social and

academic life of adolescents and young children. Adolescents, who gain family

support from parents, are successful throughout in their social and academic life.

It is also evident from past research that peers, communities’ and schools also

have influencing role on the academic performance of adolescents regardless of

the level of education of adolescents (Henton et al. 1980; Hoffman andWeiss

1987; Rice et al.1990). Strage and Brandt (1999) found that parenting

supportiveness, demandingness and autonomy granting have positive

relationship with the academic performance of students.

It is the responsibility of parents to provide the children such a parenting

environment and resources that is more conducive for academic outcomes. Also,

being the part of parent networks like parent–teacher relationship, parent–school

communication, etc. can promote the academic performance of adolescents.

 35

Table 6.Result of Test Statistics on The significant relationship between the

parenting style and the respondent's academic performance

Dependent Independent Variable p-value Remark

Variable (Parenting Style

Academic Permissive 0.097 No significant relationship

Performanc
Authoritarian 0.494 No significant relationship
e
Authoritative 0.543 No significant relationship

Table 6 shows the Result of Test Statistics on There is significant

relationship between the between parenting style and the respondent's academic

performance. It shows that permissive, authoritarian and authoritative parenting

style have no significant with the academic performance of the sampled grade 6

students of Bagong Silang Elementary School with p-value 0.097, 0.494 and

0.543 greater than 0.05, respectively. It means that the parenting style doesn’t

affect the academic performance of the student.

Hamid Masud, Muhammad Shakil, Ahmad, Farzand Ali Jan & Ahmad

Jamil., (2016) in his paper Relationship between parenting styles and academic

performance of adolescents: mediating role of self-efficacy, showed that

parenting style doesn’t influence the academic performance.

 36

One reason for the insignificant relationship between parenting styles and

academic performance may be that there are some other individual variables that

mediate or strengthen the relationship of parenting styles and academic

performance (Fang P., Xiong, D., &Guo, C. (2003); Gonzalez, A. R., Holbein, M.

F. D., & Quilter, S. (2002). Another reason may be due to the fact that once

individuals are getting old, the role of parenting and their control decreases

drastically and parents have no more influence on the education of adolescents.

In fact, the relationship between parenting styles and academic performance is

not consistent in different cultures having difference of socioeconomic status,

ethnicity and race (Spera 2005). In few studies, it has been found that when

certain individual factors are controlled, parenting style may result in variance in

academic performance of adolescents (Pittman and Chase-Lansdale 2001).

Also, there are certain individual factors that may mediate the relationship of

parenting styles and academic performance, resulting in strengthening or

enhancing the relationship of parenting styles and academic performance Fang

P., Xiong, D., &Guo, C. (2003). Also, Joshi, A., Ferris, J. C., Otto, A. L., & Regan,

P. C. (2003) have found that there exists no significant relationship between

parenting styles and academic performance of adolescents.

 37

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter states the conclusion and recommendations based on the

findings of the study.

Summary

Most of the sampled grade six (6) students of Bagong Silang Elementary

School ages were from 11-12 years old which is were expected of grade 6

students’ ages. Also, most of the respondents were females. Most of the

students or 56.5% of the sampled students disagree that they are experiencing a

permissive parenting style and the remaining percentage agree that their parents

are permissive. Most of the students or 56.5% of the sampled students agree

that they are experiencing authoritarian parenting style from their parents and

there was 1 student who strongly agreed that he was experiencing the

authoritarian parenting style and the remaining percentage disagree. Lastly, most

or 78.3% and 7.2% of the sampled students agreed and strongly agreed that

they were experiencing an authoritative parenting style, respectively and the

remaining percentage disagreed.

In terms of academic performance in science it could be seen that the

grade 6 students of Bagong Silang Elementary School were somehow doing well

in their science subject since there were more than half of the sampled students

having science grade above 80.

 38

Conclusion

There was no significant relationship between the between parenting style

and the respondent's academic performance. It shows that permissive,

authoritarian and authoritative parenting style had no significant with the

academic performance of the sampled grade 6 students of BSES with p-value

0.097, 0.494 and 0.543 greater than 0.05, respectively. It means that the

parenting style did not affect the academic performance of the student.

Hamid, Shakil, Ahmad, Ali Jan &Jamil (2016) in his paper Relationship

between parenting styles and academic performance of adolescents: mediating

role of self-efficacy, he showed that parenting style did not influence the

academic performance.

Based on the study of Labaya&Maestre, 2013 there was no significant

relationship between parenting styles of the students to their academic

performance.

There is a need to understand the needs of children in what they want to

achieve, what is good for their development, and what is required for them.

Parents can be successful in raising their children to be more competent and

successful. There is a need to understand what is necessary for children’s

growth and development. Children should not be compelled to do what parents

want; instead, there is a need to know what the children want. A good Parenting

Style which is both supportive and flexible is good for the development of

children.
 39

Recommendation

Based on the following findings and conclusions of the study, the following

recommendations are presented:

1. Effectiveness of the Teachers on the Academic Performance among

Grade Six Learners.

2. The Academic Emotions of the Grade Six Learners towards Science

Subject.

3. It would be interesting for future researchers to compare parents’

parenting style based on their location- rural or urban.

4. Future studies may also include interview as a tool in gathering the data.
 40

REFERENCES

INTERNET SOURCES

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Parenting attitude and style and its effect on children’s school
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Effects of Self-Efficacy on Students’ Academic Performance
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Baumrind, D. (1971).
Current patterns of parental authority. Developmental Psychology
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Chao (2001)
Extending Research on the Consequences of Parenting Style for
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Chen et al. (1997) & Pong et al. (2010)

The outcomes of each parenting style on child development are
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Cohen, D.A., & Rice, J. (1997).

Parenting styles, adolescent substance use, and academic
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Coie& Dodge (1988)

Peer social status and reports of children's adjustment by their
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Drever& Singer (1981): Learning and Academic Achievement

Fang, P., Xiong, D., &Guo, C. (2003).
The effect of parenting styles on children’s academic achievement.
Psychological Science China, 26, 78–81.

Fletcher et al (1999)
The authoritative parenting style: Warmth, rationality, and high
standards

Gwen Dewar. (2010)

Authoritarian parenting.
(https://www.parentingscience.com/authoritarian-parenting.html)
 41

Grusecet al (2000): Parenting goals

Hamid MasudMuhammad Shakil, Ahmad, Farzand Ali Jan & Ahmad Jamil (
2016): Relationship between parenting styles and academic
performance of adolescents: mediating role of self-efficacy

Huh, D, Tristan, J, Wade, E &Stice,E: Does Problem Behavior Elicit Poor

Parenting?.(2006) Retrieved February 27, 2018 from
(https://www.verywellmind.com/parenting-styles-2795072)
Jeynes, W. H. (2000)
Effects of parental involvement on the academic achievement of
adolescents. Paper presented at the annual conference of the
American Psychological Association, Washington, DC.

Joshi, A., Ferris, J. C., Otto, A. L., & Regan, P. C. (2003).

Parentingstyles and academic achievement in college students.
Psychological Reports, 93(3), 823–828

Kamins and Dweck, (1999): Person Versus Process Praise and Criticism:
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adolecents in secondary school
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Parenting Attitude and Style and Its Effect on Children’s School
Achievements
Koehrlen T. (2007): The permissive or Indulgent parenting style picture.
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Lamborn, Mounts, Steinberg, Dornbusch (1991) &Steinberg, Lamborn,
Darling, Mounts, Dornbusch (1994): Impact of Parenting Styles on
Adolescents' Self-Esteem and Internalization of Values in Spain

Leung, Hagat, Buchan, Erez&Gibson (1996): Parenting Styles and Academic

Achievement A Cross- Cultural Study

Maccoby and Martin, (1983): Parenting styles and adolescents' achievement

strategies
Mead's Theory of Self and Cooley's Looking Glass Self
(https://www.sophia.org/tutorials/meads-theory-of-self-and-cooleys-
looking-glass-self)
 42

Meteyer& Jenkins, (2009): Parenting Styles as a Predictor of the Preschool

Children’s Social Behaviours
McCluskey, (1992): Relationship between Parenting Styles and Young Adults’
Self-Concepts and Evaluations of Parents. Retrieved from
(https://www.parentingforbrain.com/authoritative-parenting/)
Milevsky, (2007): The impact of authoritative, permissive and authoritarian
behavior of parents on self-concept, psychological health and life
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Prindle &. Resinski, (1989); Van Meter, (1994); Parental Involvement and
Students' Academic Achievement.
RicardaSteinmayr. (2014): Academic Achievement. Retrieved from
(http://www.oxfordbibliographies.com/view/document/obo-
9780199756810/obo-9780199756810-0108.xml#firstMatch)
Schmittmann, Visser, Maartje, Raijmakers (2006) & Van Duijvenvoorde,
Brenda RJ, Visser&Huizenga (2008): Parenting style
Simpson and Weiner (1989)
Individual Needs Cooperative Learning and Academic Achievement
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Symbolic Interactionism - Symbolic Interactionism and Family Studies

Zimmerman, B.J. (2001): Self-Regulated Learning and Academic
Achievement

UNDERGRADUATE THESIS
Cabrales, M.S, Labra, M. (2010). Parenting Style: Correlation of Students’
Academic Performance.
Labaya,J.A, Maestre, L. (2013). The Impact of Parenting Styles to the
Academic Performance of Grade Six VI-I Pupils of NAPOCOR
Elem.School
 43

APPENDICES
 44

APPENDIX A

Letter to Superintendent

MSU-Iligan Institute of technology

Department of Science and Mathematics Education
College of Education
Andres Bonifacio Avenue, Iligan City

NIMFA R. LAGO,MSPh.PH.D.,CESE September 10, 2019

Asst. School Superintendent
Office of the School Division Superintendent
Iligan City, Lanao Del Norte

Dear Madame,

Greetings of peace!

The undersigned are bonafide students of the Department of Science

and Mathematics Education, College of Education, MSU- Iligan Institute of
Technology taking up Bachelor of Elementary Education Major in Science and
Health. We are currently conducting a study entitled, “PARENTING STYLE:
ITS EFFECT ON THE ACADEMIC PERFORMANCE ON THE GRADE FIVE
AND SIX LEARNERS” as a requirement for our course in Ed Sci. 199-
(Research in Science Education/Thesis Writing.)
In this connection, we would like to seek permission from your good
office to allow us to conduct our data gathering and distribution of our
questionnaires to one of the Elementary schools under your division which is
at Bagong Silang Elementary School, Bagong Silang, Iligan City and South 1-
B Tambacan Elementary School, Tambacan, Iligan City. Rest assured that all
their answers would be kept confidential in accordance with the “Ethics of
Research”.
Your consideration is a great help in the completion of this study.

Very respectfully yours,

ADLAWAN, JESSA MARIE P.
AYUNAN, NORHAMIDAH M.
COLANSI, JUDY MAE O.
Noted by: Approved by:
PROF.NEAL ALFIE Y. LASTA NIMFA R. LAGO,MSPh.PH.D.,CESE
Thesis Adviser Asst. School Superintendent
Office In-Charge
Office of the School Superintendent
 45

APPENDIX B

Letter to Principal

MSU-Iligan Institute of Technology

Department of Science and Mathematics Education
College of Education
Andres Bonifacio Avenue, Iligan City

Marife P. Labrador October 28, 2019

The School Principal
Bagong Silang Elementary School
Bagong Silang, Iligan City

Dear Ma’am,

Greetings of Peace!

We, the undersigned are fourth year students of the Department of

Science and Mathematics Education, College of Education of MSU-Iligan
Institute of Technology Major in Science and Health.
In connection with our study entitled “PARENTING STYLE: ITS EFEECT
ON THE ACADEMIC PERFORMANCE OF THE GRADE FIVE AND SIX
LEARNERS” for Elementary students we would like to ask from your good
office a permission to allow us gather the important records related to our
study among the Grade VI students in your school who are enrolled this
school year.

Your consideration is a great help in the completion of this study.

Very respectfully yours,

ADLAWAN, JESSA MARIE P.
AYUNAN, NORHAMIDAH M.
COLANSI, JUDY MAE O.
Noted by: Approved by:
PROF. NEAL ALFIE Y. LASTA MARIFE P. LABRADOR
Thesis Adviser School Principal
 46

APPENDIX C

Letter to Teacher

MSU-Iligan Institute of Technology

Department of Science and Mathematics Education
College of Education
Andres Bonifacio Avenue, Iligan City

November 11, 2019

Grade VI Teacher in Charge
Bagong Silang Elementary School
Bagong Silang, Iligan City

Dear sir/ma’am
Greeting of peace!
The undersigned are currently conducting a study “Parenting Style: Its
effect on the Academic Performance on the Grade Six Learners.” This
undertaking is one of the requirements for the completion for the degree
bachelor of Elementary Education, major in Science and Health.
The researchers of this study are 4 th year students taking up Bachelor in
Elementary Education major in Science and Health. We would like to ask
permission to get their first grading grade in Science and give the
questionnaires to grade six (6) pupils who will be the respondents of the
research.
In connection with this, we would like to request your approval to allow
us to schedule the distribution of the questionnaires. Your help is at most
valued for the purpose of our study. Hence, we humbly seek your approval.
Rest assured that all their answers and grade will be kept confidential in
accordance with the “Ethics of Research”.
Your consideration is a great help in the completion of this study.
Very respectfully yours,
ADLAWAN, JESSA MARIE P.
AYUNAN, NORHAMIDAH M.
COLANSI, JUDY MAE O.
Noted by:
PROF. NEAL ALFIE Y. LASTA
Thesis Adviser
 47

APPENDIX D
QUESTIONNAIRE FOR THE LEARNERS
PARENTING STYLE INVENTORY QUESTIONNAIRE

Name(optional):_________________Grade&Section: ___________________

Gender: _________ Age: ___________

Instructions: For each of the following statements, put a checkmark ()

of the 4-point scale that best describes how that statement applies to
you and your parents. Try to read and think about each statement as it
applies to you and your parents during your years of growing up at
home. There are no right or wrong answers, so don’t spend a lot of time
on any one item. We are looking for your overall impression regarding
each statement. Be sure not to omit any items.

1 = Strongly Disagree
2 = Disagree
3 = Agree
4 = Strongly Agree

No. Scale

1 2 3 4

1. My parents felt that in a well-run home the children should have their way in
the family as often as the parents do.

2. My parents believe that we should obey them, even if we don’t agree with
them.

3. My parents expect that i should follow their orders immediately, without

asking any questions.

4. My parents explain to me behind each house rules they made.

5. I can tell my parents rules whenever I felt that family rules and restrictions
are unreasonable.
 48

6. My parents think that I should do whatever I wanted to do, even if they don’t
agree with it.

7. As I was growing up my parents did not allow me to question any decision

they had made.

8. My parents believe that directed activities and decisions of the children in the
family is through reasoning and discipline.

9. My parents felt that more force should be used by parents in order to get
their children to behave the way they are supposed to.

10. My parents did not feel that I don’t need to obey house rules made by them.

11. My parents allow me to share my opinions when I felt their too much from
their expectation from me.

12. My parents felt that wise parents should teach their children early just who is
boss in the family.

13. My parents sometimes gave me expectations and guidelines for my

behaviour.

14. Most of the time, my parents did what the children in the family wanted when
making family decisions.

15. My parents consistently gave us direction and guidance in rational and

objective ways.

16. My parents spoil me.

17. My parents yell at me when they disapproved my behaviour.

18. My parents explain how they feel bad about my bad and good behaviour.

19. My parents ignore my bad behaviour.

20. My parents explode anger towards me.

21. My parents encourage me to talk about my feelings and problems.

22. My parents remind me that they are my parents, and I need to follow what
they told me what to do.

23. My parents find difficult to discipline me.

24. My parents encourage me to speak freely in my mind even if I am

disagreeing with them.
 49

25. My parents explain the reason behind their expectations.

26. My parents did not complement me when I do well in school.

27. My parents allowed me to decide most things for myself without a lot of
direction from them.

28. My parents provide comfort and understanding when I am upset.

29. My parent feels that most problems in society would be solved if parents
would not restrict their children activities, decisions, and desire as they are
growing up.

30. My parents criticize me when my behaviour does not meet their

expectations.

APPENDIX E
CROSSTABULATION
 50

Case Processing Summary

Cases
Valid Missing Total
N Percent N Percent N Perc
ent
Grade * 100.
31 44.9% 38 55.1% 69
Permissive 0%

Grade * Permissive Crosstabulation

Count
Permissive Total
Disagree Agree
78.00 1 0 1
79.00 0 1 1
80.00 5 0 5
82.00 1 1 2
83.00 1 1 2
Grade 85.00 2 3 5
88.00 0 1 1
89.00 4 2 6
90.00 3 2 5
91.00 0 2 2
92.00 0 1 1
Total 17 14 31

Chi-Square Tests

Value df Asymp. Sig.

(2-sided)
 51

Pearson Chi-Square 11.888a 10 .293

Likelihood Ratio 16.041 10 .098

Linear-by-Linear Association 2.375 1 .123

N of Valid Cases 31
a. 22 cells (100.0%) have expected count less than 5. The minimum
expected count is .45.

Symmetric Measures
Value Asymp. Std. Approx. Appro
Errora Tb x. Sig.
Interval by
Pearson's R .281 .163 1.579 .125c
Interval
Ordinal by Spearman
.285 .168 1.604 .120c
Ordinal Correlation
N of Valid Cases 31
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
 52

Case Processing Summary

Cases
Valid Missing Total
N Percent N Percent N Perc
ent
Grade * 100.
31 44.9% 38 55.1% 69
Authoritarian 0%
 53

Grade * Authoritarian Crosstabulation

Count
Authoritarian Total
Disagree Agree Strongly Agree

78.00 1 0 0 1
79.00 1 0 0 1
80.00 2 3 0 5
82.00 1 1 0 2
83.00 2 0 0 2
Grade 85.00 1 4 0 5
88.00 0 0 1 1
89.00 3 3 0 6
90.00 1 4 0 5
91.00 1 1 0 2
92.00 0 1 0 1
Total 13 17 1 31

Chi-Square Tests
Value df Asymp. Sig. (2-
sided)
Pearson Chi-Square 39.697a 20 .005
Likelihood Ratio 19.288 20 .503
Linear-by-Linear Association 2.011 1 .156
N of Valid Cases 31
a. 33 cells (100.0%) have expected count less than 5. The minimum
expected count is .03.
 54

Symmetric Measures

Value Asymp. Std. Approx. Approx.

Errora Tb Sig.
Interval by
Pearson's R .259 .156 1.443 .160c
Interval
Ordinal by Spearman
.246 .166 1.365 .183c
Ordinal Correlation
N of Valid Cases 31
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
 55

Case Processing Summary

Cases
Valid Missing Total
N Perce N Perce N Percent
nt nt
Grade *
31 44.9% 38 55.1% 69 100.0%
Authoritative

Grade * Authoritative Crosstabulation

Count
Authoritative Total
Disagree Agree Strongly Agree

78.00 1 0 0 1
79.00 0 1 0 1
80.00 3 2 0 5
82.00 0 1 1 2
83.00 0 2 0 2
Grade 85.00 0 5 0 5
88.00 0 1 0 1
89.00 0 6 0 6
90.00 1 4 0 5
91.00 0 2 0 2
92.00 0 1 0 1
Total 5 25 1 31

Chi-Square Tests
 56

Value df Asymp. Sig.

(2-sided)
Pearson Chi-Square 31.000a 20 .055
Likelihood Ratio 21.362 20 .376
Linear-by-Linear Association 2.763 1 .096
N of Valid Cases 31
a. 33 cells (100.0%) have expected count less than 5. The minimum
expected count is .03.

Symmetric Measures

Value Asymp. Std. Approx. Approx.

Errora Tb Sig.
Interval by
Pearson's R .304 .204 1.715 .097c
Interval
Ordinal by Spearman
.280 .208 1.572 .127c
Ordinal Correlation
N of Valid Cases 31
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
 57

Statistics

Age Grade Permissive Authoritarian Authoritati

ve
Valid 31 31 69 69 69
N
Missing 38 38 0 0 0
 58

Frequency Table

Age
Frequency Percent Valid Percent Cumulative
Percent
10.00 3 4.3 9.7 9.7
11.00 12 17.4 38.7 48.4
12.00 10 14.5 32.3 80.6
Valid 13.00 4 5.8 12.9 93.5
14.00 1 1.4 3.2 96.8
15.00 1 1.4 3.2 100.0
Total 31 44.9 100.0
Missing System 38 55.1
Total 69 100.0

Grade

Frequency Percent Valid Percent Cumulative

Percent
78.00 1 1.4 3.2 3.2
79.00 1 1.4 3.2 6.5
80.00 5 7.2 16.1 22.6
82.00 2 2.9 6.5 29.0
83.00 2 2.9 6.5 35.5
85.00 5 7.2 16.1 51.6
Valid
88.00 1 1.4 3.2 54.8
89.00 6 8.7 19.4 74.2
90.00 5 7.2 16.1 90.3
91.00 2 2.9 6.5 96.8
92.00 1 1.4 3.2 100.0
Total 31 44.9 100.0
Missing System 38 55.1
Total 69 100.0
 59

Permissive

Frequency Percent Valid Percent Cumulative

Percent
Disagree 39 56.5 56.5 56.5
Valid Agree 30 43.5 43.5 100.0
Total 69 100.0 100.0

Authoritarian

Frequency Percent Valid Percent Cumulative

Percent
Disagree 29 42.0 42.0 42.0
Agree 39 56.5 56.5 98.6
Valid
Strongly Agree 1 1.4 1.4 100.0
Total 69 100.0 100.0

Authoritative

Frequency Percent Valid Percent Cumulative

Percent
Disagree 10 14.5 14.5 14.5
Agree 54 78.3 78.3 92.8
Valid
Strongly Agree 5 7.2 7.2 100.0

Total 69 100.0 100.0

APPENDIX F
 60

Documentation of Bagong Silang Elementary School

Grade Six-1
 61

Grade Six-2