CHAPTER I

Introduction

Chapter one is consist of five parts: (1) Background of

the Study, (2) Statement of the Problem and the Hypothesis,

(3) Significance of the study, (4) Definition of Terms, and

(5) Delimitation of the Study.

Part One, Background of the Study, presents the

introduction, justifies the need for investigation and also

discusses the importance of selecting the problem.

Part Two, Statement of the Problem and the Hypothesis,

generally states the whole problem followed by the specific

questions and the hypothesis to be tested.

Part Three, Significance of the Study, describes the

important contributions, relevance and practicability of the

study to various groups of people.

Part Four, Definition of Terms, define the related

concepts in the study.

Part Five, Delimitation of the Study, states the

specific coverage of the study in terms of the research

design, the population and variables, the instrument and the

statistical tools to be employed in the analysis of data.

1
Background of the Study

The parenting style has a big impact to the academic

performance of the student. In every action that the parents

show to their child affect the behavior and the emotional

capacity of a child. Thus, the act of the parent serves as a

resource of child’s social referencing.

Parenting style are persistent patterns of behavior of

a caregiver toward one or more children (Lao, 2017). And

also refers to the general pattern of behavior of a parent

incline to its children. This style varies on how the

parent’s handle and discipline their child. This parenting

styles may indicate an effect to the children that can

surely bring different reaction in different situation

especially towards the academic performances of their

children. And also, it can affect the child’s manner and

action neither positive nor negative way. Thus, the

parenting style reflects the tendencies of the parent they

tend to gravitate the path of their children. Parenting

types were identified that differ on the bases of commitment

and balance of demandingness and responsiveness.

Academic performance is a student’s academic success,

and also measured by the final worth in the course. It may

indicate on how their parent or guardian discipline them

2
towards to their studies. And having a good academic

performance is the main goal of every students whereas they

were able to pay off their sacrifices to achieve a short or

long term educational success. In addition, it provides a

greater insight and measured the level of performance of

individuals to show where they excel the most and not.

There are several kinds of parenting style such as

authoritative, authoritarian, and permissive. The

authoritative parenting which is parents handle their

children with respect and trust. This style of parenting

enables the parent to have a positive or an active

interaction with their child. This style of parenting is

characterized by reasonable demands and high responsiveness.

While these parents might have high expectations for their

children, they also give their kids the resources and

support they need to succeed. Parents who exhibit this style

listen to their kids and provide love and warmth in addition

to limits and fair discipline. And another kind of parenting

is the authoritarian it is a style characterized by high

demands and low responsiveness (Cherry, 2017). The mistake

of their children should be punished for this kind of

parenting. It is often negative to the feedback of their

children that eventually trigger to battling with their

kids. And parents have a high expectation towards to the

3
actions of their children. The other kind of parenting is

the permissive where the children has a good relationship to

their parents as long as they gave what their children

wants. This relationship is characterized by service and

pleasing, but only in one direction. Permissive parents tend

to be very loving yet provide few guidelines and rules.

These parents do not expect mature behavior from their

children and often seem more like a friend than a parental

figure.

Authoritative parenting (high acceptance, supervision,

and psychological autonomy granting) leads to better

adolescent school performance and stronger school

engagement. The positive impact of authoritative parenting

on adolescent achievement, however, is mediated by the

positive effect of authoritativeness on parental involvement

in schooling. In addition, non-authoritativeness attenuates

the beneficial impact of parental involvement in schooling

on adolescent achievement. Parental involvement is much more

likely to promote adolescent school success when it occurs

in the context of an authoritative home environment

(Steinberg et al, 1992).

Children well-being as well as their subsequent success

is dependent on academic achievement (Saxton 2000).

Education is linked with the opportunities that provide

4
better living standards and well-being of individuals, so it

plays an important and central role in human capital

development (Battle and Lewis, 2002). Research shows that

academic achievement of the adolescents is associated with

psychopathology (McDermott et al., 2005). In educational

psychology, searching the practical and theoretical

importance of factors effecting the academic performance of

adolescents has been the topic of interest of researchers.

By addressing such factors, behaviors of students in higher

level of education can be identified and by addressing the

factors could help the college and university students to

overcome the academic risks (Le et al., 2005). There is

abundant literature in Western world on parenting style and

academic performance, however, in case of Asia, there are

limited studies on direct relationship of parenting style

and academic performance. Although in parenting literature,

studies analyzing the association between different

parenting behaviors, styles and academic outcomes have got

leading role, but it is evident from these studies that

inconsistency is found between the relationship of parenting

styles and academic performance due to socioeconomic status,

ethnic and diverse cultures of parents (Steinberg et al.,

1992). So, there is a need to further explore the nature of

parenting styles and its impact on the academic tasks,

5
skills and outcomes of the adolescents. Chemers et al.

(2001) found that self-efficacy is an important predictor of

academic performance. Rivers et al. (2012) proposed that

along with certain cognitive and non-cognitive factors,

individual factors like self-efficacy also have influence on

the effective outcomes of the academic performance. This

study measured the role of individual factors on the

academic performance along with the parenting styles in

Pakistan. This study also investigated the mediating effects

of self-efficacy on the association of the predictors and

outcome variable and will contribute in the literature that

would be helpful for both parents and teachers.

Parents play a significant and influential role in

developing their children through motivation and guiding

that could help their children achieve a good academic

performance in their school. However, despite of the

parenting style applied to each student, there are still

student who have low academic performance due to some

factors that is highly affecting them. One of which is

parenting style. For instance, financial status. Some of

them can’t afford to support their children’s need due to

their financial status in life. While some of them don’t

have the proper guidance and time their children’s need. As

we all know that parent-child relationship is the most

6
necessary among all through this they can apply the proper

discipline that required for a successful performance of

their child. Time and guidance is what they need. Enough

time to at least communicate and talk to them, also guidance

to be their path in what they do.

Statement of the Problem and the Hypothesis

Generally, this study was aimed to determine what is

the parenting style of the parents of the senior high school

GAS students and their academic performances?

Specifically, the study intended to find answers to the

following questions:

1. Does parenting style has a positive or negative

effect to the Academic performance of the students?

2. Does parenting style affect the academic performance

of the students?

3. Is there a significant relationship between

parenting style and academic performance of the student?

Based on the given problems, the following hypothesis

were tested:

7
 1. There was no relationship between the parenting

styles of parents to the academic performances of the

students.

Research Paradigm

Independent Variable Dependent Variable

Academic
Parenting Style Performance

Parent’s Student’s
Profile Profile

Figure 1. Shows the relationship of Parenting Style

and Academic Performance

Significance of the Study

This study provided research and recommendations on how

such parents can help to improve and manage their children’s

academic performance in school. The results of the study

were important and significant to the following:

8
 School Administrator. Which will be more aware of the

importance of learning that parenting style is necessary for

the students to not to get a low academic performance.

Teacher. It will be beneficial for them as they play

the significant role to the performance of the students to

be able to identify the problems and causes of having low

academic performance of their students in order for them to

make an action regarding this case.

Parents. The findings of the study may help the parents

to improve their parenting style through learning on how

their way of parenting can affect and influence their

children’s academic performance.

Students. They will be enhanced and nurture with the

things that the parenting styles might influence and affect

them.

Future Researchers. The result of this study would be

their guide in conducting a more comprehensive and advanced

studies related to the scope of the present study.

Definition of Terms

9
 The terms in this study were to assist the readers to

develop a clearer understanding of the concepts.

Academic Performance – was measured by the final grade

earned in the course. (IGI Global, 2017)

In this study, academic performance was the dependent

variable and predicted effect of the parenting style.

Students – scholar and learner and the one who attends

school. (Merriam Webster, 2017)

In this study, students served as the respondents.

Parents – a person who brings up and care for another.

(Merriam Webster, 2017)

In this study, parents were also the respondents.

Parenting style – refers to the way parents raise their

children. This refers to the parents’ levels of

expectations, performance demands, and attentiveness to

rules. (Alleydog, 2013)

In this study, parenting style was used to determine

its relationship to academic performance of the students.

Scope and Delimitation

10
 This study was conducted to determine the relationship

of Parenting Style and Academic Performance of the Senior

High School, General Academic Strand students of Capiz

National High School, academic year 2017 – 2018.

This study was limited only to the top five (5) section

of Senior High School GAS student and exclusively for Capiz

National High School. There were 17 sections and the total

population of Senior High School, GAS (General Academic

Strand) student is 940.However, researcher decided to pick

only the first five sections in each level of the SHS. There

were 10 sections and the total population was 548. The

researchers selected random students from each section and

of course the parents of the selected students were also

involved in this study. Each student as well as their

parents was given a set of questionnaires to have a better

analysis in determining the relationship between Parenting

Style and Academic Performance.

11
 CHAPTER II

Review of Related Literature

Chapter Two is consists of four parts namely: (1) The

Parenting style and the Classifications and (2) the Academic

Performance (3) synthesis and (4) the Theoretical Framework

of the study.

Part one, the parenting style and classifications. Its

effects to the academic performance of the students?

Part two, the academic performance of the students in

school and its relationship to the parenting style.

Part three, the synthesis which supports and

strengthens the existence of the study.

Parenting Style

12
 The parenting style reflects in the academic

performances of the children. And there are numerous of

researches that has been conducted to determine the

different style of parenting that affect the academic

performances of the student. The review of related

literature pertains the variables under the study, namely

parenting style and academic performances.

Parenting is a complex activity that includes many specific

behaviors that work individually and together to influence

child outcomes. Although specific parenting behaviors, such

as spanking or reading aloud, may influence child

development, looking at any specific behavior in isolation

may be misleading. Many writers have noted that specific

parenting practices are less important in predicting child

well-being than is the broad pattern of parenting. Most

researchers who attempt to describe this broad parental

milieu rely on Diana Baumrind's concept of parenting style.

The construct of parenting style is used to capture normal

variations in parents' attempts to control and socialize

their children (Baumrind, 1991). Two points are critical in

understanding this definition. First, parenting style is

meant to describe normal variations in parenting. In other

words, the parenting style typology Baumrind developed

should not be understood to include deviant parenting, such

13
as might be observed in abusive or neglectful homes. Second,

Baumrind assumes that normal parenting revolves around

issues of control. Although parents may differ in how they

try to control or socialize their children and the extent to

which they do so, it is assumed that the primary role of all

parents is to influence, teach, and control their children

(Darling, 1999).

In 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 (Munyi, 2013).

14
Additionally, children and adolescents with authoritarian

parents were reported as having low self-esteem and

spontaneity, as well as withdrawal, antisocial, and

delinquent behaviors (Munyi, 2013). Parents in this pattern

value obedience as a virtue and are punitive and forceful

(Baumrind, 1999).

A study conducted by Roberts, and Fraleigh (1997)

indicated that authoritative parenting positively related to

grades; conversely, both authoritarian and permissive

parenting negatively related to grades. However,

authoritarian parenting is inclined to have a stronger

relationship with grades rather than the other two parenting

styles. This is because authoritarian parenting tends to be

characterized by power.

The findings of a study conducted in Ethiopia

documented that an authoritarian parenting style was the

most commonly practiced parenting style since socio-

political system adhered to authoritarianism in every realm

of human endeavors. On the other hand, a likely reason for

the findings of the studies in the last two decades which

reported that an authoritative parenting style was the most

15
predominantly employed parenting style could be, as noted by

numerous researchers (Munyi, 2013).

The parents with an authoritative parenting style

usually establish rules and guidelines that their children

are expected to follow. However, this parenting style is

much more democratic, and the parents are more responsive to

their children and willing to listen to questions. When

children fail to meet the expectations, these parents are

more nurturing and forgiving rather than punishing. Baumrind

(1991) suggests that these parents usually monitor and

impart clear standards for their children’s conduct; they

are assertive, but not intrusive and restrictive. Their

disciplinary methods are always supportive, rather than

punitive since they want their children to be assertive as

well as socially responsible, and self-regulated as well as

cooperative.

Authoritative parents have high demandingness and high

or medium responsiveness (Baumrind, 1999). Moreover,

authoritative parents reasonably attempt to direct their

children’s activities and use more warm control, positivity

during communication, feelings-oriented reasoning as well as

induction, and more responsiveness to children’s questions

(Munyi, 2013). Interestingly, adolescents with authoritative

16
parents reported higher grades in school performance than

adolescents with neglectful parents, and demonstrated

stronger school orientation, school engagement, and bonding

with teachers than adolescents with neglectful parents

(Steinberg, Eisengart, & Cauffman, 2006). Demanding parents

are medium responsive and high demanding (Baumrind, 1999).

However, traditional parents exhibited a different

structural role between 17 mothers and fathers. For example,

mothers are highly responsive however, relatively

understanding. In contrast, fathers are highly demanding,

but quite coercive and nonresponsive.

Advantages of authoritative parenting may differ

depending on the particular ethnic groups. For instance,

European American, African American, Asian American, and

Hispanic American were compared by Steinberg et al. (1992)

in order to look at the influence between parenting styles

and academic achievement for adolescents. The findings

revealed that European American, African American, and

Hispanic American adolescents’ higher school achievement was

significantly predicted by authoritative parenting, but this

was not the case for Asian American adolescents. Also,

Steinberg et al. (1992) found that the parents of European

American adolescents were most likely to use authoritative

17
parenting. In contrast, Asian American adolescents’ parents

were the least likely to use authoritative parenting.

In the western cultures, authoritative parenting

produces benefits of higher academic performance for

adolescents. By contrast, in Asian cultures, non-

authoritative parenting is expected to be related to higher

school achievement for adolescents (Steinberg et al. 1992).

The impact of authoritative parenting, parental

involvement on schooling, and parental encouragement to

succeed on adolescent school achievement in an ethnically

and socio-economically heterogeneous sample of approximately

6,400 American 14–18-year-olds. Adolescents reported in 1987

on their parents' general child-rearing practices and on

their parents' achievement-specific socialization behaviors.

In 1987, and again in 1988, data were collected on several

aspects of the adolescents' school performance and school

engagement. Authoritative parenting (high acceptance,

supervision, and psychological autonomy granting) leads to

better adolescent school performance and stronger school

engagement. The positive impact of authoritative parenting

on adolescent achievement, however, is mediated by the

positive effect of authoritativeness on parental involvement

18
in schooling. In addition, non-authoritativeness attenuates

the beneficial impact of parental involvement in schooling

on adolescent achievement. Parental involvement is much more

likely to promote adolescent school success when it occurs

in the context of an authoritative home environment (Munyi,

2013).

Indulgent parenting which is also known as permissive

parents usually have very few demands to make of their

children. These parents rarely discipline their children

because they have relatively low expectations of maturity

and self-control. According to Baumrind (1991), permissive

parents are more responsive than they are demanding. They

are non-traditional and lenient, they do not require mature

behavior, they allow considerable self-regulation, and they

avoid confrontation. 18 Permissive parents are generally

nurturing and communicative with their children, often

taking on the status of a friend more than that of a parent

(Grills, 2002).

Parents in the lenient pattern of indulgent parenting

are composed of democratic, permissive, and undifferentiated

parents. Democratic parents are high responsive and medium

demanding while permissive parents are low or medium

19
demanding and high responsive (Baumrind, 1999). Also,

parents in this type highly accept their children and make

some demands for the children’s behavior. The parents allow

their children fundamental self-regulation. Children of the

undifferentiated parents would be expected to have the

greater risk for emotional and behavioral problems (Munyi,

2013).

Permissive indulgent parents as explained by Barber (Munyi,

2013) believe that they are responsible for making sure that

their children are happy. Psychologists explained that

parents who practice indulgent parenting behaviors, had a

rough time as children and therefore have decided that they

will do everything they can to make their children happy. As

a result, permissive indulgent parents tend to be highly

responsive to their children's needs and desires and display

low levels of demandingness. In influence, these parents are

extremely supportive, to the extent that the child winds up

taking control of the situation. In many ways, this style is

the opposite of the authoritarian style. Permissive

indulgent parents often believe that, "Nothing is too good

for my child." And they will readily go out of their way

(Munyi, 2013)

20
 Students who don't succeed in school are a persistent

problem in our educational system. This fact shows that all

the efforts to reduce this problem are not succeeding. One

third of our students are left behind by the educational

system; their results are discouraging. The measures to

fight the academic failure are not working and that we have

to put into practice new ways of analysis and treatment of

this problem. This research explores the relationship

between the way children perceive the parenting style of

their parents and his or her own academic performance. In

the intersection of both phenomena we find our hypothesis:

the way parents socialize their children influences

significantly on their academic performance. This research

is orientated to decision-taking process: the aim is to

define the level of influence of the parenting style on

academic outcomes. The main result is that parent’s

acceptation/implication appears to be significantly linked

to the school performance (this evidence shows a big area

for new researches: the family). Our research confirms and

frames the correlation between these two variables and

underlies the family as a new scenario of pedagogical

concern to explain and treat school failure (Munyi, 2013)

Academic Performance

21
 According to Fan and Chen (2001) the idea that

parental involvement has positive influence on students'

academic achievement is so intuitively appealing that

society in general, and educators in particular, have

considered parental involvement an important ingredient for

the remedy for many problems in education. Parenting styles

have strong association with the academic outcomes of the

children and found that parenting styles has direct and

significant relationship with the academic tasks,

accomplishments and academic performance. The literature

highlights that authoritative parenting style is more

supportive and helps children getting leading edge in their

studies (Steinberg et al., 1992). Although there is growing

number of research that indicates the better academic

functioning due to parenting styles, these results are not

consistent among people having different socioeconomic

status, ethnicity and cultures (Spera, 2005). Therefore,

there was a strong need to analyze the influence of parenting

styles in different cultures in order to thoroughly examine

the nature of all the three parenting styles and their

impact on the academic related outcomes.

Parenting styles play a central role on the better and

effective academic performance of adolescents irrespective

22
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 (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.

Synthesis

Zahedani’s et al., 2016 conducted a study about the

influence of Parenting Styles and Academic Achievement and

Career Path that shows, parents have an important role in

identifying children’s talent and guiding them. Therefore,

it is recommended that the methods of correct interaction of

parents and children be more valued, and parents

familiarized their children. Further results show that,

there was a significant relationship between authoritarian

parenting style and educational success. Based on the

aforementioned study concerning Parenting Styles and

23
Academic Performance the researchers came up with this

study.

Theoretical Framework

This study was anchored on Parent Role Development

Theory. (PRDT) For the importance of parenting, with the

long-term implications for children, families, and society,

there is precious little psychological theory specifically

on parents and parent development. And, while there were

many parent education programs available and certainly

substantial research on parents, none are based on an

overall theoretical model regarding who parents are and how

they develop in relation to the parenting role. PDT

considers parenting by examining the important social role

which parents play. The parent role was important to

understand since it is through this role that individuals

perceive what parenting involves and consequently parent

children. At various points on any given day, individuals

perform other social roles, such as being a friend, teacher

or learner, employer or employee. But when individuals

interact with their children, they are performing the role

of being a parent. Therefore, the PDT defines who parents

are, examines the parent role, individuals play, clarifies

how parents and parenting develop and change over time, and

24
explains how the parent role relates to parenting

activities. (Mowder, 2005)

Chapter III

Research Design and Methodology

Chapter three is consists of three parts namely: (1)

Purpose of the Study and Research Design, (2) Method, and

(3) Data Analysis Procedure.

Part One, Purpose of the Study and Research Design,

restates the main problem, discusses the approach that the

researcher will be used in the study of variables, and

enumerates variables and statistical tools to be utilize.

Part Two, Method, describes the participants, the

research instrument, and the procedure employed in

conducting the study.

Part Three, Data Analysis Procedure, presents the date,

the scoring procedures, and discusses the descriptive and

25
inferential statistics that will be used in the analysis of

data.

Purpose of the Study and Research Design

This study employed the quantitative method of research

in order to determine the relationship of the parenting

style and the academic performance of the Senior High School

General Academic Strand (GAS) student in Capiz National High

School. The descriptive-correlation method of research was

used in the study. According to Ethridge (2004) descriptive

can be explained as a statement of affairs as they were at

present. Moreover, it characterizes as simply the attempt to

determine, describe or identify what is. On the other hand,

a correlation research investigates the relationships

between factors or variables. And correlation can be

explained as a single number which describes the extent of

relationship between two variables (Dudovsky, 2011).

The dependent variable of this study was the academic

performance of the SHS students while the independent

variables was the parenting style of their respective

parents.

The statistical tool that was used to analyze and

interpret the gather data was the frequency count,

percentage, for the descriptive statistics and Cramer’s v

26
and Pearson’s r for inferential statistics. All inferential

statistics was set at 0.05 alpha level of significance.

Methods

Participants

The participants of this study were the two-hundred

thirty-one (231) Senior High School GAS students of Capiz

National High School. Simple random sampling and systematic

sampling was utilized to determine the sample size of the

study. Using the simple random sampling the researcher

identified the total number of respondents from the total

population. On the other hand, systematic sampling was

applied to identify the respondents in their respective

sections in the population involve. The sample size of the

student-parent respondent is shown in Table 1.

Table 1

Distribution of Student by Section

Grade 11 General

Academic Strand (GAS) N N

Sections
Charity 52 22

Chastity 51 21

Courage 55 23

27
Equality 56 24
Freedom 53 22

Grade 12 General

Academic Strand (GAS)

Sections
Chronicles 55 23
Leviticus 55 23

Isaiah 59 25
Zachariah 54 23
Hosea 58 25
Total 941 231

Data Gathering Instrument

The researcher was used a research-adoptive

questionnaire in collecting the needed data and has

conducted a pilot testing to determine the reliability of

the questionnaire. The questionnaire was divided into two

sections. Section one determines the demographic of the

student such as sex and general average of the student for

school year 2016-2017, and section two identify the beliefs

of a parent and the current home action and situation

generated by their own mother or father.

A 30-item adoptive questionnaire was used which was

based on the published of the Active Parenting. Basically,

items number 3, 6, 9, 10, 14, 18, 21, 26, 27, 30 of the

28
questionnaire pertain authoritative style of parenting;

items number 2, 4, 8, 12, 13, 17, 19, 22, 24, 28 was for

authoritarian parenting style; and items 1, 5, 7, 11, 15,

16, 20, 23, 25, 29 was the permissive parenting style. The

said questionnaire determine the various style of parenting

of a parent. To identify their style, the parent answered

the following responses: 5 – strongly agree, 4 – agree, 3 –

undecided, 2 – disagree, and 1 – strongly disagree.

Data Gathering Procedure

After determining the participants, permission to

conduct the study was secured from the Office of the Science

and Technology of Capiz National High School.

Prior to the conduct of the study, a courtesy call was

done to the adviser of every section of the study area along

with asking permission to conduct the study.

The students have an explanation to the nature, purpose

and objectives of the study. They were fully assured that

any information that they have provided will be kept

confidential and will be only used for the purpose of this

study and will not be used for any other purposes without

their consent. Moreover, the respondents were also informed

that their participation in the study was voluntary and that

they have freedom to refuse if they do not want to

participate. Upon understanding and acceptance of all the

29
terms of this research by the respondents, data gathering

has been conducted. Data was collected through the use of

the researcher-adopted questionnaires via survey in a given

date and place of the study. The complete instruments were

reviewed carefully to ensure the validity of the data

collected.

Procedural Design
Determining the Research
Problem

Hypothesis

Identifying the Research

Design

Selecting the Participant

Searching Research-
Adoptive Questionnaire

Gathering of Data

Analyzing and
Interpreting Data 30
Figure 2. Shows the procedural Design of the Study

Statistical Data Analysis

The following were the appropriate statistical tools

that has been used in this study:

Frequency count and Percentage. Frequency count and

Percentage was used to find out the number of respondents

that belongs to study.

Mean. Mean has been employed to find out the style of

the parents towards to its children.

Pearson’s r. Pearson’s r was used to determine if there

were significant relationship between the parenting style

and academic performance of the student. The alpha level is

set to .05.

Cramer’s v. Cramer’s v has been implemented to

statistically analyze the two nominal variables to identify

the significant relationship of parenting style and academic

performance.

31
 Chapter IV

Results and Discussion

Chapter four describe the analysis of data followed by

discussion of the research fidings. The findings relate to

the research problem statement that guided the study. Data

were analyzed to identify, describe and explore the

relationship between parenting style and academic performnce

of the respondent.

The data were obtained from the adoptive questionnaires

that were answered by the 231 respondent from the top five

setion of Grade 11 and Grade 12 GAS student. A total of 231

questionnaires have been received that met the requirement

for the study.

The data from the questionnaire was statistically

analyzed by a statistician and SPSS version 20 has been

utilized for analyzing the data. The findings were discussed

32
according to the sections of the questionnaire. Section A

composed of sex, Section B was the general average, and

Section C was the parenting styles of the parent.

Descriptive Data Analysis

Sex of the respondents. Table 2 shows the frequency and

percentage of the sex of the respondents. It shows that most

of the respondent were female with 57% of the total

participant in the study while 42.2% were male.

Table 2. Sex of the respondents

Sex Frequency Percentage

Male 98 42.2
Female 133 57.6
Total 231 100.0

General average of the students. Table 3 presents the

result of the frequency and percentage of the students with

their general average. 47% of the participants have a

general average which is very satisfactory , while 39% of

the participant have a general average of 90 and above which

is outstanding. On the other hand, 13.4% of the participants

33
have 80 to 84 general average which is satisfactory and only

o.4% of the participants has a fairly satisfactory with a

general average of 75 to 79.

Table 3. General Average of the students

General Average Frequency Percent

90 and above 90 39.0
(Outstanding)
85 to 89
(very 109 47.2
satisfactory)
80 to 84 31 13.4
(satisfactory)
75 to 79
(Fairly 1 0.4
Satisfactory)
Total 231 100.0

Parenting style of the participants. Table 4 shows the

participant’s frequency and percentage regarding parenting

styles. Most of the participants has an authoritative

parenting styles towards their children with a percentage of

46.8%. On the other hand, 39.4% of the participants has a

permissive parenting style towards thei children. And the

remaining percentage of 13.9% are the participants who has

authoritarian parenting style.

34
 Table 4. Parenting Styles of the Participants

Parenting Style Frequency percent

Authoritarian 32 13.9
Permissive 91 39.4
Authoritative 108 46.8
Total 231 100.0

Correlation between Parenting Styles and Academic

Performancce. Table 5 shows the crrelation between Parenting

styles and academic performance. The table below shows that

there is no significance between the said parenting styles

and academic performance because the value is higher than

0.05 alpha level of significance.

Table 5. Correlation between Authoritarian,

Permissive, and Authoritative Parenting Style and Academic

Performance

Attributes Correlation Significance

Coefficient
Authoritarian 0.061 0.355

Parenting Style
Permissive 0.060 0.366

Parenting Style
Authoritative 0.030 0.650

Parenting Style

Relationship between parenting style and academic

performance. Table 6 shows that there is no significant

35
relationship between parenting styles and academic

performance since the value is higher than 0.05 alpha level

of significance.

Table 6. Relationship Between Parenting Style and

Academic Performance

Correlation Significance

Coefficient
Parenting Style 0.127 0.281

Discussions

The correlation between the types of parenting styles

and academic performance was statistically not significant.

The above-mentioned attributes cannot affect the acaddemic

performance of every participants. According to Inam et.

Al., (2016) parents’ expectancies and demands concerning

achievement are more likely to raise a child’s achievement

motivation when parents also makes demands for mature

behavior. Furthermore, they explored various aspects of

parenting styles which help in the development of young

children, especially the school related outcomes. Being role

models, parents play a significant role in the child’s

development (Masud et al., 2014). However, the different

parenting styles possessed by the parents towards their

36
children was insignificant in the above results, thus it

does not affect the academic performances of their children.

As shown in table 6, the relationship between parenting

styles and academic performance has no significance. Thus,

the parenting styles and how does parents manage their

children does not completely reflect to the academic

performances of the students. This contradicts the statement

of Masud et al. (2014), that there is a need to understand

what is necessary for children’s growth and development.

Children should not be complelled to do what their parents

want; instead, there is a need to know what the children

wants.

However, on the result shown in Table 5 and 6,

parenting style has a positive effect to the children when

it comes to the academic performance. The more the parents

shows positivity towards their children the higher the

possibility of students gaining a good outcome in terms to

their academic performance. This result was found on the

same study of Kordi and Baharudin (2010) that parrenting

attitude and style leads to childen’s achievement.

CHAPTER V

Summary, Conclusions, Implications and Recommendations

37
 Chapter Five is consist of four parts namely: (1)

Summary, (2) Conclusions and (3) Implications and (4)

Recommendations.

Part One, Summary, presents the problem, the

delimitations and results.

Part Two, Conclusions, relates the conclusion derived

from the study.

Part Three, Implications, discusses the results and

significance of the study to the society.

Part Four, Recommendations, presents some suggestions

and based on the results obtained and the conclusions drawn

in the study.

Summary

38
 This study was conducted to determined if there

is a significant relationship between parenting style and

academic performance of the students. Parenting style are

persistent patterns of behavior of a caregiver toward one or

more children (Lao, 2017). And refers to the general pattern

of behavior of a parent incline to its children. There are

three types of parenting styles that parents might possess,

the Authoritative parenting style, Authoritarian parenting

style and the Permissive parenting style. Authoritarian

parenting, parents in this type attempt to sharpen, control,

and evaluate the behavior and attitude of their children

which is usually formulated by a higher secular authority

(Baumrind, 1999). Parents with authoritative parenting style

usually establish rules and guidelines that their children

are expected to follow. Permissive indulgent parents as

explained by Barber (Munyi, 2013) believe that they are

responsible for making sure that their children are happy.

Based on the study conducted, the findings showed the

following results:

1. In terms of General Average of the

respondents, 39% of them has an outstanding average, 47.2%

has a very satisfactory average, 13.4% has a satisfactory

average and only 0.4 percent of the participants has a

fairly satisfactory average.

39
 2. In terms of the parenting style of the

parents, 13.9% has an authoritarian parenting style, 39.4%

has permissive parenting style and 46.8% has authoritative

parenting style.

3. There is no significant relationship between

parenting styles of the parents and academic performance of

the students.

Conclusions:

Based on the foregoing findings, the following

conclusions were drawn:

1. In terms of the General Average of the

respondents, most of them has a very satisfactory average.

2. Authoritative parenting style was the most

used styles by the participant.

3. Parenting style of the parent has no

significant relationship with the academic performance of

the student.

Implications:

Based on the drawn conclusion the following

implications were made:

40
 1. The parenting style does not affect the

academic performance of the student; thus, it can be implied

that there were other factors that can affect the academic

performance of the students.

2. The insignificant relationship of parenting

style and academic performance of the student implied that

parent’s actions towards to their children do not reflect

entirely to the academic performance of their children in

gaining a good outcome at school.

Recommendations:

For the improvement of this study, the following

points are recommended by the researcher:

1. The respondent of this study should not be

limited to the top five sections of the General Academic

Strand student to have a better result.

2. Use other variables to identify its effects

to the academic performance of the student.

3. Parents should have done further assessment

in order to have better understanding regarding to the

parenting styles they used towards to their children.

41
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