INTRODUCTION---- explain ko nalang

RATIONALE

This study about the learning styles, parenting styles and students’
performance in mathematics aims to find out the relationship of the two variables.
Parenting styles are the techniques used by parents to their children. The theory
behind parenting styles was originally proposed by Diana Baumrind (1966, 1967,
1971), learning styles was proposed by David Kolb (1984). While the student
performance also known as academic achievement is the extent to which a student
meets academic goals and expectations. Performance can include behavior,
knowledge and the ability to apply knowledge. The purpose of this study was to
examine the relationship between the parenting styles of the parents of the senior high
school students in St. Nicholas Senior High School Cabanatuan City, Inc. and their
performance in Mathematics. This study aims to be a guide for all the next generation
mathematics teachers for a better understanding on how they will shape their
strategies in teaching mathematics, for the parents who guides their children and for
the students to understand that they are unique in their own ways of studying.

THEORETICAL FRAMEWORK

BAUMRIND’S PARENTING STYLES

METHODOLOGY

RESEARCH DESIGN: Quantitative Research

RESEARCH LOCALE: St. Nicholas Senior High School, Cabanatuan City

SAMPLING TECHNIQUE: Stratified Random Sampling

RESEARCH INSTRUMENT: Adapted from Parenting Styles Inventory

(Robinson et al., 1996) and Learning Styles Inventory (O’Brien, 1985)

DATA GATHERING PROCEDURES -----(explain ko nalang pero palagay ng

title)

DATA ANALYSIS TECHNIQUES ------ (ako nalang din)

RESULTS AND DISCUSSION

Format:

SOP METHOD RESULT CONCLU RECO

SOP 1

1. How may the profile of the respondents be described in terms of:

1.1 age;

1.2 sex;

1.3 academic track; and

1.4 grades?

METHOD - frequency and percentage

RESULT:

Sex:

Most respondents were female, with 47 (52.8%), while males made up 42

(47.2%).
Age:

- The majority were 17 years old (44 or 49.4%).

- Next were 16-year-olds (32 or 36.0%).

- 18-year-olds followed (9 or 10.1%).

- The least were 20 years old (2 or 2.2%).

- 19 and 21-year-olds had only 1 respondent each (1.1%).

Academic Track:

- Most were in the GAS track (37 or 41.6%).

- Next were ABM students (22 or 24.7%).

- ICT students came third (19 or 21.3%).

- Automotive students had the fewest (11 or 12.4%).

GAS vs. Non-GAS Tracks:

- More respondents were Non-GAS students (52 or 58.4%).

- GAS students were fewer (37 or 41.6%).

CONCLUSION:

The study's participants were primarily 16 years old, with a greater

representation of females than males. By the process of regression analysis,

the academic tracks were categorized into two; students in General Academic

Strand (GAS) were initially the largest group and the majority of participants

came from non-GAS students.

 RECO:

It is recommended for future researches to consider exploring how gender and

specific academic tracks influence various educational outcomes, including

academic achievement and educational preferences.

SOP 2

2. How may the learning of mathematics be described in terms of:

3.1 visual;

3.2 auditory; and

3.3 kinesthetic learning style?

METHOD - rating scale and weighted mean

RESULT:

Kinesthetic Learning Style:

Rated as "Often" with a weighted mean of 2.77.

Visual and Auditory Learning Styles:

Both rated as "Often" with a weighted mean of 2.74 each.

CONCLU:

The researchers employed a weighted mean and calculated interval to analyze

learning style preferences. This analysis revealed that kinesthetic learning is

the predominant learning style, with a weighted mean of 2.77. This suggests

that a majority of the participants learn most effectively through observing

demonstrations, either by themselves or others.

 RECO:

It is recommended to explore how educational practices can integrate more

hands-on and experiential learning opportunities. This approach may enhance

learning outcomes by aligning teaching methods with students' preferred

learning styles, thereby promoting engagement and effectiveness in

educational settings.

SOP 3

3. How may the parenting styles of the parents can be described in terms of:

4.1 authoritarian;

4.2 authoritative; and

4.3 permissive?

METHOD - rating scale and weighted mean

RESULT:

The Authoritative Parenting Style is interpreted as Often with the weighted mean of

2.67, followed by the Authoritarian Parenting Style interpreted as Once In A While

with the weighted mean of 2.44. On the other hand, Permissive Parenting Style is

interpreted as Once In A While with the weighted mean of 2.33.

CONCLU:

The parenting styles were analyzed using weighted mean and calculated intervals.

Authoritative parenting emerged as the most prevalent style, with a weighted mean of

2.67. This indicates that the majority of the parents employed a balanced approach,

combining control and discipline with support, nurture, and clear boundaries for their

children.
 RECO:

It is suggested for future studies to explore how authoritative parenting styles

correlate with academic achievement and emotional well-being in children. For

parents to have a mutual understanding with their children on what they feel, have a

close relationship and promote positive child development.

SOP 4

4. What is the academic performance of the respondents in terms of their General

Weighted Average (GWA) in Mathematics?

METHOD - frequency and percentage

RESULT:

Academic Performance in Mathematics:

- 34 respondents (38.2%) scored between 94 and 91.

- 31 respondents (34.8%) scored between 90 and 87.

- 13 respondents (14.6%) scored between 86 and 83.

- Fewer respondents scored:

- 82 to 79 (6 respondents)

- 98 to 95 (3 respondents)

- 78 to 75 (2 respondents)

CONCLU:

The analysis of the respondents' General Weighted Average (GWA) revealed that the

highest frequency (34 students, or 38.20%) fell within the range of 91-94. This

suggests that a substantial portion of the respondents achieved GWAs in this range.
RECO:

For the purpose of future research, increase the study's respondent population. In this

sense, it will improve the consistency of the study's findings.

SOP 5

5. Is there a relationship between the profile of the respondents and their academic

performance?

METHOD - Multiple Linear Regression Analysis

RESULT:

A multiple linear regression analysis was performed to determine whether

Age, sex, and academic track predict Academic Performance. Result show that the
model is significant, R^2=0.093, Adj. R^2=.472, F(3, 85), p<0.05. Specifically, sex is
a negative predictor of Academic Performance, B = -2.215, Std. Error = .902, t = -
2.456, p = .016, which indicates that males tend to get a higher academic performance
than females. Meanwhile, the age and academic track do not predict academic
performance. The study of Charlotte Wrigley-Asante et al. (2023), shows that in
senior high school, male students perform better than female students for all six
subjects in their track STEM.

CONCLU:

The multiple linear regression analysis identified a statistically significant relationship

(p < 0.05) between respondent profiles and academic performance. Notably, sex was

the only profile variable demonstrating a significant association with academic

performance, while age and academic track did not exhibit such a connection. This

implies that students' academic performance varies significantly based on whether

they are male or female.

RECO:

It is recommended to survey more strands or tracks as possible to help with the results

of the study.
 SOP 6

6. Is there a relationship between the parenting styles and the academic achievement

of senior high school students?

METHOD - Multiple Linear Regression Analysis

RESULT:

A multiple linear regression analysis was performed to determine whether

Parenting Styles predict Academic Performance. Result show that the model is not
significant, R^2 = .020, Adj. R^2 = -.014, F(3,85) = .586, p>.05. This means that
parenting styles are not a predictor of academic performance of the respondents.
Meanwhile, according to the study of Mehdi Hassan et al. (2022), parenting styles are
predictors of academic performance of their respondents. However, not all parenting
styles have positive effect on the respondents academic performance, there are some
that are negative in results.

CONCLU:

Employing multiple linear regression, the analysis revealed no statistically significant

relationship (p > 0.05) between parenting styles and academic performance. In other
words, the combined parenting styles were not predictive of academic achievement.
RECO:

To improve the results' consistency and validation, it is recommended to use greater

numbers of samples or respondents in the future.

SOP 7

7. Is there a relationship between the learning styles and the academic achievement of

senior high school students?

METHOD - Multiple Linear Regression Analysis

RESULT:

A multiple linear regression analysis was performed to determine whether

Learning Styles predict Academic Performance. Result show that the model is not
significant, R^2 = .011, Adj. R^2 = -.024, F(3,85) = .304, p>.05. This means that
learning styles are not a predictor of academic performance of the respondents. In the
study of Chanphirun Sam et al. (2012), students often become independent learners
and knew what and how they should learn among themselves. It is said that it is also
important to have their own learning goals to be able to determine their own strengths
and weaknesses.
 CONCLU:

Multiple linear regression analysis indicated no statistically significant association

between learning styles and academic achievement among the senior high school
student participants. This suggests that learning style preferences were not a leading
factor in predicting academic performance within this particular group.
RECO:

It is recommended to explore alternative research methods, such as qualitative parent-

student interviews, in order to understand the potential effects of particular parenting
styles on academic outcomes that go beyond statistical analysis.

SOP 8

8. How may the study affect the teaching-learning process?