THE PARENTING STYLE AND THE

ACADEMIC PERFORMANCE OF GRADE

6 PUPILS OF SAINT MARY’S COLLEGE
OF CATBALOGAN
 
HERSHENA ABUT
BETHLEHEM V. BARDAJE
CHARLENE B. LAZARRA
BIANCA T. MABILANGAN
CYRIL MAE S. OLIVA
CHARLOTTE S. SAURO
Chapter 1

THE PROBLEM AND ITS

BACKGROUND
 Introduction
 Parenting styles can be defined as a set or a system of behaviors that
describes the parent and child interactions over a wide range of
situations and creates an effective interaction atmosphere. Parenting
style is a determining and effective factor that plays an important role
in children’s psychopathology and growth (Zahedani, et al.,
2016:130-134).
 Parenting is a complicated occupation that requires many different
skills that work in concert to influence a child’s behavior. It can be
argued that parents start developing their parenting style even before
their first child is born. It is within the first year or two that parents
begin to attach to a parenting style that works best for them (Terry,
2004). Several factors affect the academic performance of college
students and parenting style is one significant factor Zahedani,
Renzaee, Yazdani, Bagheri and Nabeiei (2016). 
 Statement of the Problem

This study purports to determine the attitude of the Grade 6

pupil’s parent-respondents toward parenting styles and the
academic performance of Grade 6 pupils of Saint Mary’s College
of Catbalogan, conducted during School Year 2017-2018.
Specifically, this study will seek answers to the following
questions:
 1. What is the profile of the parent-respondents in terms of
the following varieties:
1.1 age and sex;
1.2 civil status;
1.3 number of household members;
1.4 highest educational attainment;
1.5 Occupation and
1.6 Average monthly family income?

2. What is the attitude of the parents- respondents toward

parenting styles, in terms of the following areas:
2.1 authoritative parenting style;
2.2 authoritarian parenting style; and
2.3 permissive parenting style?
 3. Is there a significant relationship between the attitude of
the parents – respondents toward parenting styles and their
profile varieties?

4. What is the academic performance of Grade 6 Pupils of

Saint Mary’s College of Catbalogan?

5. Is there a significant relationship between the attitude of

the parents - respondents toward parenting styles and the
academic performance of the Grade 6 Pupils of Saint Mary’s
College of Catbalogan?

6. What implication may be derive from the findings of the

study?
 Hypotheses

Based on the above posted specific questions, the following

hypothesis will be tested:
1. There is no significant relationship between attitude of the
parents – respondents toward parenting styles and their profile
variates.
2. There is no significant relationship between attitude of the
parents – respondents toward parenting styles and the academic
performance of Grade 6 Pupils of Saint Mary’s College of
Catbalogan.
Theoretical Framework

The study is anchored on the following theories: First, is the

Situation awareness theory, second is the Self-perception theory
and third is the Health Belief Model.

The “Situation Awareness Theory” by

Stanton, Chambers, and Piggott (2001), posit that  perception of
environmental elements with respect to time and/or space, the
comprehension of their meaning, and the projection of their
status after some variable has changed, such as time, or some
other variable, such as a predetermined event
(http://havokjournal.com/culture/ situational-awareness-the-gold-
standard, May 30, 2016).
 Moreover, “Self-Perception Theory” by Daryl Bem
(1972), asserts that people develop their attitudes by observing
their own behavior and concluding what attitudes must have
caused it. The theory is counterintuitive in nature, as the
conventional wisdom is that attitudes determine behaviors.
Furthermore, the theory suggests that people induce attitudes
without accessing internal cognition and mood states. The person
interprets their own overt behaviors rationally in the same way
they attempt to explain others’ behaviors (Ward, et al., 2005:337-
344).
 The “Health Belief Model” by Rosen stock, Stretcher and
Becker (1951), was a psychological model that attempts to
explain and predict health behaviors by focusing on the attitudes
and beliefs of individuals on drugs. It suggests that people's
beliefs about health problems, perceived benefits of action and
barriers to action and self-efficacy explain engagement (or lack
of engagement) in health-promoting behavior
(https://www.utwente.nl/cw/Heal th%20Communication / Health
Belief Model/ Retrieved: May 1, 2012).
Conceptual Framework
 Significance of the Study
 The findings of the study would prove beneficial to
the following stakeholders, namely: to the teachers, to
the teachers, to the students, to the principal and
school administrator, and to the future researchers.
 To the Parents. This study will give idea or
references to improve the parenting styles they can
used or provide to their children.
 To the Students. This study will help students in their
studies and improve their academic performance, as it
will give innovations and enjoyments in learning.
 To the Principal and School Administrators. This
study would give benefits to the principal and School
as it will help them evaluate the knowledge, skills
and capabilities of the teachers and students that help
improve the performance of the school.
 To the Future Researchers. This study will also
benefit future researchers who will be dealing with
similar topic.
 Scope and Delimitation of the
Study

This study purports to determine the attitude of the Grade 6

pupil’s parent-respondents toward parenting styles and academic
performance of Grade 6 pupils of Saint Mary’s College of
Catbalogan.
The respondents of this study are limited to the parents of Grade
6 pupils of Saint Mary’s College of Catbalogan. To facilitate this
study, the researchers will conduct surveys to selected parents of
Grade 6 students, from November to December of 2017.
 Definition of Terms
To provide common frame of reference to the readers,
the following terms used in this study are herein defined
conceptually and operationally:
 Academic Performance. Also known as academic
achievement, this term refers to the level of schooling you
have successfully completed and the ability to attain
success in your studies (www.yourdictionary.com ›
Dictionary Definitions › academic achievement, May 26,
2017). As used in this study academic performance refers
to semester or periodical performance or grade of the
grade 6 pupils of Saint Mary’s College of Catbalogan.
 Attitude. This term refers to action or behavior on
(someone or something) in a particular way
(dictionary.cambridge.org/us/dictionary/
English/perceive, May 23, 2017). As used in this
study, this term refers to behavior or attitude of the
parents of grade 6 pupils of Saint Mary’s College of
Catbalogan.
 Authoritative Parenting Styles. This term refers to
a parenting style characterized by high responsiveness
and high demands. Authoritative parents are
responsive to the child's emotional needs while having
high standards. They set limits and are very consistent
in enforcing boundaries.
 Authoritarian Parenting Style. This term refers to a
parenting style characterized by high demands and low
responsiveness. Parents with an authoritarian style have very
high expectations of their children, yet provide very little in
the way of feedback and nurturance. Mistakes tend to be
punished harshly.
 Parenting Styles. This term refers to a set or a system of
behavior that describes the parent and child interactions over
a wide range of situations and creates an effective interaction
atmosphere (Zahedani et. al., 2016:130-134). As used in this
study this term refers to the styles used by the parents of
grade 6 pupils of Saint Mary’s College of Catbalogan.
 Permissive Parenting Styles. This term refers to a
type of parenting style characterized by low demands
with high responsiveness. As used in this study this
term refers to the style of the parents which gives
low demand to their children with high response.
Chapter 2
REVIEW OF RELATED LITERATURE AND
STUDIES
 REVIEW OF RELATED LITERATURE AND RELATED
Related Literature STUDIES
(Darling & Steinberg, 1993)
Zahedani, Renzaee, Yazdani, Bagheri
(Baumrind, 1991a, p. 349) and Nabeiei (2016)

Baumrind (1967, 1971) Mehrafza (2005:37-42)

(Joshi, Sharma, & Mehra, 2009)
Josi, Ferrres, Otto and Regan (2003)
(Keshavarz & Baharudin, 2009)
(Kagitcibasi, 1996) Hickman, Bartholomae, and McKenry
(2000)
Rudy and Grusec’s (2001)
Paulson (1994)
Greenfield and Suzuki (1998)
(Mastor, 2000)
(Kagitcibasi, 2005)
(Pezzella, 2010).
(Baumrind, 1991b, p. 62)
 (Baumrind, 1991b, 88 Parenting
Styles And Delinquent Behavior p.
61-62).
(Darling & Steinberg, 1993;
Markus & Kitayama, 1991)

(Maccoby & Martin, 1983)

Maccoby and Martin (1983: 48-51)

(Baumrind, 1991a)

(Bonyamin, 2006)

(Robbins, 2002)

Driscoll (2005)

. Zeegers (2004)
Chapter 3
METHODOLOGY
 Research Design Instrumentation Validation of Instruments

Descriptive-correlation research design Questionnaire Validation expert

Data Gathering Procedure

Sampling Procedure
The researchers will draft a letter to be addressed to the Principal
of Elementary Department for the distribution of the questionnaire
The researchers will contact 49 to the Grade 6 pupils and to the parents of Grade 6 pupils as the
respondents out of 49 Grade 6 respondents of this study. This is to allow the researchers to conduct
pupils of Saint Mary’s College of the study including the administration of the questionnaires. The
researchers will allow the pupils to bring the survey form and give
Catbalogan to take part in it to their parents or ask the pupils parents if it is okay to conduct
answering the survey questionnaire. survey in their home in their most convenient time.

Statistical Treatment of Data

Descriptive Statistical Tools
Frequency Count Percentage
Arithmetic Mean Standard Deviation Inferential Statistical Tools
Pearson Product-Momentary Correlation of Weighted Mean
Coefficient Fisher’s t-test
THANK YOU!

HERSHENA ABUT
BETHLEHEM V. BARDAJE
CHARLENE B. LAZARRA
BIANCA T. MABILANGAN
CYRIL MAE S. OLIVA
CHARLOTTE S. SAURO