LIPA CITY COLLEGES

Lipa City, Batangas

PARENTING STYLES AND ITS EFFECTS ON THE BEHAVIOR AND

SCHOOL PERFORMANCE OF PRE-SCHOOL CHILDREN IN SELECTED
PUBLIC AND PRIVATE SCHOOLS IN LIPA CITY, BATANGAS:
BASIS FOR PARENTING PROGRAM

A RESEARCH PROPOSAL SUBMITTED TO THE COLLEGE OF NURSING

FACULTY
OF LIPA CITY COLLEGES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
BACHELOR OF SCIENCE IN NURSING

BY
APRYLL ROSE LAYGO
CHJIRAPORN CRUSIT
LIPA CITY, BATANGAS, PHILIPPINES
MARCH, 2015

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

According to Standford Encyclopedia of Philosophy (2012), a parent is

someone with weighty rights and responsibilities regarding a given child.
Parents usually have decision-making rights over most areas of their child's
life and rights to exclude others from making such decisions. So long as
parents fulfill requirements to nourish, educate, and provide healthcare for
their children, they may make many decisions over how and what their child
eats, dresses, plays, studies, and with whom he or she interacts.
Parenting is a process. As our children grow and evolve, sometimes we
are called to do the same. It isn't easy when a friend, relative or teacher
suggests you might consider some alternatives along the way. But rather than
taking it as a personal failure or attack, perhaps just let it be a reminder that
sometimes we need to step back, objectively look at the situation at hand,
consider options that we may not have been aware of or that didn't seem
appropriate in the past and determine if we are on track or if we want to
consider some shifts in the way we are parenting our children.

After all, parenting is the one job that we never really know if we're
doing right until we see the end results in about 20 or 30 years (Cloninger, J.
and Strembicki, R. 2013).
Parental responsibilities start soon after the birth and play a significant
role and leave an impact on childs overall life. Most of the parents usually
develop their own parenting style usually based upon amalgamation of factors
such as childrens temperament and parenting style influenced by their own
upbringing, what they observed in other families, what they have been trained
and the surrounding culture. There is no hard and fast rule about parenting. It
usually evolves with the passage of time as children grow up and develop their
personalities. The quality of parenting is an important influence on childrens
intellectual, emotional and social development (Nevid, 2010). How parents put
in effort to respond and correct their children greatly impacts how they
progress individually and socially. A childs development process is influenced
by several factors, for instance, the people and situations he comes into close
contact and interaction. Parents influence is the greatest on a childs
development. The positivity as well as negativity in a childs attitude and
behavior is because of parents brought up and parenting style (UK Essays,
2013).
There are two things that most parenting styles have in common. The
first is that every single one of them has the same goal -- to raise happy,

healthy children. We all want the same thing, no matter the label we choose -or don't choose. The second is that no matter what type of parent you decide
to be, you're still a parent first. No label can change that (Corneal, D. 2013)
Working together to blend your parenting styles takes a lot of work and
specific focus. But the positive impact on your children as you try to
be effective co-parents can be truly amazing and worth all the work. Put your
children first, recognize that different styles are not bad, just different, and
communicate together as parents and you will find this whole parenting
business a much more rewarding process (Parker, W., 2015)
Diana Baumrind, a psychologist who identified three different parenting
styles but further research by Maccoby and Martin also suggested the addition
of a fourth parenting style which includes:
Indulgent or permissive parents, whether they are democratic or
nondirective, are more responsive than demanding. They avoid confrontation
and allow self-regulation. Their children are friendly, sociable, and creative, but
may also be verbally impulsive, aggressive, and resistant to limit-setting.
Authoritarian

parents

are

highly

demanding,

directive,

and

nonresponsive. They are obedience- and status-oriented, and they create

well-ordered, structured environments with clearly stated rules. They are often
highly intrusive, modeling aggressive modes of conflict resolution. Their
children are typically moody, fearful of new situations, and low in self-esteem.

Authoritative parents are both demanding and responsive. They monitor

behavior, impart clear standards, and are assertive without being intrusive or
restrictive. Their disciplinary methods are supportive rather than punitive. This
style is generally regarded as optimal for the development of social
competence,

which

includes

assertiveness,

social

responsibility, self-

regulation, cooperation, and respect for parents.

Uninvolved

parents

are

low

in

both

responsiveness

and

demandingness. At the extremes, these parents may be rejecting-neglecting

and neglectful. Their children often engage in deviant and high-risk behaviors
and are vulnerable to substance abuse. (Kim, M. 2006)
But according to the overall study of different parenting styles
authoritative parenting is considered the most effective with fruitful and
positive impacts on childrens overall brought up as compared to other three
parenting styles. And this is proven in the study termed as Interrelationships
between Parenting Styles and Teachers Involvement: From Childrens
Emotion Regulation Competence Perspective which identify the effects of
different parenting styles and teachers strategies in classroom interaction for
emotion regulation development in preschool children. The data revealed to
implement an authoritative parenting style. In addition there is a significant
difference in the emotion regulation scores. The results indicated that teachers
act strategies in classroom interactions widely affected childrens emotion
regulation (Tu, Y.C. and Chou, M.J. 2013)

Understanding your preschoolers development and filling your toolbox

with positive discipline parenting tools will go a long way toward resolving
conflicts with your young child. It also helps to know that temperament, birth
order, brain development, physical and intellectual abilities, and skill
acquisition underlie much of your childs behavior in these early years. Still,
even the most delightful preschooler isnt perfect, and misbehavior can be
frustrating (Nelsen, J., Erwin, C., and Duffy, R.A. 2015)
Involvement allows parents to monitor school and classroom activities,
and to coordinate their efforts with teachers to encourage acceptable
classroom behaviour and ensure that the child completes schoolwork.
Teachers of students with highly involved parents tend to give greater attention
to those students, and they are more likely to identify at earlier stages
problems that might inhibit student learning. Parental involvement in school,
and positive parent-teacher interactions, have also been found to positively
affect teachers self-perception and job satisfaction.
Research shows that students perform better in school if their fathers
as well as their mothers are involved, regardless of whether the father lives
with the student or not. (Child Trend, 2013)
This parents involvement is seen in the study entitled Parents
Relationship and Involvement: Effects on Students School Engagement and
Performance which examined the effect of parents relationships and

involvement on students cognitive, emotional, and behavioural engagement in

school and subsequently on school performance. And the results confirmed
the importance and significance of parents involvement in middle school
students school engagement and performance. (Mo, Y. 2008)
Moreover, important aspect of parenting style is that the adolescent
behaviour is an important measure that can have a significant influence on
parenting style. For instance, if a child breaks a curfew, both parents adopt a
measure to deal with the child in order to enforce an action. Hence, childs
behaviour has a major influence on the parenting style adopted by parents. A
cooperative and motivated child is more probable to have parents who adopt
an authoritative parenting attitude. On the other hand, an unhelpful, immature
and careless teen may be more expected to provoke a parenting style that is
authoritarian or uninvolved parenting style. Overall attitude of the child tends
to evolve parenting style of the children. It is commonly practiced on the part
of the parents that they change their parenting habits with time. Few parents
are more rigid with elder children and less rigid with younger ones. Hence, the
time period, changes in culture and environment and changes in
circumstances evolves the parents as well as their parenting style.
Ethnicity is another vital aspect that can have an influence on the
parenting style. It has been observed that authoritative parenting style is more
prevalent among white families as compared to others. On the other hand,

authoritarian parenting style seems to be more common among ethnic

minority families. The basic reason behind this influence is the impact of
culture and parental beliefs. For instance, ethnic minority families usually live
in dangerous neighbourhoods where life isnt secure so parents tend to adopt
authoritarian behaviour as it stresses upon parental control and compliance. In
this scenario, this style of parenting is necessary for the safety of the children.
There are other measures as well that can significantly influence the parenting
style. For instance, internal factors like lack of sleep and mood, external
factors such as work stress and duties and childs personality and attitude. All
these factors play a vital role on parenting style adopted by parents. (UK
Essays, 2013).
Parents also have to be clear about their own values. Children watch us
closely. If you want your children to be able to stand up for their values, you
have to do the same. If you believe that a summer spent reading, taking creek
walks and playing is better than a specialized camp, then stick to your guns.
Parents also have to make sure their own lives are fulfilling. There is no parent
more vulnerable to the excesses of over parenting than an unhappy parent.
One of the most important things we do for our children is to present them with
a version of adult life that is appealing and worth striving for. (Levine, M. 2012)

Theoretical Framework
Presented here were the theories from where the researchers based
their present study. The theories helped and guided the researchers in the
pursuit of this undertaking.
This study was based on one of the most influential models of parentchild relationships which is known as the Social Learning Theory. Most of the
concepts and ideas underlying in the said theory were those from Bandura
(1977). The conceptual basis for social learning approaches as applied to
parenting is most closely associated with the work of Gerald Patterson (1969),
founder of the Oregon Social Learning Centre. Also influential was Constance
Hanf (1969), who developed play therapy based on rewarding child behaviour
through attention. Latter-day interventions, notably the programmes of Carolyn
Webster-Stratton (1981), Rex Forehand and Robert McMahon (1981), Sheila
Eyberg (1988) and Marian Forgatch (Forgatch and DeGarmo, 1999), directly
incorporate social learning principles.
Several leading practitioners have expanded the social learning model
to incorporate consideration of the parents social setting that may contribute
to

poor

parenting,

including

Robert

Wahler

(1965)

whose

programmerecognised the particular needs of isolated mothers. He was

instrumental in showing that insular mothers were harsher to their children on
days when the few adults with whom they had contact such as local officials

or their own mothers had been rejective of them.Broadly put, social learning
theory argues that childrens real-life experiences and exposures directly or
indirectly shape behaviour. For Patterson (1969, 1996) and many others there
is a focus on traditional behavioural principles of reinforcement and
conditioning. The fundamental tenet is that moment-to-moment exchanges are
crucial; if a child receives an immediate reward for his/her behaviour, such as
getting parental attention or approval, then he/she is likely to do the behaviour
again, whereas if she/he is ignored (or punished) then she/he is less likely to
do it again. Other advocates have expanded this focus to consider the
cognitive or mindful processes that underlie the parents behaviour (e.g.
Bugenthal et al., 1989; Dix, 1992) and its effects on children (e.g. Dodge et al.,
1995). Whether the assessment and conceptual focus is on behaviour or
cognitions, the model suggests that children learn strategies about managing
their emotions, resolving disputes and engaging with others not only from their
experiences, but also from the way their own reactions were responded to. For
younger children especially, the primary source of these experiences is in the
context of the parentchild relationship and the family environment.
Given its historical emphasis on altering negative, aggressive behaviour
in children, models of parenting based on social learning theory have tended
to emphasise parental conflict, coercion and consistent discipline. But more
theorists have incorporated positive dimensions of parenting as a way of
promoting child positive behaviour and affect, improving the pleasurable

nature of parents and childrens interactions with one another (e.g. Gardner,
1989).
The social learning theory has bearing in the study since it can be
deemed that how a preschool student shall behave or perform will be
dependent on the input that will be provided by the outside factors more
specifically with the way he will be raised and shaped by his parents. The
parenting style of the fathers and mothers would be very crucial in the
upbringing of the child.
This study is likewise further reinforced by Vygotskys Social
Development Theory which asserts that meaningful learning and construction
of knowledge take place if learners work hands-on in actual settings and with
proper guidance.
The major theme of Vygotskys theoretical framework is that social
interaction plays a fundamental role in the development of cognition. Vygotsky
stated that every function in the childs cultural development appears twice:
first, on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the learner (intrapsychological). This
applies equally to voluntary attention, to logical memory and to the formation
of concepts. All the higher functions originate as actual relationships between
individuals.

This means that the academic performance or the cognitive

development of the preschooler could be greatly affected by what the extrinsic
factors would be providing him. Examples of those factors are the teachers,
the schoolmates, people in the community whom the kid will have direct
contact with and most importantly are the parents of the child.

Conceptual Framework

Figure 1. Paradigm of the Study

Statement of the Problem

This study focuses on parenting styles and its effects on the behavior
and school performance of pre-school children in selected public schools in
Lipa City, Batangas that will serve as basis for parenting program. Specifically,
the study seeks to answer the following:

1. To what extent is the demographic characteristics of parentrespondents in terms of

1.1. age
1.2. gender
1.3. civil status
1.4.religion
1.5. educational attainment
1.6. occupation
1.7. monthly income
1.8. number of children
1.9. age of the preschool child
1.10. gender of the preschool child; and

1.11. health condition that the preschool child is diagnosed with?

2. To what extent are the parenting styles used by the parentrespondents?
3. To what extent are the behaviors of the pre-school children as
assessed by the parent-respondents and teacher-respondents?
4. To what extent is the school performance of the pre-school children
based on their academic grade and evaluation of the teacher-respondents?
5. Is there a significant difference in the parenting styles used by the
parent-respondents, behaviors and school performance of the preschool
child?
6. Is there a significant relationship between parenting styles and
6.1. demographic profile of parent-respondents
6.2. behavior of pre-school children
6.3. school performance of pre-school children
7. What parenting program can be forwarded to educational institutions
to assist parents in guiding their children during preschool?
Hypotheses
Based on the given statements, the researchers assume that:

1. There is no significant difference in the parenting styles used by the

parent-respondents.
2. There is no significant difference in the behaviors of the preschool
children.
3. There is no significant difference in the school performance of the
preschool children.
4. There is no significant difference between the parenting styles and
behavior of the preschool child.
5. There is no significant difference between the parenting styles and
school performance of the preschool child.
6. There is no significant relationship between the parenting style and the
parent-respondent.
7. There is no significant relationship between the parenting style and
behavior of the pre-school children.
8. There is no significant relationship between the parenting style and
school performance of the pre-school children
Scope and Delimitation
In this study, the scope of the assessment is centered only on the
respondents of the study who are the preschool children of the selected public
and private schools in the city of Lipa from school year 2014-2015. Also
included shall be interviews among parents and analysis of pertinent data
such as the grades of the respondents coming from the teachers.
The respondents of the study were chosen using the purposive
sampling technique.

Inclusion Criteria: Preschool children three years of age and above

with parents who havent had an intake of illegal drugs and also have
the ability to read and understand.
Exclusion Criteria: Child having a mental problem.

Significance of the Study

This study is conceived significant to the following:
To the Preschool Children.The findings of this study will be most
beneficial to the preschool children as they would be properly guided and
taken cared for by the parents who would come to know the right parenting
style based on the needs of their child so that they will be having good
behavior and good academic performance. The child would also experience
and gain confidence on how to excel inside and outside the school premises.
To the Students. The result of this study will help them in proper
dealing with children as they finish their future courses specifically education.
To the Teachers/Faculty. This study will help them to be totally
informed that behavior and school performance of every child would always
differ from the other because of the parenting style implemented to them. The
findings would also make them realize that every individual is unique thus, the
teachers must know the kind of teaching strategies suited to every preschooler
so as to make him excel in the class.

To the Parents. This study will help them to know on what would be the
best type of parenting they should use to be able to attain fewer behavioral
problems. The study would likewise make them realize the very important role
they need to play so as their child would become good performers and well
molded as an individual.
To the members of the Healthcare Team.As theprovider of health is
giving care, especially the school nurse, they may encounter problems within
the behavior of the child. Thus, this study will help them on how they would be
able to handle or manage a childs behavior.
To Future Researchers. This study will benefit and help the future
researchersas this undertaking may serve as their guide and reference in the
conduct of a study similar and related to this one.

Definition of Terms
To understand key concepts throughout this study, it is important to
highlight a few key terms.
School Performance. It refers to the grade point average of the child
for a particular school year and based on parameters in the Child Behavior
Evaluation Scale used in this study.

Behavior. It is a way in which a preschool child acts towards others, at

home, in school and in the community. It is assessed by the Child Behavior
Evaluation Scale used in this study.

Parenting Styles. It refers to the act of rearing or taking care of a

preschoolchild by parents, either the mother or the father, using Authoritative,
Indulgent or Permissive, Authoritarian and Uninvolved.

Preschool Child. This refers to a child in the Nursery, Kinder 1, Kinder

2 and Prep Level.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter helped the researchers to supplement and deepen their

knowledge of the subject matter to pursue this present undertaking. Further,
this chapter presents related literature and studies that have relevance to the
enrichment of the background of this study. The literature review provided a
point of reference on the range of views on the different parenting styles of
parents with preschoolers and how the styles might affect the behavior and
academic performance of their child.

Foreign Literature
Darling and Steinberg (1993) define parenting style as "a constellation
of attitudes toward the child that are communicated to the child and that, taken
together, create an emotional climate in which the parents behaviors are
expressed".
According to Dewar (2010) authoritative parenting style is about setting
limits, reasoning with kids, and being responsive to their emotional needs. This
approach is common in middle class settings throughout the world, and its
linked with the most successful child outcomes. Kids raised by authoritative
parents are more likely to become independent, self-reliant, socially accepted,
academically successful, and well-behaved.

Steinberg (2014) states that good parenting helps foster empathy,

honesty, self-reliance, self-control, kindness, cooperation, and cheerfulness. It
also promotes intellectual curiosity, motivation, and encourages a desire to
achieve. Good parenting also helps protect children from developing anxiety,
depression, eating disorders, antisocial behavior, and alcohol and drug abuse.
According to Berk (2000) parents play a large role in fostering their
child's growth and development. Many writers have noted that the broad
pattern of parenting is important in predicting child well-being. Parents may
differ in how they try to control or socialize their children and the extent to
which they do so. It's the overall pattern of interactions rather than one single
act that shapes a child's behavior. Parents develop various styles of
interacting with their children. Research has identified a typology of four
parenting styles; authoritarian, authoritative, permissive and uninvolved each
of which influence how the child develops. These varying parenting styles
greatly influence not only how a child develops and socializes but also how
they learn. The different styles dictate how children adapt to teaching
approaches and methods in schools and how they interact in the classroom.
Parenting style refers to the normative patterns of behavior and tactics
that parents use to socialize and control their children. Early work on parenting
styles in the 1950s (e.g., Sears, Maccoby, & Levin, 1957) documented that
adults who were nurturing and able to exert control were especially influential
on children's development of self-regulated and disciplined behavior.

Diana Baumrind (1971) conducted extensive observations of parents

interacting with their children in their homes and concluded that four
dimensions of parent-child interactions reflecting types of responsiveness and
control could predict reliably children's social, emotional, and cognitive
functioning. Parental control reflected consistent enforcement of rules,
provision of structure to children's activities, and persistence in gaining child
compliance; maturity demands reflected expectations to perform up to one's
potential,

and

demands

for

self-reliance

and

self-control;

clarity of

communication reflected the extent to which parents solicit children's opinions

and feelings, and use reasoning to obtain compliance; and nurturance
reflected parental expressions of warmth and approval as well as
conscientious protection of children's physical and emotional well-being.
Differences according to parents income group in childrens cognitive
and behavioral development emerge by the childs third birthday, according to
a 2008 study based on data from the Millennium Cohort Study (MCS).
Children from higher income groups were found to have higher cognitive
assessments and fewer behavioral problems. An important part of these
differences, argues researcher Professor John Ermisch, can be accounted for
by what parents do in terms of educational activities and parenting style.
The childrearing practices of these mothers and fathers exemplify what
Diana Baumrind (1971) called permissive-indulgent parenting. They are
affectionate, caring and involved, but tend to be extremely tolerant and to exert

little or no control or discipline. Baumrind contrasted permissive-indulgent

parents with three other types: permissive-neglectful (also known as
uninvolved) parents, who show virtually no interest in their children;
authoritarian parents, who tend to be harsh, demanding, intolerant, autocratic
and punitive; and authoritative parents, who tend to be firm but fair, making
demands and imposing discipline in a caring atmosphere (Baumrind, 1971;
Maccoby& Martin, 1983).
Research testing this typology of parenting styles against positive
developmental outcomes has been remarkably consistent. The criteria for
positive developmental outcomes have, of course, varied somewhat across
the studies, but model children have been generally defined in terms of being
cooperative, friendly, emotionally stable, dependable, good citizens and good
scholars (Maccoby, 1992).
Parenting is a most challenging yet rewarding experience. Baumrind,
who studied parenting styles during the early 1960s, concluded that they differ
in four important areas: parents' warmth/nurturance, discipline strategy,
communication skills, and expectations of maturity. She posited three types of
parenting styles: authoritarian, permissive, and authoritative (Berger 2001).
Parents are the major influence in their children's lives. Thus their perception
of how children think, and should be raised is crucial in determining children's
behavior. Other factors, such as genes, peers, culture, gender, and financial
status, are of lesser importance. Studies reveal a correlation between

parenting styles and school competence, delinquency, violence, sexual

activity, antisocial behavior, alcohol and substance abuse, depression, anxiety,
and self-perception.

FOREIGN STUDIES
In the research conducted by Brook (2011) to examine the relationship
between the three identified parenting styles which are authoritarian,
authoritative and permissive to social emotional development of preschool
children, it was found out that children who scored highest on social emotional
development screening tool upon completion of literature review and data
collection are those having parents that use authoritative parenting practices.
The participants of the study were 14 parents of preschool aged children who
attend programs through the Family Resource Center for Eau Claire County,
Inc. in Eau Claire, WI. Ten of the participants were female and 3 were male.
They came from various economic and ethnic backgrounds between 20 and
40 years old.
Nurmi, J.E., and Aunola, K. (2005) conducted a study to predict the
childs internal and external behaviors based on investigating the combination
of mothers and fathers parenting styles. To measure problem behaviors a
total of 196 children (aged 56 years) were followed up six times from
kindergarten to the second grade. Once a year mothers and fathers filled in a

questionnaire to measure their parenting styles. The predicted increase in the

levels of both internal and external problem behaviors among children was the
result of high level of psychological control exercised by mothers combined
with high affection.
Fuentes, M. J., Salas M. D., Bernedo, I.M, and Garcia, M.A., (2014)
conducted a study on the impact of the parenting style of foster parents on the
behavior problems of foster children. Their study participants were 104 foster
children (56 boys and 48 girls) and their respective foster families. The result
indicated that there was important effect in relation to the behavior problems of
foster children based on criticism/rejection on the part of foster parents, as well
as the use of inappropriate parenting styles (authoritarian and permissive).
Alizadeh, S., Abu Talib, M. B., Abdullah, R., Mansor, M. (2011)
conducted a study to investigate the relationship between childrens behavioral
problems and parenting style. Parent Authority Questioner (PAQ) was used to
assessed parenting styles and Childrens Behavior Checklist (CBCL) for the
assessment of childrens behavioral problems. By cluster sampling in the
Iranian capital of Tehran respondents of 681 mothers of children in primary
school (347girls and 334 boys) was identified through their children. Results
show that less childrens internalizing and externalizing symptoms were
directly related to Authoritative parenting style with high responsiveness and
high demanding in parenting behavior.

Querido, J.G., Warner, T.D., and Eyberg, S.M. (2002) examined the
relationship between child behavior problems in African American preschool
children and parenting styles. 108 African American female caregivers of 3 to
6 year old children were the study participants. Findings include maternal
education, family income and parents endorsement were associated in parent
reported child behavior problems based on correlational analysis. The most
predictive of fewer child behavior problems was authoritative parenting style
based on hierarchical regression analysis.
Tu, Y.C., Chou, M.J. (2013) organized a study to identify the effects of
different teacher strategies and parenting styles for emotion regulation
development in preschool children in classroom interaction. Teachers, children
who are 3 to 5 years old and parents which is the study participant were
contacted through the managers and team leaders in the early childhood
centers in order to determine their feasibility. The Parenting Styles and
Dimension Questionnaire was the measuring tool used and invented from
133-item questionnaire to its current 32-item version. Data revealed that
authoritative parenting style should be implemented. Findings indicated that
childrens emotion regulation is widely affected by teachers act strategies in
classroom interaction.
In a similar study conducted by Nyarko, K. (2011) that identified the
influence

of

parental

authoritativeness

achievement, it was found out shows

on

adolescents

academic

that academic achievement of the

students positively relate to both mothers and fathers authoritativeness. The

participants used in the study are second year and third year students. Out of
a sample of 239 adolescents, 54.8% were females and 45.2% were males.
Furthermore, Areepattamannil, S.(2010) performed a study to examine
the predictive effects of parenting practices and parenting style on childrens
school achievement. There were 6626 respondents with children 5-18 years in
Canada. Findings revealed the substantial positive predictive effects of family
socioeconomic status, parental encouragement, parental expectations, and
parental beliefs on childrens school achievement. In contrast, parental
monitoring had a substantial negative predictive effect on childrens school
achievement.
Two hundred sixty four undergraduate students enrolled in psychology
courses at a major university in south western United States are the study
participants in the study of Turner E.A., Chandler, M. and Heffer, R.W. (2009)
on the Influence of parenting styles, achievement motivation, and self-efficacy
on academic performance in college students. Results indicated that
authoritative parenting continues to influence the academic performance of
college students, and both intrinsic motivation and self-efficacy predicted
academic performance.

Local Literature

According to U.P. Research Lines (2015), right parenting attitudes and

practices promote positive social behavior among children. Children can be
considered as the products of how they were brought up, taken care of and
molded by their parents. Parents feel so proud of their children when they
know they have done their part and they are part of the achievements,
success and realizations of dreams of their children. On the other hand,
parents feel that they failed in rearing their children if the children would not be
able to become productive citizens of the society but rather become liabilities
and threats to the people in the community.
Aguila (2003) states that parenting style can be a product of a particular
culture of its time. Based on the study she conducted parents who were in
their early forties tended to be more liberal with their children. These parents
who were born in the 1960s were either strict or liberal, depending on the
situations they faced she says. They can be more authoritarian when it comes
to curfew time during dates, but were more trusting with their kids other
choices like schools.
For many Filipinos, parents are seen with a somewhat confusing
dichotomy: while they are, short of ones life partner, the most beloved of
people in ones life, they can also be the ones who can embarrass you the
most, or be the ones that you would practically consider as your worst
enemies if they werent your parents (Ramos, 2014). Parents tend to
become very protective of their children specially when they are endangered

and their security is at stake. They will do everything to cover up their children
and would always ensure that their children are safe. They feel that it is part
and parcel of good parenting and better rearing of their children.

LOCAL STUDIES

A study authored by Braza, E.D., Malabanan, E.D., Malabanan, M.A.,

Lopez, E.R. (2014) investigated and ascertained the effects of Parenting
Styles and Competitiveness among Mothers of Preschool Children in selected
private and public schools in the city of Batangas. The main objective of this
study was to determine the factors of competitiveness of preschool mothers
and its psychological effects on children. The methods utilized in this research
were both qualitative and quantitative. Twenty preschool mothers were the
participants of the study and randomly chosen from public and private schools
in Batangas City. They were observed in two school months July and August
and were asked to participate and answer the questionnaire. Based on the
results researchers have found that the parenting style of the mothers of
preschooler from private school was highly Equalitarian and in public school
was highly authoritarian. Psychological effects were found in children such as
concept of competition, motivation of winning and determination to be
successful.

A similar study related to the present undertaking was conducted by

Alfajaro, R.D., Cristobal, B.M., Landicho, B.M., Leyesa, O.L., Liwag, L.I. and
Masas, V.D. (2009). The study focused on the parenting styles and its
relationship with multiple intelligences of preschool children in Canossa
Academy, Lipa City. Sixty parents consisting of 30 fathers and 30 mothers are
the respondents of the study that were distributed with a total of 60
questionnaires. The questionnaire was divided into 3 parts: 1-Demographic
Profile, Part 2- Parenting Styles and Part 3- Multiple Intelligences. Based from
the findings, it can be stated that parents use different parenting styles
regardless of their gender and can identify the potentials of preschool children
from the multiple intelligences they manifested at home.
Likewise, the research of Caraan, E.G., Dimaculangan, E.V., Pasumbal,
K.O. and Serrano, K.P.V (2009) has important bearing with present study
since both want to concentrate on two important variables namely:parenting
style and academic performance. The study of Caraan, et.al.sought to
determine if there is a significant relationship between parenting style and
academic performance. The first method used by the researchers is the
descriptive method where data gathered is from different literature sources.
Survey questionnaires was the next method used which provided the primary
sources of data. This study shows that among the three parenting styles such
as autocratic, authoritative and permissive, most parents favor of authoritative
parenting style of parenting to be emotionally supportive and at the same time

emphasizes descriptive. This type of parenting style embodies the nature of

balance through acceptance and understanding.
Determining the types of parenting style being practiced by the parent
respondents, and correlate it with childrens aggressive behavior is the main
purpose of the study done by Evangelista, K.D, Mendoza, R.P., Malabanan,
M.A. (2014). It was conducted to examine the parental authority and its effects
on the aggression of children. Pure quantitative design using three different
standardized tests were employed by the researchers. Anger of children is
correlated positively with authoritarian parenting style manifested by the
parents was also revealed on the study. Aggression of children is correlated to
parenting authority and parental discipline.
Atienza, B.A.L., Montalbo, J.L., Perez, Y.T. and Suiza, J.V. (2009)
performed a study to determine the relationship of parenting styles and the
social development of selected nursing students of De La Salle Lipa.
Quantitative-desciptive research design was used to evaluate the significant
relationship

between

identified

variables,

particularly parenting

styles

(independent variable), social development (dependent variable) and the

respondents profile (intervening variable). The two major methods and

instruments used in data gathering were survey questionnaires and informal

interviews. The respondents of the research were the second year nursing
student of De La Salle Lipa. Findings revealed that the profile variables of the

respondents all have no significance to the parenting styles used by parents.

Also it showed that parenting styles has varying effects on a students social
development.
A study that dwelt on childrens perceived relationship with parents,
parenting styles and their social adjustment revealed that in terms of parenting
styles, majority of the parent-respondent claimed that they are authoritative yet
subjecting their child to punishment when needed. With this, most of the
children believed that they have warm and supportive parents where they felt
they are loved and given special attention. The study was done by Gilongos,
N.N. and Guarin. M.G. (2013). The respondents of this investigation were the
parents and school-aged children of the 75 randomly selected households in
the adopted barangay of ASU-CHARRM, Barangay Mabusao, Ibajay, Aklan.
Both qualitative and quantitative data were utilize with four kinds of instrument
including interview schedule and parenting style quiz for quantitative
dimension of the study while FGD guide and case study guide for qualitative
aspect of the study.

Synthesis

Generally, the previous studies and literature are connected with the
present study in a sense that they are dealing with the effect of parenting
styles on the behavior and school performance of a child.
The studies of Brazaet.al.(2014) and Alfajaro et.al. (2009) are both
related to the present undertaking since all the studies want to ascertain and
determine how the parenting styles of mothers and fathers could affect
children of preschool age. But that of Alfajaro is different in the sense that it
concentrated on the effect of parenting style to the multiple intelligences of
preschoolers.
Caraan, E.G., Dimaculangan, E.V., Pasumbal, K.O. and Serrano, K.P.V
(2009), Nyarko, K. (2011), Areepattamannil, S.(2010), Turner E.A., Chandler,
M. and Heffer, R.W. (2009) and the researchers of this study have the same
objectives of determining the effects of parenting styles with the academic
performance and school achievements of children. The difference among the
studies is on the locale where the studies were conducted and will be
conducted.
The studies of Caraan, E.G., Dimaculangan, E.V., Pasumbal, K.O. and
Serrano, K.P.V (2009) and Alizadeh, S., Abu Talib, M. B., Abdullah, R., Mansor,
M. (2011) are similar to the present study since all of them deal with the
parenting styles and how they affect the students behavior. Brooks (2011)
and Areepattamannils.(2010) researches also have bearing with the present

undertaking since both considered the importance of identifying parenting

styles and even the parenting techniques to mold and to rear their children.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the researchers plan for selecting the methods of
research used, the research locale, the respondents and sampling
procedures, the instrument, validation of the instrument and test of reliability of
the instrument, data collection procedures, and statistical treatment of data.
Research Design

This study shall employ the Quantitative Research Descriptive Survey

Correlation Method.

Population and Sampling

The respondents of the study will be 150 participants 50 preschool

pupils, 50 parents and 50 teachers.
The researchers, upon the suggestion of the adviser, decided to use
the stratified sampling method that is random sampling.

Project Site

Sen. Claro M. Recto Memorial School, is also known as Lipa City South
Central School which is the biggest school in the South District. It is located in
Kalipulako St. Brgy 07, Lipa City Batangas. This school also provides special
education for gifted children. Ines A. Andal is in charge of the school, acting as
the school's principal.

G. B. Lontoc Memorial School was named after Gaudencio B. Lontoc

and was founded in the year 1943. It is Located at P. Laygo St. SabangLipa
City Batangas. Gregorio M. Guevarra is the Teacher-In- Charge.

Instrumentation

The instrument used in this study was the Survey Questionnaire, which
consisted of three main parts namely: Demographic Profile (Part I), Parenting
Style (Part II) and Behavioral and School Performance (Part III).

Data Gathering Procedure

A request to the administrators/ directress of Public Schools was sent

through a formal letter. After the approval of the request, the names and
addresses of the parents of the preschoolers were asked from the teacheradviser. After this identification, another letter request addressed to these
parents duly noted or endorsed by the teacher-adviser was prepared.
The questionnaires were personally delivered to parents who were
easily accessible and for those who could not be contacted readily, the copies
of the questionnaire were sent to them through their children and or to the
advisers. The questionnaire was retrieved by the researchers through the
teacher-adviser.

Statistical Treatment of Data

After the retrieval of the copies of the questionnaire, the responses of

the parent-respondents were tallied and presented in tabulated form. After the
tabulation, the responses were computed in accordance with the appropriate
formula and procedures.
The following were the statistical formula, techniques and procedure to
be used:
1. Frequency distribution. This was used to account for the actual
number of responses per indicator of the demographic profile of the
parent respondents.
2. Percentage. This was employed to determine the percentage of the
frequency distribution of the indicators of the demographic profile.
The following is its formula:
F
Percentage ( )= 100
N
Where:
F = frequency of each indicator
N = total number of respondents
100 = constant multiplier to come up with the percentage
3. Weighted Mean. This was applied to ascertain the typicality of
responses chosen from option in the Likert Scale or given weight in the
parent- respondents answer to the questionnaire items in the survey
questionnaire.
The following is its formula
fw
W m=
N
Where:

Wm

= weighted mean

f = frequency of each option

W = weight assigned as indicated in the Linker Scale
= Summation symbol
To interpret the computed weighted mean, the following
weights or scale values and their corresponding descriptive
interpretation was applied.
Weight/Scale Value

Descriptive Interpretation

Code

4.20 5.00

Very Great Extent / Very Evident

VGE / VE

3.40 4.19

Great Extent / Evident

GE / E

2.60 3.39

Moderate Extent / Moderately Evident

ME / ME

1.80 2.59

Some Extent / Somewhat Evident

SE / SE

1.00 1.79

Less Extent / Less Evident

LE / LE

4. Two Way Analysis of Variance (ANOVA). This statistics was used to

test the null hypothesis of no significant differences among the different
parenting styles and among the behavior and academic performance of
the preschoolers.
The formula for computing this statistics is as follows:
SA
M SA=
dfA
M S B=

SB
dfB

M S A + B=

S A +B
d f A +B

M S w=
Where:

SW
dfW

M S A = Mean Square of Factor A (Respondents)

M SB

= Mean Square of Factor B (Parenting Styles/

Multiple Intelligence)
M SA+ B

= Interaction between factor A & B

M Sw

= Mean Square of within groups

SA

= Sum of Square of Factor A

SB

= Sum of Square of Factor B

SA+ B

= Sum of Square of Interaction between A & B

dfA

= degrees of freedom of Factor A

dfB

= degrees of freedom of Factor B

d f A +B

= degrees of freedom of A & B

5. Pearson Product Moment Correlation. This statistics was utilized to

test the validity of the research instrument with the following formula

X
Y

N Y 2( 2)
( 2)
N X 2

N XY
=
Where:
P = 5. Pearson Product Moment Correlation
N = Number of Cases / Observations
X Y = The summation of the products of X and Y
X = Represents the first half of the Split Half Method
Y = Represents the other half
6. Spearman Brown Formula. This statistics was applied to test the
reliability of the research instrument particularly in transforming Pearson
r to the coefficient of reliability
Its formula is as follows:

S p=

2(roe)
1+roe

Where:
roe = computed correlation coefficient
Sp

= Spearmen Brown Formula

7. Correlation Ratio. This statistical procedure was resorted to test the

null hypothesis of no significant relationship between paired variables
(parenting styles and multiple intelligences) which have unequal
number of indicators/ items.
The following is its formula.
N i 2 Y i2 N Y 2

=
YiN Y 2
r

Where:

= Correlation Ratio

N = total number of observations

r = row
c = column
Yi

= mean of each item

Y = composite mean
8. Correlated T Test. This statistics was used in testing the significance
of the computed correlational ratio.
The formula for computing this statistics is:

T =

N2
1 p 2

Where:
P = computed correlation ratio
N = total number of observation
In this formula the basis for computing the degrees of freedom is N-2,
while the level of significance is 0.05 and 0.01, whichever is applicable.

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