1

Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
All parents have their own unique styles of dealing with their
children. The social development of a child influences many attributes of a
young child's life, and parenting plays a role in how each child acquires
developmentally appropriate social skills.
Parenting includes everything that one does while waiting for
something else to happen. It is going out of ones way to assist, help,
listen, and do something for a child. Parenting is learned and picked up
from how individuals are parented. Cobb (2001) stresses that parenting is
more a matter of which one is than what one does, passed on from one
generation to the next.
Parenting refers to the aspects of raising a child aside from the
biological relationship. A parenting practice is specific behaviour that a
parent uses in raising a child and reflects the cultural understanding of
children. Parents around the world want what they believe is best for their
children. "Parenting practices are dened as specic behaviors that
parents use to socialize their children (Darling and Steinberg, 1993).

2
Parents understand their childrens potential, capabilities interests
and Weaknesses. They can encourage children to spend more leisure time
reading than watching television. They can talk with their children and
communicate positive behaviors, values and character traits. They can
keep in touch with the school. And they can express high expectation for
children and encourage their efforts to achieve. (Bornstein, 2005)
Theoretical Framework
This study is anchored on the concepts and views from the
distinguished theorists, psychologists, and other researchers who are
expert in this field.
A parenting style is the overall emotional climate in the home. Three
main

parenting

styles

in

early

child

development:

authoritative,

authoritarian, and permissive. Parents should be neither punitive nor aloof.

Rather, they should develop for their children (Baumrind, 1971).
The parents influence, instruction and correction all work
together to produce a good child. Parent is responsive to the child's needs
and special circumstances which might lead to exceptions to the rules. The
most basic goal is the survival and health of the child (Hops, Davis, &
Lewin, 1999).

3
According to Bornstein, (2006) parental styles that do not balance
responsiveness with demandingness and control generally fall under the
umbrella of poor childrearing methods.
Conceptual Framework
The conceptual framework of the study is illustrated in a schematic
diagram depicted in figure 1. As parents, they are responsible for molding
their childrens social behavior. Hence, the conceptual framework of this
study shows the relationship of the parenting style and the level of
manifestation of their childrens social behavior. It is conceived that how
parents discipline their child/children may influence the childrens social
behavior.
Thus, as seen in the schematic diagram, the independent variable is
the parenting style and the dependent variable is the level of manifestation
of their childrens social behavior.

INDEPENDENT VARIABLE

Style of
Parenting

DEPENDENT VARIABLE

Level of
manifestatio
n of
Childrens
Social
Behavior

Figure 1. The Conceptual Framework of the Study

5
Statement of the Problem
The researcher aims to find out whether there is a significant
relationship between the style of parenting of BEED student- parents and
the level of manifestation of their childrens social behavior.
Specifically, this study wants to find answers to the following
questions:
1. What is the common style of parenting of the student parents?
2. What is the level of manifestation of their childrens social behavior?
3. Is there a significant relationship between the parenting style of
BEED student- parents and the level of manifestation of their
childrens social behavior?
Hypothesis
Sub problems 1 and 2 are hypotheses free.
For sub problem number 3:
Ho3

There is no significant relationship between the style of

parenting of BEED student-parent and the level of manifestation

their childrens social behavior.

6
Significance of the Study
The researcher believed that this study would give benefits to the
children, teacher, parents, students and researcher. It is stated specifically
on the following:
Children. Through this study, they may able to improve their social
skills which is the best factor in attaining their success in studies and in life
as a whole. This will lead them to have early preparation about the lifes
battle and struggles.
Teacher. They will be aided with their teaching performance and be
able to give proper discipline among the pupils and lead them successfully
in achieving their goals by establishing relationship with the parents.
Parents. It will bring awareness among the parents about the
influence of their parenting style to the social behavior of their children.
With this, they will explore more about different styles that will work best in
disciplining their children.
Students. This study may serve as their guide and to be aware
about what parenting style is and for them to learn to become a
responsible parent in the future. Thus, they will become more
understanding with them and guide and lead them to a better life.

7
Researcher. This study may help them to gather information about
parenting styles and how these affect in the social behavior of the children.
Thus, this study could serve as their reference in conducting related
studies and investigations.
Scope and Delimitation
This study was delimited only on determining the significant
relationship between the styles of parenting of BEED Student- Parent
Education students and the level of manifestation of their childrens social
behavior enrolled in Ramon Magsaysay Memorial Colleges-General
Santos City Academic Year 2013-2014.
Definition of Terms
Below are the key terms used in this study. In order to establish
among the readers a common understanding of this study they are defined
both conceptually and operationally hereunder:
Parenting styles is the third year student parent students way
in bringing up their children which includes promoting and supporting the
physical, emotional, social and intellectual development which could be
described as Authoritative, Authoritarian, indulgent, and neglectful.

8
Authoritative parenting is a style of parenting that stresses selfreliance and independence. Parents maintain open communication lines
with children and give reasons when instilling discipline.
Authoritarian parenting is a style of parenting that stresses
obedience, respect for authority, and traditional values.
Permissive parenting parents do not impose limits, rarely
discipline the child, are warm and accepting, and often offer unconditional
support.
Social behavior is behavior directed towards society, or taking
place between, members of the same species.

9
Chapter 2
REVIEW OF RELATED LITERATURE & RELATED STUDIES
This chapter contains the summary of all literature and studies
helpful in the development of the research study. This includes references
from local and foreign researchers, journals and information on reliable
sources from the internet.
The researcher learns and found some insights that are to be useful
in the development of this study.
Related Literature
Parent-child relationships are the earliest and most enduring of all
interpersonal bonds. For most children, the relationship that they have with
their parents is positive and beneficial and makes a substantial contribution
to their overall sense of well-being. Positive parenting contributes to child
development in many ways; most notably, it lays the foundation for future
relationships with friends, classmates, teachers, and other adults in the
community. Looking farther into the future, the romantic relationships that
most individuals eventually enter into as adults are also significantly
shaped by their childhood interactions with their parents; these patterns set
the stage for their expectations about how they will be treated by a loved

10
one and their views about how worthy they are of this attention and care
(Collins & Steinberg, 2006).
Baumrind in 1971 suggested that her three parenting styles,
authoritative, authoritarian, and permissive were representative of the
styles parents used in the socialization of children based on high and low
nurturing, maturity demands, communication and control of the childs
behavior. Maccoby and Martin (1983) using the same prototypes defined
by Baumrind (1971) suggested that four parenting styles would be more
representative of the differences in parenting when the permissive
indulgent style was examined in terms the characteristics outlined by
Baumrind. Permissive indulgent parents tend to be high warmth, nurturing
and communication and low in maturity demands and control, while
Permissive Rejecting/Neglecting parents tend to be low in warmth,
nurturing and communication and low in maturity demands and control.
Henshaw (2009) in discussing what parenting style is best using
three styles states that the authoritative parenting style is considered to be
the healthiest and most balanced approach to parenting, while: The
permissive parenting style is an anything goes style. Children of
permissive parenting usually engage in attention seeking behavior, also
known as acting out.

11
Van Wagner (2009) using four styles based on Baumrinds initial
study and numerous researchers claims the following conclusions can be
made: Authoritarian parenting styles generally lead to children who are
obedient and proficient, but they rank lower in happiness, social
competence and self-esteem. Authoritative parenting styles tend to result
in children who are happy, capable and successful (Maccoby, 1991).
Permissive parenting often results in children who rank low in happiness
and self regulation. These children are more likely to experience problems
with authority and tend to perform poorly in school. Uninvolved parenting
ranks lowest across all life domains. These children tend to lack selfcontrol, have low self esteem and are less competent than their peers.
Meyer (2004), in a study on secure attached young adults who
reported having experienced authoritative or permissive parenting as a
child, found few differences between these two groups. His subjects were
similar in overall intimacy, interpersonal and affective intimacy. There were
no reported differences in ego identity. In general there were no differences
in an overall sense of well being. However, there were some differences in
these two groups, in that young adults, who reported having an
authoritative parent, reported being significantly more cheerful and less
depressed than those reporting a permissive parental style. Young adults
with authoritative parents reported they were more energetic and reported

12
having more satisfying and interesting lives than did those participants who
reported having experienced a permissive parental style. On the other
hand the young adults with permissive parents reported having less
emotional behavior and anxiety than did young adults with authoritative
parents. Finally, in social problem solving the groups were equal in
reporting the ability to engage in decision making and solution
implementation. Young adults who reported having the authoritative
parenting style were better in problem definition and formulation, and
generating alternatives for problem solving.
Developmentally appropriate boundaries help children to structure
and make sense of their inner worlds, scaffolding their ability to identify and
manage difficult feelings like frustration and irritation, especially when their
will is blocked and they are expected to compromise with another towards
a shared goal. Emotion regulation is the foundation of all successful
conflict resolution as it facilitates active listening, as well as the calm
expression of one's own point of view. Children who have been socialized
in this manner typically make pleasant and thoughtful playmates and
students, and their future close friends and romantic partners are
benefitted by their ability to maintain positive connections in the face of
normative disagreements and feelings of stress (Calkins & Marcovitch,
2010).

13
Furthermore, (Belsky & Pasco-Fearson, 2009; Belsky & Pluess,
2009) posited as episodes of successful signaling and care accumulate;
the infant comes to trust the parent and to anticipate ongoing need
fulfillment in the infant-parent relationship. This process underlies the
formation of a secure emotional attachment, the critical milestone of this
developmental period. In addition, an emerging line of evidence suggests
that the child's current care environment is just as important as parental
consistency, if not more so. A positive, nurturing childcare environment
contributes positively to children's socioemotional development, especially
for individuals who may be genetically more reactive to environmental
change.
Additonally, Belsky & Pasco-Fearson, (2009) points of view even
though children may have been exposed to positive parenting at a young
age, this does not immunize them from the effects of inappropriate
responsiveness in their development. Circumstances may change in the
family, including divorce, loss, trauma, or economic downfall, which may
alter the availability of the parent and affect their approach to childrearing.
The opposite also seems to hold true: children who experienced
insensitive care earlier in their life are often able catch up if their current
care giving environment is more positive and consistent with the practice of
authoritative parenting. This shift has frequently been uncovered among

14
families who have received counseling regarding parent strategies which
speaks to the benefit of intervention, especially if provided early-on while
the distance between the child's progress and typical developmental
outcomes is relatively narrow.
According to Bornstein, (2006) parental styles that do not balance
responsiveness with demandingness and control generally fall under the
umbrella of poor childrearing methods.
Bornstein, (2006) added, other parents may be out of balance in that
their approach to childrearing is overly rigid and strict. These parents may
place unrealistic expectations on their children, without couching these
messages in the context of praise and encouragement. Authoritarian
parents tend to have children who are stifled in their ability to solve
problems creatively and who are more likely to resort to unilateral or
antisocial means of solving conflict. In adolescence, these youth readily
conform to peer norms that may put them at risk for rule-breaking and
acting-out behaviors, especially if they belong to a relatively delinquent
peer group (Chang et al., 2003).
A positive and negative childrearing practice underscores the
importance of limit-setting and boundaries for moral development and
positive relationships with friends, family members, and other adults in the

15
community. Yet, not all approaches to limit-setting are equally valuable in
this regard. In particular, a distinction has been made between parents'
attempts to regulate their child's behavior through moderate and concrete
forms of discipline (e.g., time-outs, temporary rescinding of privileges), and
parents' attempts to control their child's behavior using psychological
tactics aimed at undermining their emotional security or sense of self (e.g.,
guilt induction, negative comments regarding the stability of family
relationships, hurtful remarks about the child's developing competencies).
Optimal development is facilitated by parents' consistent application of the
former disciplinary style and their general avoidance of the later technique
that focuses on the exertion of power through psychologically coercive
means (Bornstein, 2006).
Steinberg, (2005) stated that parents who fail to apply behavioral
controls often have children who exhibit conduct problems, such as the
violation of social norms, or defiance and compositionality at school or
elsewhere in the community. Parents whose management style is
comprised predominantly of psychological control, in contrast, tend to have
children who report significant emotional distress and are at increased risk
for internalizing problems such as anxiety and depression (Gray &
Steinberg, 1999).

16
In adolescence, friendships and romantic relationships are thought
to suffer from such poor parenting, especially as these youth carry forward
negative expectations about their own success in relationships outside of
the family. Adolescents who have experienced psychological control by
their parents may either stifle their own opinions and values to maintain the
relationship, or they may adopt the approach of their parents to impose
their will on their friends and romantic partners (Nelson & Crick, 2002;
Smetana, Campione-Barr, & Metzger, 2006).
Perceptions,

attitudes

and

beliefs

are

important

factors

in

understanding parenting styles and their potential impact on childrens

development. Individuals beliefs about childrearing styles and parenting
goals may be important considerations in understanding childrearing
strategies. Information about how family relations are actually experienced
in families may extend knowledge about influences on parents choices
about parenting styles and the views of family relations in their own homes.
In brief, according to De Lisi, 2007 Authoritarian parents enforce rules
strictly, value obedience, and discourage verbal give and take with their
children. Authoritative parents also set firm rules but provide rationales to
the child, solicit input from the child, and are warm and involved with the
child. Permissive parents do not impose limits, rarely discipline the child,
are warm and accepting, and often offer unconditional support (2007).

17
The authoritative, permissive, and authoritarian styles have been
examined most extensively and are associated with different levels of
social and cognitive competence in preschool children, children in middle
childhood, and adolescents (De Lisi, 2007). The results of these and other
studies are consistent and lead to clear conclusions about optimal
childrearing styles. Children of authoritative parents earn higher grades in
school; are more achievement oriented, independent, self-reliant, friendly,
and cooperative; are less depressed, anxious, and dependent; and show
lower levels of internalizing and externalizing behavior problems (De Lisi,
2007). Furthermore, the relation between authoritative parenting and
positive cognitive and social development in children appears to occur
across social classes and ethnic groups (De Lisi, 2007). Thus, the
research literature shows the positive aspects of authoritative childrearing
styles over the alternative types of styles.
Parents provide a critical environment for childrens development,
the influence of parenting processes and the quality of parentchild
relationships have been a key focus of family research. Furthermore,
changes in the demography of the family in many Western societies,
coupled with increasing levels of childhood problems, have continued to
fuel intensive interest in the topic of effective and responsible parenting
(Ramey, 2002).

18
Early research on parenting effects emphasized the role of parents
as models for their children to copy and as disciplinarians and teachers in
shaping their childrens development. Researchers made clear attempts to
understand parenting behaviors and their links to various aspects of child
development. While there is no one definitive and comprehensive theory of
parenting and how it shapes childrens development, clear associations
have been found between specific parenting strategies and styles, and
various child outcomes (OConnor, 2002).
The combination of parental control with parental responsiveness is
known as parenting style. Research on parenting styles represents the
main approach to the study of parent effects on childrens development.
This typological approach has examined the intersection of the warmth/
acceptance and control dimensions of parenting behavior, giving rise to
four specific parenting styles or clusters of child-rearing .
Given the significance of parental control to effective parenting, a
complementary line of research has focused on the effectiveness of a
range of disciplinary techniques that parents use. Through discipline
encounters, parents seek to induce children to behave in accordance with
parental standards of appropriate behaviour (Baumrind and Thompson,
2002).

19
Smith et al (2005) highlight the long-term goal of effective discipline as
supporting childrens development from dependency and external control,
to internalization, ability to take initiative and to be socially responsible. The
authors go on to outline six principles or characteristics of effective
discipline:
Parental warmth and involvement; clear communication and expectations;
reasoning and setting up logical consequences so that children understand
why behavior is appropriate or inappropriate; rules, boundaries and
demands for children to internalize rules and limits; consistency and
consequences; Being mindful of the contexts in which discipline occurs.
Authoritative Parenting
The

authoritative

approach

to

childrearing

is

the

optimum

relationship style because it balances the dimensions of responsive and

demandingness/control. It is characterized by the provision of ongoing
warmth and support, especially during times of uncertainty and stress, and
yet their emotional care is not devoid of the application of helpful
guidelines, limits, and the structuring of a predictable routine. Authoritative
parents do use disciplinary measures, but these tend to be moderate in
nature, proportionate to the offense, and delivered calmly and with an eye
towards restorative justice and the modeling of relationship repair. When
appropriate, authoritative parents provide their children with a rationale as

20
to why their behaviors were inappropriate. In this manner, they facilitate the
internalization of social norms and moral codes so that their children can
eventually socialize themselves in this regard, much as they will be
required to do as adult members of society (Kochanska & Aksan, 2006).
Although authoritative parents are characterized by the consistent
way in which they balance the two dimensions of parenting, it is important
to note that they vary in the application of these elements as their child
changes and develops. During the first two years of life, Sroufe, (2005)
believed that the responsiveness dimension is critical. Caregivers must
attune themselves to the physiological and safety needs of their infants.
Correct reading of their child's signals is especially important in this regard
as the provision of sensitive care hinges first upon the specificity and
appropriateness of the support offered.
It is also important to note that no two authoritative parents will look
alike, as they need to bend towards the specific developmental needs of
their child. The notion of goodness-of-fit between the parent and child lies
at the core of current scholarly thinking about child development. Parents
and children mutually influence each other has been done with regard to
infant temperament, or simply stated, the relatively stable tendencies and
preferences that an individual is born with (e.g., activity level, tolerance for
change, sociability, inhibition, ease of soothing, fussiness. Turning to the

21
dimension of demandingness, parents of children who have intellectual or
developmental delays also must adjust their expectancies in light of the
unique profile of their son or daughter. These children may require
additional scaffolds and supports to achieve developmental outcomes that
are reflective of their maximum capacity (Lahey et al., 2008).
If the authoritative parenting style is that of best practice, one
would assume that parents would strive to adopt those characteristics into
their parenting practices. However, because all three styles are still widely
used, it is apparent that many parents are unaware of the effects their
childrearing practices have on their children. According to De Lisi (2007),
many parents are likely to be unaware of findings that appear in the formal
research literature, or they may have been exposed to incomplete or
unclear presentations of research findings that were summarized in the
general media rather than in the scientific media.
The authoritative parenting style is represented by high levels of
control and maturity demands, in the context of nurturance and open
communication. Discipline usually involves the use of reason and power,
but not to the extent that the childs autonomy is severely restricted.
Authoritarian Parenting
According to Baumrind Authoritarian parents appear to provide wellordered and structured environments with clearly stated rules. However,

22
authoritative parents were both demanding and responsive. She
suggested that, "They monitor and impart clear standards for their
childrens conduct. They are assertive, but not intrusive and restrictive.
Their disciplinary methods are supportive, rather than punitive. According
to Baumrind these parents want their children to be assertive as well as
socially responsible, and self-regulated as well as cooperative".
There is some evidence that suggested that authoritarian parents
attempt to control their childrens behavior through the use of guilt
induction, withdrawal of love, or shaming (McCord, 1996).
Authoritarian parents tend to have children who are stifled in their
ability to solve problems creatively and who are more likely to resort to
unilateral or antisocial means of solving conflict. In adolescence, these
youth readily conform to peers norms that may put them at risk for rulebreaking and acting-out behaviors, especially if they belong to a relatively
delinquent peer group (Chang et al., 2003).
Authoritarian parenting is demanding but not responsive. It is also
called strict parenting. It is characterized by high expectations of
conformity and compliance to parental rules and directions, while allowing
little open dialogue between parent and child. It is a restrictive, punitive
parenting style in which parents make their children follow their directions
and respect their work and effort. Parents expect much of their child, but
generally do not explain the reasoning for the rules or boundaries. Parents

23
are less responsive to their childs needs, and are more likely to ground
their child rather than discuss the problem. Authoritarian parenting deals
with low parental responsiveness and high parental demand, the parents
tend to demand obedience without explanation and focus on status
(Nelson & Crick, 2002).
Children resulting from this type of parenting may have less social
competence because the parent generally tells the child what to do instead
of allowing the child to choose by him or herself. Some children of
authoritarian parents may develop insecurities and display anti-social
behavior (Heyman et al., 2009).

Permissive Parenting
Children of permissive parents may tend to be more impulsive, and
as adolescents, may engage more in misconduct, and in drug use.
"Children never learn to control their own behavior and always expect to
get their way." But in the better cases they are emotionally secure,
independent and are willing to learn and accept defeat. They mature
quickly and are able to live life without the help of someone else (Maccoby
and Martin 1983).
Related Studies
The history of child-rearing practices was characterized by radical
vacillations between a positive and nurturing concept and a negative and

24
suppressive perspective of children. Watson (1988) advised parents to
manipulate their children's behavior by controlling their children's childhood
impulses with tight schedules and limited displays of affection. Locke also
advised parents to initiate their children gradually to the good and positive
aspects of life and allow them to participate actively in their learning
process cited in "Concept of Childhood in History," (Freud, 1964).
However, in the later eras, children were regarded as beings that
were distinguished from adults. They are also undergoing the toilet training
phase in which they learn how to control their bodily functions. Essentially,
the physical contact and affection that were shunned by psychologists
during the earlier part of the 20th century were now regarded as integral to
the

overall

development

of

children.

While

authoritative

parents

established and enforced firm limits and guidelines, they were also warm
and responsive to their children's interests.

At the same time, mothers

were instructed to refrain from showing affection to their children so that

they would not be spoiled. Through environmental imprinting, infants
(ranging from birds to human beings) are able to survive by forging asocial
bond with their immediate caregivers and responding to their first
experiences (de Mause, 1972).
Samoa (1928), believed that the nurturing influence of parents
determined the behavioral outcomes of their children. The negative
perception of children justified parents' harsh and brutal treatment of

25
children. Certainly, social changes such as the emergence of the hippie
society in the 1960s helped relax American society's rigid conceptions of
how adults should behave, thus producing a conducive climate for
nurturing perspectives of child rearing (Winningstad, 2007).
Parents are the primary educators and socialization agents of their
children: "Studies have found that parental influence is a critical factor in
the development of the child's self-esteem and in the childs academic
achievement in school, and that parents often serve as a source of social
support to the child and as role models for the child to imitate" (Beekman,
1989).
Guthrie-Jacobs (2010) study concludes that there appears to be
little value attached to early development of independence. As long as the
family situation permits someone else to minister to his needs, a child has
plenty of time to learn. This is an erroneous attitude for the preschool years
are the best years to condition a child to love work and develop a strong
character and personality. Four decades have passed; the Filipino family
has undergone a drastic change. Mothers now go to work. Relatives often
work abroad as overseas contract workers. Unless adults learn to
recognize the true nature of children, their bad traits acquired in early
childhood are irreversible.

Chapter 3

26
METHODOLOGY
This chapter presents the research design, research locale,
research instruments respondents of the study and data gathering which
were employed in this study.

Research Design
A descriptive-correlation method of research was employed for this
study. According to Calmorin (2010), this method is fit to use when
correlating two variables and to know whether the relationship is perfect,
very high, moderate, low or slight and negligible. This design is appropriate
because the present study determined the significant relationship between
the style of parenting of BEED student- parents and the level of
manifestation of their childrens social behavior.

Research Locale
The study was conducted at Ramon Magsaysay Memorial Colleges
during school year 2013-2014. This is a privately owned non-sectarian
educational institution located at Pioneer Avenue, Corner Roxas Street,
General Santos City.
It is the first and only Higher Education Institution (HEI) in Region 12
with the most number of Philippine Association of Colleges and

27
Universities

Commission

on

Accreditation

(PACUCOA)

Accredited

programs.
This institution is serving the people of South-central Mindanao
since

1960.

Ramon

Magsaysay

Memorial

Colleges,

however, is

establishing strong sectoral linkages upholding diverse cultures and

developing competent and responsible citizens.
Being a private and non-sectarian college, RMMC sees itself as the
centre of innovative growth and excellence in the South central Mindanao
region. It is committed to fully realizing individual potentials by offering
holistic education while instilling the highest Filipino ideals based on
spiritual values, philanthropic leadership, and service aimed towards
building sustainable development.
RMMC shall strive to offer well-balanced and relevant courses
designed to produce quality graduates capable of responding to the
demands and challenges of the times. It shall strive to design an effective
research and development program offering practical interventions to the
needs of the school as well as the community. It shall aim to create a
comprehensive and developmental human resource management and
developmental program catering to the needs of the human and social
capital resources as well as foster healthy relationships.

28
The Respondents of the Study
The respondents of this study were the BEED student-parents of
Ramon

Magsaysay

Memorial

Colleges

since

they

are

much

knowledgeable about their childs behavior. Inasmuch as the total

population was less than 100, the investigator availed census or the entire
population in getting the respondents of the study (According to Fraenkel
and Wallen 2006). If the population was small or less than 100 the most
appropriate strategy to get the respondents was census or entire
population. She had 50 respondents all in all. The researcher employed
total enumeration since her respondents were limited.
Table 1
The Research Respondents
Respondent

Populatio
n
BEED Student-Parents
50
Total
50

Number of
Respondents
employed/ involved
50
50

%
100
100

The Research Instrument

The researcher made used of a survey questionnaire. This self
made questionnaire intends to gather data about the parenting styles of
BEED Student-parents and the level of manifestation of their childrens
social behavior. There is only one research instrument used in data
gathering and composed of two parts. Part 1 would measure the parenting
styles practiced by the student-parents and Part 2 would measure the

29
level of manifestation of their childrens social behavior. It was subjected
for validation by the three (3) experts to ensure the appropriateness of the
data gathered.

Research Procedure
Before the study was made, the researcher secured permission from
the college president to conduct her study in the institution. After the
approval of the request, the researcher will identify the number of BEED
Student-parents enrolled to get the total population.
After the respondents were identified, permission to administer the
questionnaire was secured.

After the approval, the researcher then

conducted and facilitated the distribution of questionnaires to the

respondents.
After they accomplished the research questionnaire, the researcher
retrieved it immediately. Data taken from the responses of the respondents
were tallied and statistically treated in order to derive appropriately and
accuracy the findings of the study.

Statistical Tools
The data were collected, tabulated and analyzed using the following
statistical tools:

30
For sub-problems numbers 1 and 2, frequency count, weighted
mean and ranking were used.
For sub-problems number 3, Pearson Product Moment (r)
Correlation Coefficient and t-distribution were used to determine whether
there is a significant relationship between the style of parenting of BEED
student-parents and the level of manifestation of their childrens social
behavior. Thus,

Chapter 4

31
Presentation, Analysis and Interpretation of Data
This chapter presents the analysis and interpretation of the gathered
data. The various results regarding the style of parenting of BEED studentparents and their childrens social behavior are presented on succeeding
tables.

Parenting Style of BEED Student-Parents

As shown in the table on the next page, the student-parents always
practiced the authoritative style of parenting as indicated in the mean
of (2.77). They are always responsive with their childs feelings and needs
(2.96). They always explained to their child how they feel about their childs
good/bad behavior (2.9). They always encourage their child to talk about
their feelings and problems (2.76). They always encourage their child to
speak freely speak what is in their mind, even if their child disagrees with
them (2.56). They always explain the reason behind their expectations
(2.6). They always provide comfort and understanding when their child is
upset (2.8). They always respect their childs opinion and encourage their
child to express those opinions (2.7). They always treat their child as an
equal member of the family (2.86). They have always warm and intimate
times together with their child (2.72), but they sometimes consider their

32
childs preferences when they make plans for the family (e.g., weekends
away and holidays) (2.5).
The authoritarian style of parenting is sometimes practiced by
the student-parents as indicated in the mean of (2.02). When their child
asks them why he/she has to do something, they tell to their child because
they are the parent or because that is what they want (2.22). They
sometimes punish their child by taking privileges away from their child
(e.g., games, visiting friends) (2). They sometimes yell when they
disapprove of their childs behavior (1.86). They sometimes spank their
child when they dont like what their child does or says (1.68). They
sometimes use criticism to make their child improve for their behavior
(1.8). They sometimes use threats as a form of punishment with little or no
justification (1.82). They sometimes openly criticize their child when their
childs behavior does not meet their expectations (1.7). They sometimes
find themselves struggling to try to change how their child thinks or feels
about things (2). They sometimes feel the need to point out their childs
past behavioral problems to make sure that their child will not do it again
(2.3), and they always remind their child that they are their parents (2.78).
The permissive parenting style is also sometimes practiced by
the student-parents as indicated in the mean of (1.80). The studentparents sometimes find difficult to discipline their child (1.76). They

33
sometimes give into their child when their child causes a commotion about
something (1.88). Sometimes they feel pity to scold their child (2.04). They
dont want their child to be hurt, so they sometimes give their child wants
(1.86). Sometimes they tolerate their child oftentimes with their childs own
choice or decision so that there will no more whining (1.58). Sometimes
their child has no hard times in getting what they have desires or wants
(1.96). Sometimes they do not spend much time supervising their childs
activities (1.68). They never practiced to spoil their child (1.44); and they
never ignore their childs bad behavior (1.3); and they always allow their
child to learn independently (2.52).
Thus, most of the parents are practicing balance dimension of
response and demand towards their children.

According to Belsky &

Pasco- Ferason (2009), this is the way of developing the childrens secure
emotional attachment with their parents. They further said that authoritative
parents imposed moderate disciplinary measures, proportionate to the
offense, and delivered calmly with an eye towards restorative justice and
modeling of relationship repair. Hence, the respondents are employing
proper and appropriate discipline towards their children by being an
authoritative parent.

34
Table 2
Parenting Style of BEED Student-Parent
Indicators
A. Authoritative Parenting
1. I am responsive to my childs feelings and needs.
2. I explain to my child how I feel about his/her good or bad
behavior.
3. I encourage my child to talk about his/her feelings and
problems.
4. I encourage my child to freely speak what is in his/her mind,
even if he/she disagrees with me.
5. I explain the reason behind my expectations.
6. I provide comfort and understanding when my child is upset.
7. I consider my childs preferences when I make plans for the
family (e.g., weekends away and holidays).
8. I respect my childs opinion and encourage him/her to express
them.
9. I treat my child as an equal member of the family.
10. I have warm and intimate times together with my child.
Overall Mean
B. Authoritarian Parenting
11. When my child asks me why he/she has to do something I
tell him/her it is because I said so, I am your parent, or because
that is what I want.
12. I punish my child by taking privileges away from him/her
(e.g., games, visiting friends).
13. I yell when I disapprove of my childs behavior.
14. I spank my child when I dont like what he/she does or says.
15. I use criticism to make my child improve his/her behavior.
16. I use threats as a form of punishment with little or no
justification.
17. I openly criticize my child when his/her behavior does not
meet my expectations.
18. I find myself struggling to try to change how my child thinks
or feels about things.
19. I feel the need to point out my childs past behavioral
problems to make sure he/she will not do them again.
20. I remind my child that I am his/her parent.
Overall Mean
C. Permissive Parenting
21. I find it difficult to discipline my child.
22. I give into my child when he/she causes a commotion about
something.
23. I spoil my child.
24. I ignore my childs bad behavior.
25. I feel pity to scold my child.
26. I dont want my child to be hurt so I give him or her of what
he/ she wants.
27. I tolerate my child oftentimes with his or her own choice or
decision so that there will no more whining.
28. My child has no hard time in getting what she desires or
wants.

Mean
2.96
2.9

Rank

Description
Always Practiced
Always Practiced

2.76

Always Practiced

2.56

Always Practiced

2.6
2.8
2.5

Always Practiced
Always Practiced
Sometimes Practiced

2.7

Always Practiced

2.86
2.72
2.77

Always Practiced
Always Practiced
Always Practiced

2.22

Sometimes Practiced

Sometimes Practiced

1.86
1.68
1.8
1.82

Sometimes Practiced
Sometimes Practiced
Sometimes Practiced
Sometimes Practiced

1.7

Sometimes Practiced

Sometimes Practiced

2.3

Sometimes Practiced

2.78
2.02

Always Practiced
Sometimes Practiced

1.76
1.88

Sometimes Practiced
Sometimes Practiced

1.44
1.3
2.04
1.86

Never Practiced
Never Practiced
Sometimes Practiced
Sometimes Practiced

1.58

Sometimes Practiced

1.96

Sometimes Practiced

35
29. I do not spend much time supervising my childs activities.
30. I allow my child to learn independently.
Overall Mean

1.68
2.52
1.80

Sometimes Practiced
Always Practiced
Sometimes Practiced

Legend:
2.51- 3

Always

1.51- 2.5

Sometimes

1-1.5

Never

Indicated in the following table is the level of manifestation of social

behavior of the student- parents child/ children. It can be seen in the table
that the introvert behavior is manifested by their children as revealed in the
mean 2.28 while both the ambivert and extrovert behavior are highly
manifested by their children based on the mean 2.53 and 2.89
respectively.
Ambivert behavior is described as apt to be successful. The person
who is ambivert has executive capacity beginning from childhood. The
extrovert behavior is manifested as highly active and ready to explode into
action. Thus, most of the children are both extrovert and ambivert as these
are highly manifested in their behavior.
These social behaviors of the children are influenced by their
parents authoritative style of parenting. Thus, the concept of Collins &
Steinberg (2006) supports these ideas that the behavior of the children
depends on how the parents mold them.

36

Table 3
Level of Social Behavior of Student-Parents Child/Children
Indicators
A. Introvert
1.
2.
3.
4.

Mean

1. Prefers to stay in a quiet place

2. Enjoys solitude / Prefers to be alone
3. Energized alone
4. Has a rich internal world

Ran
k

Description

2.46
1.9
2
2.44
2.84

Manifested
Manifested
Manifested
Manifested
Highly Manifested

2.3

Manifested

1.92
2.4
2.28

Manifested
Manifested
Manifested

5. Thinks before speaking and acting

6. Prefers a few intimate friends
7. Doesnt enjoy loud, sociable situations
8. Independent

Overall Mean
B. Ambivert
9. Quiet most of the time
10. Enjoys socializing, but also being alone at times
11. Behavioral decisions usually rely on how one feels, or
the context of the situation
12. Usually has a small group of friends
13. Can easily adjust to whatever situations
14. Easily changes his/her mind or decision
15. Ability to appreciate both inner and outer worlds
16. Easygoing
Overall Mean
C. Extrovert
17. Sociable and outgoing
18. Energized by social interaction
19. Talkative/Communicative
20. Have many friends
21. Friendly and easy to approach
22. Confident and competitive
23. Speaks and acts, and then thinks later
24. Easily distracted
Overall Mean

Legend:
3.51- 4

Very Highly Manifested

2.51- 3.5

Highly Manifested

2.08

Manifested

2.64
2.66

Highly Manifested
Highly Manifested

2.26
2.76
2.24
3.04
2.56
2.53

Manifested
Highly Manifested
Manifested
Highly Manifested
Highly Manifested
Highly Manifested

Highly Manifested
Highly Manifested
Highly Manifested
Highly Manifested
Highly Manifested
VHM
Highly Manifested
Highly Manifested
Highly Manifested

2.54
3
3.12
3.14
3.22
2.96
2.58
2.56
2.89

37
1.51- 2.5

Manifested

1- 1.5

Less Manifested

Significant Relationship between the BEED Student-Parent Style of

Parenting and the Level of Manifestation their Childrens Social
Behavior
Table 4 presents the significant relationship between the BEED
student-parents style of parenting and their childrens social behavior.
Pearson (r) Product Moment Correlation Coefficient was used to analyze
and interpret the data.
Based on the table on the next page, there is a moderate or substantial
relationship between the parenting style and the level of manifestation of
their childrens social behavior based on the computed r value of .44 which
is greater than the tabular value of .3692 with 48 degrees of freedom at
0.05 level of significance.
This leads to the rejection of the null hypothesis which stated that
there is no significant relationship between parenting style and the level of
manifestation of their childrens social behavior. The result is also
supported by the concept of Collins & Steinberg (2006) that parents style
of parenting influences their childrens social behavior.

38

Table 4
Significant Relationship between the BEED Student-Parent Style of
Parenting and the Level of Manifestation of their Childrens Social
Behavior
Variable

df

R
Computed

Tabular

Style of
Parenting of
Student-Parent
versus

Childrens
Social
Behavior

Decision
at .05 level of
significance

48

.44

.3692

Moderate
Correlation/
Substantial
Relationship
Reject Ho

Interpretation

With
Significant
Relationship

39

Chapter 5
Summary of Findings, Conclusions, and Recommendations
This

chapter

presents

the

Findings,

Conclusions,

and

Recommendations derived from the study.

Summary of Findings:
This research study was conducted to find out if there is significant
relationship exist between the parenting style of BEED student- parents of
RMMC and the level of manifestation of their childrens social behavior.
Specifically, it sought answers to the following:
1. What is the common style of parenting of the student parents?
2. What is the level of manifestation of their childrens social behavior?
3. Is there a significant relationship between the parenting style of
BEED student- parents and the level of manifestation of their
childrens social behavior?
Survey questionnaire was used in data gathering. All BEED studentparents were employed as respondents of the study. Data gathered were
treated using weighted mean, and Pearson Product moment correlation
coefficient as statistical tools.

40

Findings:
Based on the statistical analysis of the data, the following are
findings:
1. The common parenting style of BEED student-parents is
authoritative parenting style as revealed in the grand mean 2.77
which means that the parents are always authoritative in
disciplining their children.
2. Ambivert and extrovert type of behavior are highly manifested by
the children based on the mean 2.53 and 2.89 respectively.
3. There is a moderate or substantial relationship between the
parenting style and the level of manifestation of their childrens
social behavior based on the computed r value of .44 which is
greater than the tabular value of .3692 with 48 degrees of
freedom at 0.05 level of significance.

Conclusions:
Based on the result of the study, the following are concluded:
1. The BEED student-parents are good parents who practice
authoritative style of parenting. They think well about the balance
dimension of response and demand to their children.

41
2. The student- parents children are playful, expressive and active
since they highly manifest both ambivert and extrovert behavior.
3. The parents style of parenting influences their childrens social
behavior.

Recommendation:
From the conclusions presented above, the researchers highly
recommend the following:
1. Parents should know well about parenting. They should be aware of
what will be the consequence of it to their childrens social behavior.
Since most of the parents are authoritative, they should remain as
such because it was found out that authoritative parenting is a good
parenting style which influences that ambivert and extrovert behavior
of the child or children.
2. Parents should be aware also of the behavior of their children since
they highly manifest ambivert and extrovert behavior. They should
always remind about the excessive manifestation of those behavior
because they might annoy or infuriate others especially those who
have introvert behavior.
3. The teachers of preschool and Elementary should understand the
differences of the childrens behavior because this is influenced by

42
their situation at home which includes the parenting style of their
respective parents. With this, they could create friendly and
harmonious learning environment that will attract or motivate the
children to study or learn while enjoying the company of the people
in their school. They could also create activities and programs that
may help the learners gain self-confidence, self- discipline, respect,
and learn social etiquette.

43

44
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subsequent maternal sensitivity, and later child development: Does
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of child psychology, Vol. 4., Child psychology in practice (6th ed., pp.
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case for nature and nurture. American Psychologist, 55 (2), 218-232.
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Rex Bookstore. Manila Philippines.
Calmorin, Laurentina P. (1984). Educational Measurement and Evaluation.
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in relation to child emotion regulation and aggression. Journal of
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personality development (6th ed., pp. 1003-1067). NJ: Wiley.
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the Family, 61, 574-587.
Guthrie-Jacobs. (2010). Impact of child maltreatment and interadult
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Rodgers, J. L., & Waldman, I. D. (2008). Temperament and
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47
APPENDIX A
Letter of Permission
College of Teacher Education
Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City

February 11, 2014

MR. KRISTOFFER FRANZ MARI R. MILLADO

President
Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City
Thru: GERALDINE D. RODRIGUEZ, Ed.D.
Executive Director
Academic Affairs
Sir:
Greetings!
The undersigned is presently conducting a research entitled Style of Parenting of
BEED Student-Parents and Their Childrens Social Behavior, as partial fulfillment
of the requirements for the degree of Bachelor of Elementary Education at Ramon
Magsaysay Memorial Colleges.
In this regard, she is humbly requesting from your good office to grant permission to
conduct survey among the BEED student-parent that are enrolled in your institution as
respondents of the study. Please be assured that all gathered information shall be kept
strictly confidential.
Thank you very much and your favorable approval is highly anticipated.
Respectfully yours,
PRINCESS P. HUELAR
Researcher
Noted by:
EMELYN A. ENERO, M.I.E
Research Adviser

48
APPENDIX B
Letter to the Validators
College of Teacher Education
Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City

Sir/Maam:
Good Day!
The undersigned is a Bachelor of Elementary Education student of the College of
Teacher Education. I am presently writing thesis entitled PARENTING STYLE
OF THIRD YEAR BEED STUDENT-PARENTS AND THEIR CHILDRENS
SOCIAL BEHAVIOR for this school year 2013-2014.
In connection with this, she may request you to validate items in the attached
questionnaire. We hope that this request will be granted. Thank You. God Bless!
Respectfully yours,

PRINCESS P. HUELAR
Researcher

Noted By:
EMELYN A. ENERO, M.I.E
Research Adviser

49

APPENDIX C
Letter to the Respondents
College of Teacher Education
Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City

Dear Respondents:
Greetings!
The undersigned is presently conducting a research work entitled Parenting

Style of Third Year BEED Student-Parents and Their Childrens Social

Behavior.
In connection with this, she needs your cooperation as the respondent of study.
Your answers will serve as a source of information or data for the
accomplishment of the study.

Rest assured that the data gathered will be treated with utmost confidentiality.
Thank you and God Bless.
Respectfully yours,

PRINCESS P. HUELAR
Researcher

Noted By:
EMELYN A. ENERO, M.I.E

50
Research Adviser

APPENDIX D
QUESTIONNAIRE ON PARENTING STYLES

NAME (Optional):_______________________________ Date: ________

Direction: The statements below pertain to your parenting style towards

your children. Please indicate whether you agree or disagree with the
particular statement by putting a check mark () on your choice. Please be
guided by the legend below:
3- Always Practiced
2-Sometimes Practiced
1-Never Practiced
Indicators
3
D. Authoritative Parenting
1. I am responsive to my childs feelings and
needs.
2. I explain to my child how I feel about his/her
good or bad behavior.
3. I encourage my child to talk about his/her
feelings and problems.
4. I encourage my child to freely speak what is in
his/her mind, even if he/she disagrees with me.
5. I explain the reason behind my expectations.
6. I provide comfort and understanding when my
child is upset.
7. I consider my childs preferences when I make
plans for the family (e.g., weekends away and
holidays).
8. I respect my childs opinion and encourage
him/her to express them.
9. I treat my child as an equal member of the

51
family.
10. I have warm and intimate times together with
my child.
E. Authoritarian Parenting
11. When my child asks me why he/she has to do
something I tell him/her it is because I said so, I
am your parent, or because that is what I want.
12. I punish my child by taking privileges away
from him/her (e.g., games, visiting friends).
13. I yell when I disapprove of my childs behavior.
14. I spank my child when I dont like what he/she
does or says.
15. I use criticism to make my child improve
his/her behavior.
16. I use threats as a form of punishment with little
or no justification.
17. I openly criticize my child when his/her
behavior does not meet my expectations.
18. I find myself struggling to try to change how
my child thinks or feels about things.
19. I feel the need to point out my childs past
behavioral problems to make sure he/she will not
do them again.
20. I remind my child that I am his/her parent.
F. Permissive Parenting
21. I find it difficult to discipline my child.
22. I give into my child when he/she causes a
commotion about something.
23. I spoil my child.
24. I ignore my childs bad behavior.
25. I feel pity to scold my child.
26. I dont want my child to be hurt so I give him or
her of what he/ she wants.
27. I tolerate my child oftentimes with his or her
own choice or decision so that there will no more
whining.

52
28. My child has no hard time in getting what she
desires or wants.
29. I do not spend much time supervising my
childs activities.
30. I allow my child to learn independently.
APPENDIX E

QUESTIONNAIRE ON SOCIAL BEHAVIOR

NAME (Optional):_______________________________ Date:________
Direction: As a parent, you are knowledgeable about your child/ children.
Thus, the questions below will identify the social behavior of your children
whether introvert, ambivert, or extrovert. Please put a check mark () on the
statements that describe your child. Kindly refer to the following guide:
4- Very highly manifested
3- Highly manifested
2- Manifested
1- Less manifested

5.
6.
7.
8.

Indicators
D. Introvert
1. Prefers to stay in a quiet place
2. Enjoys solitude / Prefers to be alone
3. Energized alone
4. Has a rich internal world
5. Thinks before speaking and acting
6. Prefers a few intimate friends
7. Doesnt enjoy loud, sociable situations
8. Independent
E. Ambivert
9. Quiet most of the time
10. Enjoys socializing, but also being alone at times
11. Behavioral decisions usually rely on how one
feels, or the context of the situation
12. Usually has a small group of friends
13. Can easily adjust to whatever situations
14. Easily changes his/her mind or decision
15. Ability to appreciate both inner and outer worlds
16. Easygoing

53

F. Extrovert
17. Sociable and outgoing
18. Energized by social interaction
19. Talkative/Communicative
20. Have many friends
21. Friendly and easy to approach
22. Confident and competitive
23. Speaks and acts, and then thinks later
24. Easily distracted

APPENDIX F

VALIDATION RATING SHEET OF EXPERT VALIDATORS

Validation Sheet
For Evaluator: Please check the appropriate box for your rating.
Point Equivalent:
5
4
3
2
1

Excellent
Very Good
Good
Fair
Poor

Criteria
1. Clarity of directions and items.
The vocabulary level, language structure and
conceptual level of respondents. The test directions
and items are written in clear and understandable
manner
2. Presentation / Organization of items.
The items are presented and organized in logical
manner.
3. Suitability of items.
The manner of items appropriately presented the
substance of the research. The questions are
designed to determine the conditions, knowledge,
perceptions and attitudes that are supposed to be
measured.
4. Adequacy of items per category.
The items represent the coverage of the research
and equality. The number of questions needed per

54
area is respectively enough for the research.
5. Attainment of purpose.
The instrument as a whole fulfills the objectives of
which was constructed.
6. Each items requires only specific answer or
measures only behavior and no aspect of the
questionnaire suggests bias of the researcher.
7. Scale and evaluation rating system.
Scale adapted is appropriate for the items.

_____________________________
Name and Signature of the Evaluator
APPENDIX G
Table 4 Computations
Style of Parenting of BEED Student-parents and their Childrens Social Behavior

x
2.06
2.4
1.9
2.03
2.13
2
2.26
2.2
2.66
2.16
2.03
2.3
2.1
2.1
2.36
2.06
1.8
2.13
2.03
2.13
2.23
2.1
2
1.86
2.33
2.03
2.2
2.2
2.13
2.13
2.43
2.23
2.66
2.53
2.26
2.33
2.4
2.2
2.2
2.1
2.23
2.4
2.56
2.13
2.13
1.9
2.46
2.6
2.1
1.9

y
2.5
3.25
2.08
2.5
2.41
2.45
3
2.7
2.66
1.83
2.25
2.7
2.95
2.5
2
2.37
2
2.5
2.54
2.5
2.7
2.75
2.2
1.95
2.7
2.7
2.75
2.71
2.13
2.33
3
2.75
2.7
3
3.29
2.91
2.62
2.7
2.75
2.16
3
2.5
2.66
2.66
2.66
2.5
2.66
2.16
2.54
2.25

X2
4.2436
5.76
3.61
4.1209
4.5369
4
5.1076
4.84
7.0756
4.6656
4.1209
5.29
4.41
4.41
5.5696
4.2436
3.24
4.5369
4.1209
4.5369
4.9729
4.41
4
3.4596
5.4289
4.1209
4.84
4.84
4.5369
4.5369
5.9049
4.9729
7.0756
6.4009
5.1076
5.4289
5.76
4.84
4.84
4.41
4.9729
5.76
6.5536
4.5369
4.5369
3.61
6.0516
6.76
4.41
3.61

Y2
6.25
10.5625
4.3264
6.25
5.8081
6.0025
9
7.29
7.0756
3.3489
5.0625
7.29
8.7025
6.25
4
5.6169
4
6.25
6.4516
6.25
7.29
7.5625
4.84
3.8025
7.29
7.29
7.5625
7.3441
4.5369
5.4289
9
7.5625
7.29
9
10.8241
8.4681
6.8644
7.29
7.5625
4.6656
9
6.25
7.0756
7.0756
7.0756
6.25
7.0756
4.6656
6.4516
5.0625

XY
5.15
7.8
3.952
5.075
5.1333
4.9
6.78
5.94
7.0756
3.9528
4.5675
6.21
6.195
5.25
4.72
4.8822
3.6
5.325
5.1562
5.325
6.021
5.775
4.4
3.627
6.291
5.481
6.05
5.962
4.5369
4.9629
7.29
6.1325
7.182
7.59
7.4354
6.7803
6.288
5.94
6.05
4.536
6.69
6
6.8096
5.6658
5.6658
4.75
6.5436
5.616
5.334
4.275

109.8

128.1

243.128

333.2

282.7

55

56

128.1

50 (333.2 )
[50 ( 243.1 )(109.8)2]

50 ( 282.7 ) ( 109.8 ) (128.1)

14,13514,065.38
[ 12,15512,056.04 ] [16,66016,409.61]

69.62
( 98.96 ) (250.39)

Substantial or Moderate
Correlation

t=

69.62

24,778.5944
=2.809683184x10

69.62

157.412166

r xy=0.44

Positive and marked as

1r 2
n2

0.44

-3

1( 0.44)2
502
0.44

10.1936
48

0.44
0.8064
48

0.44
0.0168

57

0.44
0.1296

Tabulated t = .
3692
t=3.395