THE EFFECTS OF DIFFERENT PARENTING STYLES OF STUDENTS’

ACADEMIC PERFORMANCE IN ONLINE CLASS SETTING

Castro, Alyssa Louisse C., Celleros, Jessica Edna Mae C., De Castro, Jhelliene Rose
V., Filasol, Allyssa Marie N., Hernandez, Carl Jetro B.
Humanities and Social Sciences Strand
Senior High School Department

Research Adviser: Mr. Mark Joshua D. Roxas, LPT, MAEd

Senior High School Department

Abstract

Parenting styles is one of the most important factors that affect the academic
achievement, scholars have highlighted the various aspects that boost adolescents’
educational outcomes. The purpose of this study is to determine how the different
parenting styles affects their academic performance. This research will see the effects
of parenting styles to students’ academic performance in online class setting. This
research will also see the effects to the Senior High school of the University of
Perpetual Help- Molino Campus. The researchers used Parental Authority
Questionnaire as an instrument to gather data from the respondents. The respondents
of the study will be the Senior Highschool students of University of Perpetual Help-
Molino Campus. The study will utilize a Correlational research design in collecting the
required data. The study was based on inferential statistics. It was a survey type of
research that used Parental Authority Questionnaire (PAQ), which was actually
developed by Buri (1991). This questionnaire aimed to identify a range of parenting
styles presented by Baumrind (1991). The researchers see that there is no relationship
between the parenting style’s of students and students’ academic performance.

Keywords: Parenting styles, academic performance, students, senior highschool, online

class

Research Paper | Humaniities and Social Sciences Strand 1

INTRODUCTION

Background of the Study

The development of the children depends on the role that the parents play. They
should utilize positive parenting techniques to train their children. The future generation
is the asset of a nation. They need to experience a healthy and positive psychosocial
development, enabling them to succeed in every field of life, including education(Yasmin
& Kiani, 2015). Factors that influence the academic achievement of adolescents should
be addressed to improve their academic achievement. Parenting styles is one of the most
important factors that affect the academic achievement out of all the different factors.
Because of the relationship between parenting style and academic achievement, scholars
have highlighted the various aspects of parenting styles that boost adolescents'
educational outcomes. They explored various aspects of parenting styles that help
develop young children, especially the school-related outcomes(Masud et al., 2014).
Students' academic performance depends on parenting styles together with other
conditions like; parents being responsive, demanding, and guidance is given to the
students towards their academic performance. (Hoghuighi & Long, 2004)

Online classes are on-going for most of the schools in the country because of the
pandemic. Numerous studies have reviewed the relationship between the parenting
styles of parents and students' academic performance. However, almost all of the studies
that have been done are almost the same. It could not define and explain how it is in an
online class setting. Most of them were studied on the face to face classes. The topic is
significant because of the situation of the world now. It is important to determine how the
different parenting styles affect the students' academic performance if they would study
at home. The study aims to identify the different effects of parenting styles on students'
academic performance in online class setting. Identifying the different effects that it would
this could help parents know how their parenting style affects their child. This research
could help the university find ways to deal with this issue of the students.

Research Paper | Humaniities and Social Sciences Strand 2

Review of Related Literature
This offers an overview of the analysis and design previews that apply to the effects of
different parenting styles to students' academic performance. To understand it further and
understand the problem in this study, the researchers present studies and literature to the
present research.

Alsheikh et al. (2010) stated that the researchers found that mothers of private
school preschool children are strongly egalitarian. Equalitarian parents give their children
options,

Mcgraw (2012). Their family is probably more of a team, and their kids sound like
they want to be in a democracy to some degree. As a parent, they are possibly the sort
who likes to set their own goals, and as a family, they are set together when it comes to
family goals. Decisions that affect the family are taken as a family, and as a family, issues
that affect the family are solved. As a result, the mothers of public-school preschool
children are strongly authoritarian.

It has been evidenced in the present study that parenting styles have similar effects
on young people's different developmental outcomes in a collectivist culture, Ethiopia, as
they have in Western countries. Baumrind's parenting styles have identical functions in
both collectivistic and individualistic cultures. Also, the present study results have
provided support that regardless of their cultural contexts (i.e., individualistic or
collectivistic culture), people can have high academic self-efficacy and achievement
motivation (Gota, 2012).
Anis & Riaz (2013) stated that the study's outcome revealed a positive relationship
between the authoritative parenting style and academic performance. At the same time,
the authoritarian and permissive parenting styles were found to be negatively related to
academic performance.
Asudani & Monika (2013) stated that, the results of the research revealed a
positive relationship between authoritative parenting style and academic success. The

Research Paper | Humaniities and Social Sciences Strand 3

authoritarian and permissive style of parenting was found to be negatively linked to
academic success.
Matejevic et al. (2013) stated that the research results showed that an authoritative
parenting style is characteristic for mothers and correlated to higher involvement in school
activities and a better adolescent's success. Most of the time, the authoritarian parenting
style is typical for fathers. The being linked with a lack of time for school activities can
understand those differences between parents in the context of trans-generational
transfer and acceptance of a father's role as an authoritarian figure in a family.
Ofosu-Asiamah & Kofi (2013) the final proposal based on the results is that
adopting the authoritative parenting style found to be linked to high academic
performance by single parents as well as by both male and female biological parents with
common, complementary or conflicting styles in the same household, and consistent
implementation of the parenting dimensions by balancing them optimally would lead to
positive growth.
Santiago et al. (2014) The outcomes affirmed the differential connection between
the adolescents' recognitions of child-rearing styles and a few scholarly factors. These
discoveries are examined in terms of the measurements of acknowledgment and control
fundamental the different child-rearing types.
Borak et al. (2016), in conclusion, it can be expressed that scholastic execution is
essentially related to child-rearing fashion. In this manner, for way better understanding
of the relationship between parental acknowledgment and dismissal and scholarly
accomplishment, it is prescribed to gather information from a more significant test by at
the same time considering numerous categories of potential indicators like a statistic,
identity, and other variables.
This study shows that the Authoritative parenting style was most of the parents
practicing compared to other styles. The study also signified that children's academic
achievement and parenting styles do not affect each other. However, The parenting style
is not a volunteering factor that affects academic achievement. Some of the factors that

Research Paper | Humaniities and Social Sciences Strand 4

can be modified, such as emotional intelligence, teachers, and school culture, are more
necessary in affecting academic achievement (Seng et al., 2016)
Ahmed & Rauf (2017) stated that the authoritarian parenting style significantly
hampers children's educational functioning, to sum up. Therefore, they should avoid that
strategy. There is a need to increase awareness regarding parents' parenting styles and
how authoritarian parenting style could impact their children.
Child rearing fashion has a significant impact on children's improvement. It was
found that child-rearing fashion had a critical impact on senior auxiliary school
understudies' scholarly accomplishment. So, guardians must be made mindful of their
commitment to children's living space (Gupta & Metahni, 2017).
The learning approach's orientation was greatly impacted by democratic and
overprotective parenting styles, while overprotective and permissive parenting styles
impacted the orientation of learning avoidance. There was a good low-level interaction
according to parenting style with performance-approach and performance-avoidance
orientation. Authoritarian and overprotective parenting styles were found to have the most
important effect on both orientations (Kosterelioglu, 2018)
Yu et al. (2018) stated that It can be seen from the results of this study that no
matter how authoritarian or authoritative the parents are with their, it does not necessarily
mean that their children would get high in their academic performance, nor their conduct
grades. As far as the findings of this study are concerned, it is safe to conclude that
parenting style is not a factor that affects neither academic achievement nor the pupils'
conduct in the school. Therefore, academic achievement and the behavior of pupils are
both independent of their parents' parenting style.
Masud et al. (2019) Socioeconomic status, father's education level, and fathers'
care scores have a significant effect and positive outcome on the adolescent's academic
performance in Peshawar, Pakistan that was shown to the result of regression analysis.
Both mother and father were both affection-less.

Research Paper | Humaniities and Social Sciences Strand 5

Synthesis

As far as the results of this study are concerned, it is fair to say that parenting style
is not a factor that does not influence either academic performance or the students' school
behaviour. Academic success and the actions of students are also both independent of
the parenting style of their parents. The study's findings showed that an authoritative style
of parenting is characteristic of mothers and is associated with greater engagement in
school activities and improved teenage performance. Anis & Riaz (2013) stated that the
study's outcome revealed a positive relationship between the authoritative parenting style
and academic performance. Asudani & Monika (2013) stated that, the results of the
research revealed a positive relationship between authoritative parenting style and
academic success. For fathers, an authoritarian parenting style is typical and is related to
a lack of time for school activities. Matejevic et al. (2013) Most of the time, the
authoritarian parenting style is typical for fathers. The questionnaire on parenting styles,
first developed by Baumrind, was mainly used by middle-class white children. Child-
rearing fashion has a massive impact on the improvement of girls. The research found
child-rearing fashion to have a vital influence on students' scholarly achievement. So,
guardians need to be made aware of their dedication to the living space of children.

Research Gap

1. The other research papers didn’t tackle about the online setting type of learning.
2. This research will also see the effects to the Senior High school of the University of
Perpetual Help- Molino Campus.

Research Objectives

General Objectives
This study aims to identify the parenting styles of both parents to their children
and determine if that can affect students' academic performance in this online platform
class. To determine how the factors and aspects of parenting styles affect students'

Research Paper | Humaniities and Social Sciences Strand 6

academic performance. At the end of the study, the researchers must make
recommendations on how to deal with the effects of the parenting style of parents.

Specific Objectives
1. To identify the dominant parenting styles of both parents.
2. To determine if the parenting styles can affect the students’ academic
performance in online class setting.
3. To assess how the factors and aspects of parenting styles affect the academic
performance of the students.
4. Formulate recommendations on how to deal with effects of parenting style of
parents.

Theoretical Framework
Based on Bandura’s components of Social Learning Theory, It is watched that
individuals particularly children are learning and creating their behaviors through watching
and modeling the behaviors, states of mind, and passionate responses of others. Hence,
guardians who are more locked in modeling and giving informational to their children are
anticipated to have more impact and effect to the way the children act and carry on in
numerous viewpoints (Bandura & McClelland, 1977).

Conceptual Framework
Every parent has a different perspective on how the academic performance is
influenced by their relationship with their child. Students may have a good or bad
impression about it. The study shows that when it comes to the relations and effects of
different parenting styles to students academic performance, parents have multiple ways
to influence their children on academic execution, the guardians ended up more aware
with their techniques and parenting because it specifically impact the student’s
performance and motivations, by watching those around them and exploring the
transaction of positive and negative fortifications students learn how to behave with their
academic performance. It would also reflect the experiences of learners, such as whether

Research Paper | Humaniities and Social Sciences Strand 7

they felt good or bad that they had limits, something to do or expectations to be achieved.
That is why students who have experience will ask for the thoughts and perspectives of
the researchers.

Parents have
Specifically impact Effects of Different
multiple ways to
the student’s Parenting Styles to
influence their
performance and Students’ Academic
children on
motivations Performance
academic execution

Significance of the Study

Every parent has a different perspective on how their relationship with their child
influences academic performance. Students may have a good or bad impression of it.
The study shows that parents have multiple ways to control their children on academic
execution regarding the relations and effects of different parenting styles on students'
academic performance. The guardians ended up more aware of their parenting
techniques because it specifically impacts the student's performance and motivations. By
watching those around them and exploring the transaction of positive and negative
fortifications, students learn how to behave with their academic performance. It would
also reflect learners' experiences, such as whether they felt good or bad, had limits,
something to do, or expectations to be achieved. That is why the researchers will ask for
the thoughts and perspectives of the students. The schools could also conduct seminars
about the parenting styles and how it affects the students’ academic performance.

Scope and Limitations

The study compile with the researcher started last September 15, up to February
2020. Senior High School (Grade 12) students of the University of Perpetual Help System
Dalta Molino Campus are the respondents of this research. This research is all about the
effects of different parenting styles on students' academic performance in an online class

Research Paper | Humaniities and Social Sciences Strand 8

setting. It is stated here in the research paper about how the parents’ parenting styles
affect students’ academic performance.

This study will not cover other reasons affecting the students’ academic
performance. Each of the respondents is given the same questionnaires to answer. The
results if this study is applicable only to the respondents of the study and will not be used
to measure the effects of the parenting styles to students’ academic performance of the
students who do not belong to the population of the study. The main source of the data
will be the questionnaire, which is adapted by the researchers.

METHODOLOGY

Research Design
This study will utilize a Correlational Research Design in collecting the required
data. The was based in inferential statistics. This design will help identify the
relationship between the variables of this study.

Research Site
The University of Perpetual Help-Molino, a university that is located in Bacoor City,
Cavite is the place where the study was conducted. The respondents of this study are the
Senior High School which is more accurate for the researchers since they are also
students in the university.

Respondents of the Study

The information collected within the current study will be obtained from the senior
high school office. The following grade 12 students, will be the chosen respondents. The
students' approximate age extends is from the age of eighteen. Besides, the students will
conduct an overview that formulates research discoveries. The respondents are the
Senior High School students (Grades 2) at the University of Perpetual Help – Molino III,
Bacoor City that's chosen through stratified random sampling, where each of the
parenting style will be considered as a single strata.

Research Paper | Humaniities and Social Sciences Strand 9

Data Gathering Procedure
The researchers will be collecting the data through online-based survey. It was a
survey type of research that used Parental Authority Questionnaire (PAQ), which was
actually developed by Buri (1991). This questionnaire aimed to identify a range of
parenting styles presented by Baumrind (1991).The researchers will also ask the
respondents to submit there academic grades last quarter for the data gathering of the
academic performance.

Data Analysis
The researchers will be using inferential statistics, this is when the researchers
take a data from sample and make generalizations about a population. The researcher
will be using an ANOVA to analyze the data. Ronald Analysis of variance is a collection
of statistical models and their associated estimation procedures used to analyze the
differences among group means in a sample. A statistician, Ronald Fisher, developed the
ANOVA.

Research Instrument

The researchers adapted the Parental Authority Questionnaire–PAQ (Buri 1991)

was used for data collection. Basically, it was designed to know the children’s views about
their parents monitoring techniques. Researcher modified this scale further to utilize it for
identifying parents’ perceptions. It allows responses on five point Likert scale ranging from
strongly agree to strongly disagree. There are two parts in PAQ, each part consists of 30
items. The part-1 of the scale measures the attitude of mother towards her child. The
Part-2 of the scale measures the attitude of father towards his child. Item numbers 4, 5,
8, 11, 15, 20, 22, 23, 27 and30 are designed for authoritative style and item numbers2,
3, 7, 9, 12, 16, 18, 25, 26 and 29 are designed for authoritarian style. For permissive style,
the selected item numbers are 1, 6, 10, 13, 14, 17, 19, 21, 24 and 28.

Research Paper | Humaniities and Social Sciences Strand 10

RESULTS AND DISCUSSION

Figure 1: Gender of the Respondents

No. of Participants

1% FEMALE
30%
MALE

69% PREFER NOT TO

SAY

There were 101 grade 12 students of University of Perpetual Help-Molino

Campus – respondents involved in the research study. The figure shows 69 out of 101
(69%) were female, 36 out of 101 (36%) were male and 1 out of 101 (1%) preferred not
to say their gender.

To identify the dominant parenting styles of both parents.

TABLE 1: MOTHERS’ PARENTING STYLE

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
flexible 42 3824.5 91.05952381 8 405882695
permissive 26 2337.2 89.89230769 14.67113846
authoritarian 33 3007.11 91.12454545 6.174019318

This research study examined the parenting styles of the parents of Grade 12
students in the University of Perpetual Help System Dalta Molino Campus. There are
three parenting styles, Flexible, Permissive, and Authoritarian. The most used parenting
styles for the mothers are flexible with a count of 42. The next one is Authoritarian. It has
Research Paper | Humaniities and Social Sciences Strand 11
a count of 33. And the least parenting style used by mothers is permissive that has a
count of 26. Anis & Riaz (2013) the authoritarian and permissive parenting styles were
found to be negatively related to academic performance.

TABLE 2: FATHERS’ PARENTING STYLE

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
flexible 32 2930.77 91.5865625 8.539649093
permissive 21 1889.9 89.9952381 6.53847619
authoritarian 48 4357.71 90.785625 10.22414003

This research study examined the parenting styles of the parents of Grade 12
students in the University of Perpetual Help System Dalta Molino Campus. There are
three parenting styles, Flexible, Permissive, and Authoritarian. The most used parenting
styles for the fathers is authoritarian with a count of 48, a sum of 4357.71, an average of
90.785625, and a variance of 10.22414003. Matejevic et al. (2013) most of the time, the
authoritarian parenting style is typical for fathers. The being linked with a lack of time for
school activities can understand those differences between parents in the context of
trans-generational transfer and acceptance of a father's role as an authoritarian figure in
a family.

To determine if the parenting styles can affect the students’ academic

performance in online class setting.
TABLE 3: RELATIONSHIP OF MOTHERS’ PARENTING STYLE AND STUDENTS’
ACADEMIC PERFORMANCE

Research Paper | Humaniities and Social Sciences Strand 12

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 27.68702089 2 13.84351 1.492498933 0.229 3.089203
Within Groups 908.9882702 98 9.2753905

Total 936.6752911 100

ANOVA analysis for the effects of parenting styles of mothers to students

academic performance. The decision rule is if the F is greater than the F crit value,
reject the null hypothesis. Based on the table above F= 1.492498933 which is lower
than F crit= 3.089203. In lined with this, the null hypothesis there is no significant
difference the academic performance of students with Flexible, Permissive and
Authoritarian parents.

TABLE 4: RELATIONSHIP OF FATHERS’ PARENTING STYLE AND STUDENTS’

ACADEMIC PERFORMANCE
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 32.83929782 2 16.41964891 1.83683169 0.16476 3.089203013
Within Groups 876.0332269 98 8.939114561

Total 908.8725248 100

ANOVA analysis for the effects of parenting styles of fathers to students’

academic performance. The decision rule is if the F is greater than the F crit value,
reject the null hypothesis. Based on the table above F= 1.83683169 which is lower than
F crit= 3.089203013. In lined with this, the null hypothesis there is no significant
difference the academic performance of students with Flexible, Permissive and
Authoritarian parents.

This shows that parenting styles have no effect to the students’ academic
performance. No matter how authoritarian or authoritative the parents are with their, it

Research Paper | Humaniities and Social Sciences Strand 13

does not necessarily mean that their children would get high in their academic
performance. It is safe to conclude that parenting style is not a factor that affects neither
academic achievement. Therefore, academic achievement is independent of their
parents' parenting style (Yu et al., 2018).

CONCLUSION AND RECOMMENDATION

Summary
This research study examined the relationship between parenting styles and
students’ academic performance in University of Perpetual Help-Molino Campus. It
used a correlational study that composed of 101 randomly selected Grade 12 students.
The data’s given by the respondents were analyzed using ANOVA, this method was
used to analyze the differences among means. Through the help of the data given by
the students, it revealed that there is no significant relationship between parenting style
and students’ academic performance. Both mother and father’s parenting style does not
show relationship with the students’ academic performance.

CONCLUSION:

1. In correlation, the results shows that parenting styles have no effect to the
students’ academic performance
2. The study manifests that it was concluded that parenting style is not a factor that
influences not one or the other academic performance
3. Therefore, by all counts, and with proven results, it was determined that there is
no crucial relationship between the different parenting styles and that it doesn’t
affect the students’ academic performance.

Research Paper | Humaniities and Social Sciences Strand 14

Recommendation
Based on the results and conclusion stated above, the recommendations are the
following:
1. The researchers must consider to study about the other variables that could
affect the students’ academic performance.
2. It is recommended should try to have a larger respondents to study for this topic.
3. The researchers should also try to do this study using a qualitative method as it
can help the researchers understand their respondents more.
4. As an output of this study, the researchers should also look into ways for
students’ to have better academic performance.

Research Paper | Humaniities and Social Sciences Strand 15

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APPENDICES:

Appendix A: Research Instrument

Dear Respondents,
This research aims to investigate the effects of different parenting styles on students’
academic performance. You will need to answer questions about your relationship with
your parents. Putting your name is optional, and we will make sure that this will be
confidential, and the participants will be anonymous. Please answer the survey honestly.
Thank you for your partcipation.

Part 1: Personal Information

Name(Optional):_____________________________Strand/Grade/Section:__________
Sex: __________________

Part 2: PARENTAL AUTHORITY QUESTIONNAIRE

Instructions: For each of the following statements, circle the number of the 5-point scale
(1 = strongly disagree, 5 = strongly agree) that best describes how that statement
applies to you and your parents. Try to read and think about each statement as it
applies to you and your parents during your years of growing up at home. There are no
right or wrong answers, so don’t spend a lot of time on any one item. We are looking for
your overall impression regarding each statement. Be sure not to omit any items.

Research Paper | Humaniities and Social Sciences Strand 18

 1 = Strongly disagree
2 = Disagree
3 = Neither agree nor disagree
4 = Agree
5 = Strongly Agree

A. This part will obtain statements about the relationship that you have with your
mother during your years of growing up at home.

1. While I was growing up my mother felt that in a well-run home the

children should have their way in the family as often as the parents do. 1 2 3 4 5

2. Even if her children didn’t agree with her, my mother felt that it was for
our own good if we were forced to conform to what she thought was right. 1 2 3 4 5

3. Whenever my mother told me to do something as I was growing up, she

expected me to do it immediately without asking any questions. 1 2 3 4 5

4. As I was growing up, once family policy had been established, my mother
discussed the reasoning behind the policy with the children in the family. 1 2 3 4 5

5. My mother has always encouraged verbal give-and-take whenever I have

felt that family rules and restrictions were unreasonable. 1 2 3 4 5

6. My mother has always felt that what her children need is to be free to
make up their own minds and to do what they want to do, even if this does
not agree with what their parents might want. 1 2 3 4 5

7. As I was growing up my mother did not allow me to question any decision

she had made. 1 2 3 4 5

8. As I was growing up my mother directed the activities and decisions of

the children in the family through reasoning and discipline. 1 2 3 4 5

9. My mother has always felt that more force should be used by parents in
order to get their children to behave the way they are supposed to. 1 2 3 4 5

10. As I was growing up my mother did not feel that I needed to obey rules
and regulations of behavior simply because someone in authority had
established them. 1 2 3 4 5

Research Paper | Humaniities and Social Sciences Strand 19

11. As I was growing up I knew what my mother expected of me in my
family, but I also felt free to discuss those expectations with my mother
when I felt that they were unreasonable. 1 2 3 4 5

12. My mother felt that wise parents should teach their children early just
who is boss in the family. 1 2 3 4 5

13. As I was growing up, my mother seldom gave me expectations and

guidelines for my behavior. 1 2 3 4 5

14. Most of the time as I was growing up my mother did what the children
in the family wanted when making family decisions. 1 2 3 4 5

15. As the children in my family were growing up, my mother consistently

gave us direction and guidance in rational and objective ways. 1 2 3 4 5

16. As I was growing up my mother would get very upset if I tried to

disagree with her. 1 2 3 4 5

17. My mother feels that most problems in society would be solved if

parents would not restrict their children’s activities, decisions, and desires
as they are growing up. 1 2 3 4 5

18. As I was growing up my mother let me know what behavior she

expected of me, and if I didn’t meet those expectations, she punished me. 1 2 3 4 5

19. As I was growing up my mother allowed me to decide most things for

myself without a lot of direction from her. 1 2 3 4 5

20. As I was growing up my mother took the children’s opinions into

consideration when making family decisions, but she would not decide for
something simply because the children wanted it. 1 2 3 4 5

21. My mother did not view herself as responsible for directing and guiding
my behavior as I was growing up. 1 2 3 4 5

22. My mother had clear standards of behavior for the children in our home
as I was growing up, but she was willing to adjust those standards to the
needs of each of the individual children in the family. 1 2 3 4 5

23. My mother gave me direction for my behavior and activities as I was

growing up and she expected me to follow her direction, but she was always
willing to listen to my concerns and to discuss that direction with me. 1 2 3 4 5

Research Paper | Humaniities and Social Sciences Strand 20

24. As I was growing up my mother allowed me to form my own point of
view on family matters and she generally allowed me to decide for myself
what I was going to do. 1 2 3 4 5

25. My mother has always felt that most problems in society would be
solved if we could get parents to strictly and forcibly deal with their children
when they don’t do what they are supposed to as they are growing up. 1 2 3 4 5

26. As I was growing up my mother often told me exactly what she wanted
me to do and how she expected me to do it. 1 2 3 4 5

27. As I was growing up my mother gave me clear direction for my

behaviors and activities, but she was also understanding when I disagreed 1 2 3 4 5
with her.
28. As I was growing up my mother did not direct the behaviors, activities,
and desires of the children in the family. 1 2 3 4 5

29. As I was growing up I knew what my mother expected of me in the

family and she insisted that I conform to those expectations simply out of
respect for her authority. 1 2 3 4 5

30. As I was growing up, if my mother made a decision in the family that
hurt me, she was willing to discuss that decision with me and to admit it if
she had made a mistake. 1 2 3 4 5

B. This part will obtain statements about the relationship that you have with your father
during your years if growing up at home.

1. While I was growing up my father felt that in a well-run home the

children should have their way in the family as often as the parents do. 1 2 3 4 5

2. Even if his children didn’t agree with him, my father felt that it was for
our own good if we were forced to conform to what he thought was right. 1 2 3 4 5

3. Whenever my father told me to do something as I was growing up, he

expected me to do it immediately without asking any questions. 1 2 3 4 5

4. As I was growing up, once family policy had been established, my father
discussed the reasoning behind the policy with the children in the family. 1 2 3 4 5

5. My father has always encouraged verbal give-and-take whenever I have

felt that family rules and restrictions were unreasonable. 1 2 3 4 5

Research Paper | Humaniities and Social Sciences Strand 21

6. My father has always felt that what his children need is to be free to
make up their own minds and to do what they want to do, even if this does
not agree with what their parents might want. 1 2 3 4 5

7. As I was growing up my father did not allow me to question any decision

he had made. 1 2 3 4 5

8. As I was growing up my father directed the activities and decisions of the

children in the family through reasoning and discipline. 1 2 3 4 5

9. My father has always felt that more force should be used by parents in
order to get their children to behave the way they are supposed to. 1 2 3 4 5

10. As I was growing up my father did not feel that I needed to obey rules
and regulations of behavior simply because someone in authority had
established them. 1 2 3 4 5

11. As I was growing up I knew what my father expected of me in my family,

but I also felt free to discuss those expectations with my father when I felt
that they were unreasonable. 1 2 3 4 5

12. My father felt that wise parents should teach their children early just
who is boss in the family. 1 2 3 4 5

13. As I was growing up, my father seldom gave me expectations and

guidelines for my behavior. 1 2 3 4 5

14. Most of the time as I was growing up my father did what the children in
the family wanted when making family decisions. 1 2 3 4 5

15. As the children in my family were growing up, my father consistently

gave us direction and guidance in rational and objective ways. 1 2 3 4 5

16. As I was growing up my father would get very upset if I tried to disagree
with him. 1 2 3 4 5

17. My father feels that most problems in society would be solved if parents
would not restrict their children’s activities, decisions, and desires as they
are growing up. 1 2 3 4 5

18. As I was growing up my father let me know what behavior he expected

of me, and if I didn’t meet those expectations, he punished me. 1 2 3 4 5

Research Paper | Humaniities and Social Sciences Strand 22

19. As I was growing up my father allowed me to decide most things for
myself without a lot of direction from him. 1 2 3 4 5

20. As I was growing up my father took the children’s opinions into

consideration when making family decisions, but he would not decide for
something simply because the children wanted it. 1 2 3 4 5

21. My father did not view his self as responsible for directing and guiding
my behavior as I was growing up. 1 2 3 4 5

22. My father had clear standards of behavior for the children in our home
as I was growing up, but he was willing to adjust those standards to the
needs of each of the individual children in the family. 1 2 3 4 5

23. My father gave me direction for my behavior and activities as I was

growing up and he expected me to follow his direction, but he was always
willing to listen to my concerns and to discuss that direction with me. 1 2 3 4 5

24. As I was growing up my father allowed me to form my own point of view

on family matters and he generally allowed me to decide for myself what I
was going to do. 1 2 3 4 5

25. My father has always felt that most problems in society would be solved
if we could get parents to strictly and forcibly deal with their children when
they don’t do what they are supposed to as they are growing up. 1 2 3 4 5

26. As I was growing up my father often told me exactly what he wanted me

to do and how he expected me to do it. 1 2 3 4 5

27. As I was growing up my father gave me clear direction for my behaviors

and activities, but he was also understanding when I disagreed with him. 1 2 3 4 5

28. As I was growing up my father did not direct the behaviors, activities,
and desires of the children in the family. 1 2 3 4 5

29. As I was growing up I knew what my father expected of me in the family

and he insisted that I conform to those expectations simply out of respect
for his authority. 1 2 3 4 5

30. As I was growing up, if my father made a decision in the family that hurt
me, he was willing to discuss that decision with me and to admit it if he had
made a mistake. 1 2 3 4 5

Research Paper | Humaniities and Social Sciences Strand 23

Part 3: Academic Performance
Please take a picture of your grades last semester. We will make sure that your grades will
be confidential and you will remain anonymous for this research.

Adapted from the study of Buri, J. R (1991). Parental Authority Questionnaire, Journal of
Personality and Social Assessment, 57, 110-119.

Appendix B: Proofs of Validation of Instrument

Research Paper | Humaniities and Social Sciences Strand 24

Research Paper | Humaniities and Social Sciences Strand 25
Research Paper | Humaniities and Social Sciences Strand 26
Appendix C: Tables and Graphs

Figure 1: Gender of the Respondents

No. of Participants

1% FEMALE
30%
MALE

69% PREFER NOT TO

SAY

TABLE 1: MOTHERS’ PARENTING STYLE

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
flexible 42 3824.5 91.05952381 8 405882695
permissive 26 2337.2 89.89230769 14.67113846
authoritarian 33 3007.11 91.12454545 6.174019318

TABLE 2: FATHERS’ PARENTING STYLE

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
flexible 32 2930.77 91.5865625 8.539649093
permissive 21 1889.9 89.9952381 6.53847619

Research Paper | Humaniities and Social Sciences Strand 27

authoritarian 48 4357.71 90.785625 10.22414003

TABLE 3: RELATIONSHIP OF MOTHERS’ PARENTING STYLE AND STUDENTS’

ACADEMIC PERFORMANCE

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 27.68702089 2 13.84351 1.492498933 0.229 3.089203
Within Groups 908.9882702 98 9.2753905

Total 936.6752911 100

TABLE 4: RELATIONSHIP OF FATHERS’ PARENTING STYLE AND STUDENTS’

ACADEMIC PERFORMANCE
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 32.83929782 2 16.41964891 1.83683169 0.16476 3.089203013
Within Groups 876.0332269 98 8.939114561

Total 908.8725248 100

Research Paper | Humaniities and Social Sciences Strand 28

 INQUIRIES, INVESTIGATIONS, AND IMMERSION
FINAL PAPER PEER-SCORING SHEET

Group #: 6 Strand/Year/Section: _HUMSS 12-02__ Date: April 22, 2021

Title of the Paper: The Effects Of Different Parenting Style To Students’ Academic
Performance In Online Class Setting

Directions: Please rate your group members (1 – lowest, 4 – highest) relative to their
extent of contribution to the given activity/task.

Name of Members Rating Rating Rating Rating Rating Average

1. Castro, Allyssa Louisse C. 4 4 4 4 4 100%
2. Celleros, Jessica Edna Mae 4 4 4 4 4 100%
C.
3. De Castro, Jhelliene Rose V. 4 4 4 4 4 100%
4. Filasol, Allyssa Marie N. 4 4 4 4 4 100%
5. Hernandez, Carl Jetro B. 4 4 4 4 4 100%
6.

Grading Scheme:

0 – No score
1.00 – 1.75 – 25% of the group score
1.76 – 2.5 – 50% of the group score
2.6 – 3.25 – 75% of the group score
3.26 – 4.00 – Full Score (100% of the group score)

Research Paper | Humaniities and Social Sciences Strand 29