PARENTING STYLES AND STUDY HABITS OF THE STUDENTS

An Undergraduate Thesis
Presented to the
Faculty of the College of Education
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE-SIPOCOT

In Partial Fulfillment Of The

Requirements For Third-Year College

AUGUSTO, ELLA JANE L.

CHAVEZ, MARIEL C.
DE DIOS, HANICA JANE A.
ODO, IVY P.
RESEARCHER

April 2022

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 CHAPTER I

INTRODUCTION

Parents play a critical role in instilling good habits in their children,

particularly when it comes to learning and studying. As a result, parenting is a

challenging task because parents are the child's first teachers. Children mimic

their parents in terms of behavior, reaction, and imitation. Parents may help their

children learn by encouraging and motivating them. A positive, healthy, and

lifelong learner is aided by strong parental support. If their parents are sensitive

and compassionate, children can learn skills at a young age. But parents have

their Parenting Styles. According to Zeltser (2021), there are four main parenting

styles — permissive, authoritative, neglectful and authoritarian. Each parenting

style has different effects on children’s behavior and can be identified by certain

characteristics, as well as degrees of responsiveness (the extent to which

parents are warm and sensitive to their children’s needs) and demandingness

(the extent of control parents put on their children in an attempt to influence their

behavior). Thus, the parenting styles of the parents really affects the habits of the

children.

When it comes to children's learning, their study habits are extremely

significant because these are the key to their academic success and

performance in the classroom. According to Walck-Shannon et al. (2021), study

habits can include a wide variety of behaviors, from the amount of time that

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students’ study, to the strategies that they use while studying, to the environment

in which they study. And parents are the main factors in shaping their children's

study habits, to the time that the parents only allowed their children in studying,

to the strategies of parents in learning that the children mimic, and to the

environment where children are raised by their own parents. Thus, the focus of

this study was on parenting styles and how they impact their children's study

habits. This paper also seeks to identify the correlation between the parent’s

parenting styles and the study habits of the students. Hence, this research will

hopefully help parents to identify which parenting style is appropriate to practice

for them to help their children in creating good study habits and also to help

students in finding the right way to build a healthy relationship with their parents.

Statement of the Problem

The study sought to determine Parenting Styles and Study habits of

Students of thirty Grade 8 students of Northern Plain High School.

Specifically, this study sought to answer the following questions:

1. What are the parenting styles of the students’ parents in terms of:

a. Authoritative

b. Authoritarian

c. Permissive

d. Neglectful

2. What are the study habits of the students in terms of:

a. Time management

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 b. Self-discipline

c. Concentration

d. Memorization

3. Is there a significant relationship between parenting styles and study

habits of students?

Objective of the Study

This study was guided by the following objectives:

1. To enumerate the parenting styles of the students’ parents in terms of:

a. Authoritative

b. Authoritarian

c. Permissive

d. Neglectful

2. To elaborate the study habits of the students in terms of:

a. time management

b. self-discipline

c. concentration

d. memorization

3. To identify if there is a significant relationship between parenting styles

and study habits of students.

Scope and Limitations of the Study

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 This study focuses on the parenting style in relation to study habits of

thirty Grade 8 students of Northern Plain High School in Barangay Patag,

Libmanan, Camarines Sur for school year 2022-2023. This is limited to

identifying the common parenting style used by parents and the study habits the

learners have in Northern Plain High School.

The researchers chose Grade 8 students and their parents as their

respondents Therefore, the researchers decided to focus the study on Senior

High School students specifically the Grade 11 students because Senior High

School students still need to maintain a close relationship with their families

because parent-child relationships are crucial for the learning environment of the

said students (Fingerman et al., 2016). Even though teens at this age are

seeking independence, parental engagement is still needed and an important

ingredient for academic success. (KidsHealth, n.d)

Significance of the Study

This research will be helpful in increasing the study about how parenting

style may impede or influence the study habits of students. The findings of this

study may be beneficial to the following:

Community. This will enable them to comprehend how various parenting

methods may or may not influence and effect students' study habits. Moreover,

parents will monitor and guide their children on the proper study habits to

maintain their academic achievement.

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Parents. This study may help parents realize that their parenting techniques

have had a significant impact on their children's study habits.

Students. The findings of the study may aid students in determining which study

habits are most beneficial to their studies and which parenting styles are most

effective in improving pupils' academic achievement. Additionally, this study will

help them understand their parents more and to create harmonious relationship

with their parents.

Future Researchers. This can be useful for future studies and future

researchers. The findings of this study will be effective by means of reference on

how to improve their expertise about the impact of parenting style on students’

study habits.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies which

helped the researchers gain background information on Parenting Styles and

Study Habits of students. The researchers also used books, journals, and

Internet websites in gathering pertinent data and information needed.

Parenting Styles

Parents are the first teacher that a child can have. They are the people

who have the most influence on a child as they are the first people that a child

can build familiarity with. Parents are the people with the heaviest responsibility

because each child is vulnerable and it is up to their parenting style whether a

child will be a successful adult or not.

“At the end of the day, the most overwhelming key to a child's success is

the positive involvement of parents.” (Hull, n.d.). The students' parents' lack of

knowledge is a concerning issue in today's competitive society. In fact, the role of

parents in their children's academic success is unquestionably important and

critical. Aside from academics, parental involvement has a variety of other effects

on students, including increased motivation, self-esteem, and self-reliance, all of

which may contribute to academic achievement regardless of the situation

(Martinez, 2015). Furthermore, parenting styles has been defined as a

complicated activity that involves specific parents' behaviors that function

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individually or collectively to influence child outcomes through interaction

between them across situations (Mize & Pettit, 1997; Ra, 2009 as cited in Rena

et.al., 2013).

There are four types of parenting styles – authoritative, authoritarian,

permissive, and neglectful. These are parenting styles commonly used in

psychology today and they are based on the work of psychologist Diana

Baumrind (Li, 2022). The concept of parenting styles was explored in Diana

Baumrind’s initial study, which took place in Berkeley and Oakland, California in

1966. The participants were elementary-aged Caucasians from middle-class

families with a high level of education. She researched and analyzed parenting

methods and features in order to increase the competency of children and adults.

She identified three unique parenting styles in her findings: authoritative,

authoritarian, and permissive (Rena et, al., 2015) Later on in the 1980s, Eleanor

Maccoby and John Martin attempted to bridge Baumrind’s typology and

parenting dimensions. Based on the combination of two dimensions –

demandingness and responsiveness – they defined four parenting styles:

authoritative (i.e., high demandingness and high responsiveness); authoritarian

(i.e., high demandingness and low responsiveness); permissive (i.e., low

demandingness and high responsiveness); and neglectful (i.e., low

demandingness and low responsiveness) (Kuppens and Ceulemans, 2018).

According to Baumrind, an authoritative or democratic parent, is both

responsive and demanding. An authoritative parent, in particular, is firm when it

comes to enforcing regulations, but does it in the context of a warm and caring

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atmosphere (Parenting, 2017). In this parenting style, the parents are nurturing,

responsive, and supportive, yet set firm limits for their children. They attempt to

control children's behavior by explaining rules, discussing, and reasoning. When

their children commit wrongdoings, they are given the opportunity to explain

themselves. Fairness is exhibited by authoritative parents. They expect their

children to behave well, but when misbehavior occurs, they are open to hearing

their children's explanations. The authoritative parents believe that making

mistakes is part of the process of learning how to make sound decisions, so they

encourage independence, particularly in decision-making (Aguilar et, al., 2016 as

cited in Nazra et, al., 2018).

On the other hand, authoritarian parents, according to Baumrind, are the

parents who uses a lot of behavioral control. However, this type of parent

exercises control without the warmth associated with an authoritative parent.

Authoritarian parents, like dictators, cherish and expect perfect obedience from

their children and believe that children should be kept in their place. This type of

parent burdens their child with several duties and denies them the ability to make

independent choices or decisions. An authoritarian parent may stifle dialogue out

of a conviction that children should accept everything their parents say

(Parenting, 2017). Another aspect of this strict parenting style is the use of hard

discipline, which is frequently explained as "tough love." Authoritarian parents

frequently communicate to their children without asking for input or feedback in

order to maintain complete control (Zeltser, 2021).

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 Furthermore, the typical permissive parents do not demand strict

obedience and conformity to rules. Rather, they are overflowing with warm and

approval. (Aguilar et, al., 2016 as cited in Nazra et, al., 2018). According to

Baumrind, permissive parents are thought to be lenient because they do not

assign many responsibilities to their children and avoid exercising any form of

power or control over them. Instead, permissive parents frequently attempt to

reason with their children when they misbehave. Children with permissive

parents are essentially free to roam and do whatever they want (Parenting,

2017). When a parent is permissive, they see their child as an equal rather than

as the child of a parent. Rather than boundaries and expectations, their primary

parenting tools are gift-giving and bribery. In this situation, a child has few

demands, and parents have a difficult time saying "no" because they avoid

asserting authority and confrontation. They also avoid all forms of punishment at

all times (Trautner, 2017).

Another parenting style is the neglectful parenting style. Maccoby and

Martin added a fourth parenting style, neglectful parenting, to describe people

who are not very warm or demanding. These parents, in particular, have low

expectations of their children and frequently fail to respond to their child's needs.

In general, these parents devote little energy to child care beyond what is

necessary to meet the child's fundamental needs (Parenting, 2017). Neglectful

parents are not concerned with their children's emotional needs. They may

dismiss their emotions, criticize them, or foster a harsher attitude. Children learn

that they cannot seek emotional support from them. These parents do not

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establish boundaries, norms, or expectations. Children are rarely provided

structure or supervision, which can create difficulties when they are placed in

contexts that need rule compliance, such as school or job (Guarnotta, 2021).

Study Habits

A good study habit is essential for academic success, thus every parent

and teacher wants their kids to be voracious readers. Creating a compelling,

attractive, and pleasant environment for pupils will help them develop effective

study habits. Students must develop strong study habits to flourish in their

academic work. Alex (2011) as cited in Jato et, al. (2014) defined habit as

something that is done on scheduled, regular and planned basis that is not

relegated to a second place or optional place in one’s life. Additionally, it was

mentioned that a habit is defined as something that is done without reservation,

without justification, and without exceptions. Thus, the habit developed can be

enhanced through continued exercise; and it is extremely difficult to break a habit

once it has been formed.

According to Alex (2011), studying is the act of buying time and devoting

oneself to the application and work of study, as well as becoming absorbed in a

process of learning, practice, illumination, and self-education. As a result of the

foregoing, a study habit can be defined as the acquisition of a devoted timetable

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and uninterrupted time to devote to the work of learning. A study habit is an

action such as reading, taking notes, or convening study groups that students

engage in on a consistent and habitual basis in order to complete the goal of

learning. Study habits can be classified as effective or ineffective based on their

value to the students. Numerous concerns involving academic success rely

around the development of effective study habits.

According to L'Hommedieu (2017), effective students maintain good study

habits in all of their subjects. By contrast, she proclaimed that someone who

waits until the night before a test and then stays up all night attempting to cram

the information into his head exemplifies someone with poor study habits.

Loveless (2021) provided the top ten study habits that highly successful

students adopt. These are as follows: a) avoid cramming all studying into one

session, b) plan when you're going to study, c) study at the same time, d) each

study session should have a specific goal, e) never procrastinate the scheduled

study session, f) begin with the most difficult subject first, g) always review notes

before beginning an assignment, h) avoid distractions while studying, i) utilize

study groups effectively, and j) review notes, schoolwork, and other class

materials. Additionally, Weems (2017) as cited in Vitamog (2018) recommended

the following tips for developing effective study habits for college students: a)

eliminate lifestyle distractions, b) schedule study time, c) organize class

materials, d) seize every extra opportunity to study, e) study in a group or with a

partner, and f) do not be afraid to approach tutors, professors, and classmates.

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 The advice provided by Loveless (2021) and Weems (2017) can

significantly enhance students' study habits and have a beneficial effect on their

overall academic performance.

In conclusion, the most important predictor of academic performance is

study habits, and global research has established that study habits have an

effect on academic performance. In this regard, students are confronted with a lot

of material that is difficult to organize and acquire and necessitates the

acquisition and use of study skills. The evidence reveals that learners who lack

adequate knowledge of study strategies would struggle to obtain effective and

sustained learning and so will not achieve a sufficient level of academic

accomplishment. In other words, students who achieve higher academic

accomplishment make greater use of these talents than students who achieve

lower academic achievement.

Parenting Styles and Study Habits

The family is the smallest and oldest social unit, and it is vital to the

development of humanity. The home is the primary teacher for children during

their formative years. Thus, the elders have always emphasized the importance

of children's future and their parents' upbringing. Unquestionably, parents are

vital to their children's future. Responsible parental guidance is required to help

children find suitable careers that match their abilities and to provide

opportunities for religious and value formation.

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 Parent refers to the main parenting figure in a child’s life; it can also be

referred to people who share parenting duties such as guardians in case the

biological parents are no around (Yadav and Kumari, 2020). The parent-child

relationship fosters the child's physical, emotional, and social growth. It is a one-

of-a-kind link that every child and parent may enjoy and nurture. This bond

establishes the child's personality, life choices, and overall behavior. It can also

have an impact on their social, physical, mental, and emotional well-being.

(ParentingNI, 2018). Parent–child (student) relationship is defined as a kind of

unique and influential relationship established in the process of interaction

between parents and their children, which is critical to adolescents’ physical and

mental development (Zeigler-Hill and Shackelford, 2020 as cited in Shao and

Kang, 2022). This means that a relationship between parent and their child is

important for it decreases their anxiety as they enter the adolescent stage and it

also boosts moral behaviors and engagement which is conducive to their

learning and academic achievement.

Nowadays, numerous families have devolved into dysfunctional and

pathological states, leading to the perception that parenting at home is a failure.

At school, it is obvious that some students are disobedient, mischievous,

quarrelsome, tardy, and brazenly violating certain sections of the Code of

Conduct and Discipline. As a result, several of them have been referred for

counseling to the guidance office. Their behavioral manifestations may be a

mirror of the parenting approaches used at home (Vitamog, 2018).

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 On the other hand, the parenting approaches mostly used by parents at

home can have an effect on their children's study habits and academic success.

Following that, as Manzano et al. (2014) noted, a student's study habits can be

influenced by their environment and even by themselves. Their parents, friends,

classmates, professors, and the character traits they possess all have a

significant role in the development of their study habits, which are inextricably

tied to their academic accomplishment.

Furthermore, Baumrind found that children reared by authoritative parents

excelled in areas of independence, creativity, persistence, social skills, academic

competence, leadership skills, social perspective-taking, and self-control.

According to her, adolescents of authoritative parents have higher self-esteem,

are socially confident and competent, are self-reliant, and have greater respect

for their parents. On the other hand, children and adolescents with neglectful

parents do the worst in all domains. However, the study conducted by Barcelo

and Matutes (2021) states that the parenting styles of the parents and the study

habits of their children have no significant relationship. Parental responsiveness

predicts social competence and psychosocial functioning in general, but parental

demands predict instrumental competence and behavioral control in particular. In

addition, children and adolescents from authoritarian households (with a high

parental demand but a low parental responsiveness) typically perform well in

school and are not involved in problem behavior, but they have inferior social

skills, lower self-esteem, and higher levels of depression. Finally, children and

adolescents raised in indulgent households (high responsiveness, low parental

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demand) are more likely to engage in problem behavior and perform worse in

school, but they have higher self-esteem, better social skills, and lower levels of

depression (Olaniyi, 2015).

The benefits of authoritative parenting and the downsides of uninvolved

parenting are evident as early as the preschool years and persist into

adolescence and early adulthood. Although specific distinctions in the

competence demonstrated by each group exist, the largest differences exist

between children whose parents are disengaged and their classmates whose

parents are more involved (Olaniyi, 2015).

Synthesis

Information acquired from prior studies highlights the similarities and

distinctions, providing crucial insights into the current study's goal of evaluating

the further different parenting styles of parents and study habits of students

(children).

In the study of Martines (2015) entitled Parent involvement and its effects

on student academic achievement, he stressed that the role of parents in their

children's academic success is unquestionably important and critical. Aside from

academics, parental involvement has a variety of other effects on students,

including increased motivation, self-esteem, and self-reliance, all of which may

contribute to academic achievement regardless of the situation. This study

supports our paper that parents play an important role in their children’s learning

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habits. In connection with that in the study of Manzano et al. (2014) entitled The

effects of study habit on the academic performance - term paper. Term Paper –

Warehouse, he stated that student's study habits can be influenced by their

environment and even by themselves. Their parents, friends, classmates,

professors, and the character traits they possess all have a significant role in the

development of their study habits, which are inextricably tied to their academic

accomplishment. The previous study is related to our present study because it

aims to investigate the impact of parenting style on the study habits of students.

Furthermore, in the study of Olaniyi (2015) entitled Influence of neighborhood

and parenting style on study habit among adolescents he stated that Baumrind

found that children reared by authoritative parents excelled in areas of

independence, creativity, persistence, social skills, academic competence,

leadership skills, social perspective-taking, and self-control. According to her,

adolescents of authoritative parents have higher self-esteem, are socially

confident and competent, are self-reliant, have greater respect for their parents.

The present study is different from the studies that are stated above

because the previous only investigate the parenting styles, study habits of

students and role of parents to their children while the present study will

investigate the correlation between the parenting styles of parents and study

habits of learners.

This study will emphasize the types of parenting styles of the students’

parents, elaborate the study habits of the students. Furthermore, this study is

also eager to determine the significant relationship between Parenting Styles and

17
Study Habits of the students. This study will also serve as a basis on how to help

the parents to identify which parenting style is applicable for their children and

how it positively affect their study habits.

Theoretical Framework

This research was anchored on the learning on the learning theories

which had been popularized by well-known educational psychologist,

researchers and educators.

As a child grows and interacts with new individuals, Diana Baumrind's

pillar theory emphasizes how parenting approaches affect a child's behavior.

Parenting methods have long been thought to play a significant role in the

development of children. (1960s). This idea underpins the current study by

demonstrating that the parenting techniques of the parents influence the

development of his or her children and have an impact on study habits of the

students.

On the other hand, the attachment theory states that establishing a tight

parent-child bond with a stable attachment is a hallmark of excellent parenting.

Attachment theory has a long and well-documented history. It stems mostly from

the work of John Bowlby and Mary Ainsworth, who pioneered the theory in the

1950s. This notion aids this research by implying that a positive parenting

relationship between parents and children is more beneficial. When a parent

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devotes time, effort, and support to his or her child, there is a greater likelihood

that the child will engage in beneficial tasks, activities, and abilities in any

element of life, particularly when it comes to students' study habits.

The Social Learning Theory is the next theory. It is one of the most

influential theories of parent-child relationships, and it is strongly linked to

Bandura's concepts and discoveries (e.g., Bandura, 1977). Gerald Patterson

(1969), the creator of the Oregon Social Learning Centre, is most closely linked

to the conceptual framework for social learning approaches as applied to

parenting. This theory sets the stage for this research by highlighting the

significance of the most prominent models of parent-child relationships

addressed by this social learning theory.

Walberg's Theory of Academic Achievement asserts that individual

students' psychological qualities and their immediate psychological

circumstances influence educational results (cognitive, behavioral, and attitude)

(Reynolds and Walberg, 1992). This idea aids this research in that the students'

individual reactions to their psychological environment have had a significant

impact on their academic achievement, whether it be in the physical, emotional,

or mental aspects of the students.

Reynolds and Walberg, an American philosopher, made early

contributions to habit theory that are still relevant today. Habit, according to

James (1914), is the outcome of repeating the same activity under comparable

conditions until it becomes imprinted in our brain circuitry. This idea complements

the current study by stating that if we try to always work on what we do, such as

19
observing our parents' laws and directives, there is a chance that children will

remember those things in their minds since they are forced to apply them on a

daily basis.

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 Attachment
Theory
(John Bowlby and
Mary Ainsworth
1950s)

Pillar Theory Social Learning

(Diana Baumrind Theory
1960s) (Bandura 1977)
PARENTING
STYLE AND
STUDY
HABITS OF
THE
STUDENTS

Walberg's Theory Habit Theory

(Reynolds and (Reynolds and
Walberg 1992) Walberg 1914)

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 Figure 1: Theoretical Paradigm

Conceptual Framework

Figure 2; shows the conceptual paradigm of the study. It follows the Input-

Process-Output or the IPO model to show the flow of the process of conducting

the study.

Input. It contains the different kinds of Parenting Styles that is used the

parents of students. Also, the Study habits of students that they practice in

learning.

Process. The process that this study includes the prepared request letter

to the advisers of the students, creating and approval of survey questionnaires,

conducting surveys, and reviewing the data that will be gathered.

Output. The outcome of this study is the identified relationship between

Parenting Styles of parents and the Study Habits of their children.

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 IMPACT OF PARENTING STYLES TO THE STUDY HABITS OF

STUDENTS

INPUT PROCESS
OUTPUT
1. The main types 1. Prepare a
Relationship
of Parenting Styles request letter to the
between Parenting
that is being advisers of the
Styles of parents
practiced by the students together
and Study Habits of
parents. with the list of
students.
2. The different names

Study Habits that 2. Creating survey

are being questionnaires.

performed by the 3. Approval of the

students. survey

questionnaires.

4. Conducting of

surveys to the

grade 12 students.

5. The gathered

data will be

thoroughly

reviewed.
23

FEEDBACK
 Figure 2: Conceptual paradigm

Definition of Terms

To clarify the terms in this study, here are the further explanations

presented through conceptual and operational definitions.

Parenting Style

Parenting style is a psychological construct representing standard

strategies that parents use in their child rearing. The quality of parenting can be

more essential than the quantity of time spent with the child.

Study Habits
Study habit is an action such as reading, taking notes, holding study

groups which the students perform regularly and habitually in order to accomplish

the task of learning. Study habits can be described as effective or ineffective

depending upon whether or not they serve the students well.

Assumption

This study is based on the following assumption:

1. The kind of parenting styles used by the parents affect the study habits of

students.

2. The Parenting Styles of parents highly influenced the study habits of students.

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 Hypothesis

This study uses the Null Hypothesis that serves as a guide that there is a

significant relationship between Parenting Styles of parents and the Study Habits

of Students.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the setting, the research

respondents, the research instrument, data gathering, and the statistical

treatment of the study.

Research design

This study will be using non-experimental quantitative design through

descriptive correlational method. Descriptive will be used to determine the

parenting style of the parents as well as to identify the study habits of students.

Correlational method will be used to find if there is a significant relationship

between the parenting style of parents and study habits of students.

Research setting

This study will be conducted at San Juan national Highschool. It is located

at Handong, Libmanan, Camarines Sur. The researchers selected this school to

be the research setting of their study because Bicol Central Academy is a private

school. According to Scheper (2013), students attending private schools also

25
have parents who are willing to pay tuition. Therefore, these parents may be

more devoted to their child’s education, which will improve overall academic

success. This is related to our study because it is easier for us to compare the 4

types of Parenting Styles and the Study Habits of the students in a school where

the parental support is very common and that is a private school. Additionally,

this will help us to find out if our problem is really existing in private schools.

Scepher (2013), point out again that something very commonly found in private

schools is the establishment of a uniform policy. It is easier for a smaller school

with more parental support to enforce such a large policy. This will only prove

that in private schools, the parental support is very common and this kind of

school setting will surely help us to prove our paper.

Respondents

The research will be conducted at Bicol Central Academy. In academic

year 2021-2022 there were 5 sections in Grade 8. These are DIAZ with 45

students, ARANETA with 48 students, MORAN with 48 students, PIJUAN with 48

students, ROSAL with 48 students and that is total of 237 Grade 8 students.

However, there will be only 100 students and their 100 parents from total

population of Grade 8 students who will selected randomly. Students from Grade

8 level and their parents will be chosen as respondents because the researchers

wanted to determine whether the Study habits of students was affected by the

Parenting styles of their parents. Simple Random Sampling is the sampling

technique that will be used in this paper.

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 Table 1. Distribution of Respondents (Students)

Section No, of Respondents Percentage

DIAZ 20 20

ARANETA 20 20

MORAN 20 20

PIJUAN 20 20

ROSAL 20 20

Total 100 100

As gleaned from the table 1, data disclosed that out of 237 students, there

will be only 100 Grade 8 respondents in the category of students. These are

DIAZ with 20 students or 20%, ARANETA with 20 students or 20%, MORAN 20

students or 20%, PIJUAN 20 students or 20%, ROSAL with 20 students or 20%

and that is total of 100 Grade 8 students or 100% that will serves as the

respondent of the study.

Table 2. Distribution of Respondents (Parents)

Section No, of Respondents Percentage

Parents in DIAZ 20 20

Parents in ARANETA 20 20

Parents in MORAN 20 20

Parents in PIJUAN 20 20

Parents in ROSAL 20 20

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 Total 100 100

As revealed from the table 2, data disclosed that out of 237 students’

parents, there will be only 100 parents that are respondents in the category of

parents. These are DIAZ with 20 students’ parents or 20%, ARANETA with 20

students’ parents or 20%, MORAN 20 students’ parents or 20%, PIJUAN 20

students’ parents or 20%, ROSAL with 20 students’ parents or 20% and that is

total of 100 parents or 100% that will serves as the respondent of the study.

Research Instrument

The research instrument that the researchers will use in this study is a

researchers-made “survey questionnaire”, the information directly needed with

regard to the research problem will be determined through the Baumrind

Parenting Style Questionnaire. There will be a two set of survey questionnaire for

both parent and student to ensure the unbiased transparency of the test. The

questionnaire on based on Baumrind's conceptualization of Authoritative,

Authoritarian, and Permissive parenting styles. The format of the questionnaire

was a checklist-style wherein there are numbers of provided items followed by

five tabled columns labeled as 5 (always), 4 (often), 3 (sometimes), 2 (rarely),

and 1 for (never).

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 Validity and Reliability of the Instrument

To establish validity and reliability of the instrument, the researcher

made will be validated by the adviser, and other professors. Items that will be

found discriminating were going to revise and will be included in revised copy. If

there will be revisions, an enhanced-made test will be administered to the

respondent.

Data Gathering Procedure

Initially, the researchers secured a written permit to the Junior High School

Principal to be granted access for conducting a survey. The letter given

encompasses all the strategies involved as well as the purpose of conducting the

present study. After given permission, the researchers began the gathering of

data. The researchers gathered all data through survey using google forms. The

survey is divided into two; one for the student and one for the parents. The

information directly needed with regard to the research problem will be

determined through the Baumrind Parenting Style Questionnaire. The

questionnaires were collected by the researchers’ right after the respondents

completed answering. The respondents were assured that all information written

will be kept confidential and will strictly be used for research purposes only. After

accumulating all questionnaires, the papers were assessed, tallied, interpreted,

and analyzed.

Data Gathering Procedure

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 The data will be collected from the total population of Grade 8 students

and their parents. The basic gathering that will be use is a researcher-made test

to determine the influence of parenting styles to the study habits of students.

In the SOP 1 and 2, rated mean and ranking technique will perform for

scaling. In SOP 3, Person Product Correlation (PPMC and T-test) will be

implemented.

Statistical Treatment

For accuracy and truthfulness of the results, this study will use

various statistical tool to analyse and interpret the data that will be gathered.

There will be two sets of Survey Questionnaire, for the students

and the other is for the students’ parents.

5-point Likert-type scale (1 = Never, 5 = Always), with higher scores

indicating more frequent use to the described behaviour will be use.

Validation Process – Content Validation of Survey Questionnaire will be

implemented to examine the contents of the items of the questionnaire and to check

whether the questionnaire represent the entire theoretical construct of the designed

model of the problem under consideration.

30
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