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PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL

SANTA CRUZ, LAGUNA
S.Y. 2022-2023

Academic Performance of 10 - Confucius in Pedro Guevara

Memorial National High School S.Y 2022 - 2023: The Role of
Parenting Styles and Family Environment

Prepared by:

Amir Fiona C. Postor

Arianne D. Seguiran
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CHAPTER I
I. Introduction

Parental involvement in their children's learning activities, as well as

the perceived impact of parents on their children's accomplishment, is
of continuous interest to educators as they seek strategies to increase
their kids' academic achievement. Academic performance is influenced
by a variety of variables, including family environment.

The role of parenting styles and their involvement is particularly

affecting the success of a student's academic performance. There are
four types of parenting styles that have been observed by previous
studies: authoritative parenting, authoritarian parenting/controlling
parenting, permissive parenting/indulgent parenting, and uninvolved
parenting/neglecting to parent. (Lanjekar, et. al., 2022) However,
generally speaking, parents with an authoritative parenting style is what
is most frequently associated with an effective academic performance
among adolescent students, Shute et. al (2011), while parents who are
mostly restrictive and negligent are shown to have a negative influence
on their academic performance. Hilstrom (2009). Family environment is
also one of the factors in a children's social and behavioral
competence, cognitive, and emotional stability. (Nancy &
Laurance,1993)

This study addresses how such parenting style and family

environment affects a student’s academic performance in terms of their
grades, test scores, and class participation. As there are many issues
(like psychological, intellectual and academic as well) faced by
adolescents, therefore, a strong need to adapt a parenting style is
essential in overcoming the said issues. The study will utilize random
sampling by conducting a survey on the 29 adolescent students
ranging from 14 to 18 years of age from 10 – Confucius in Pedro
Guevara Memorial National High School S.Y. 2022 - 2023.
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II. Background of the study

The environment at home is a primary socialization agent and it

mostly influences a child’s interest in school and aspirations for the
future. Moreover, according to Nancy and Laurance (1993); Bauramind
(1971), there are four generally identified parenting styles as
authoritative, authoritarian, permissive and uninvolved. It was also
described that the parenting styles are “a constellation of attitudes
toward the child that are communicated to the child, and that, taken
together, create an emotional climate in which the parent’s behavior
aren’t expressed”.

Authoritative parenting, being known as the more socially and

instrumentally competent parenting style; parents who are authoritative
are shown to be caring, open minded to their children’s opinion. These
parents provide proper support, direction, and engage in enlightened
education of their child. On the other hand, undemanding and highly
responsive, lack of discipline represents permissive parenting. Through
this, children are free to make decisions according to their personal
demands. Meanwhile, no compulsion or guide from parents to their
children are Authoritarian parents, they are highly unresponsive, highly
demanding and expect sole obedience from their children. (Ross &
Hammer (2002)). Uninvolved parenting shows lack of both
responsiveness and demandingness. In fact, according to Baumrind
(1991), in most extreme cases, this parenting style might encompass
both rejecting – neglecting and neglectful parents and performs the
most poorly in all domains.

It was stated by Anne et. Al. (2008) that permissive and authoritarian
parenting styles are correlated with negative behavioral and
psychological results. Additionally, Pong et. Al. (2005) have found out
that between academic achievement and authoritative parenting shows
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a strong correlation as compared to permissive and authoritarian

parenting styles.

Besides parenting styles affecting the academic performance of most

adolescents, the most essential factor in a student's life outside of
school is their family background. Elements that have an impact on
student learning include socioeconomic level, two-parent households,
and against single-parent households, divorce, parenting methods and
objectives, maternal features, family size, and neighborhood
(Majoribanks 1996).

2.1 The Research Paradigms

The framework of this study illustrates the impact of Parenting

styles and Family Environment towards the Academic Performance of
10 - Confucius.

Independent Variable Dependent Variable

Parenting Styles Academic Performance of
 Authoritative 10 – Confucius students
 Controlling  Rule oriented effort
 Permissive (Attendance and
 Uninvolved behavior in class).
 Procedural effort
Family Environment
(Meeting specific
class demands such
as accomplishing
school works on
time).
 Intellectual effort
(Critical thinking and
understanding of the
curriculum).
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The research paradigm shows the effect of independent

variable and dependent variable. Frame I present the independent
variable which is the Parenting styles that can be classified into four
types: Authoritative parenting, Controlling parenting, Permissive
parenting, Uninvolved parenting. Family environment is also presented
as an independent variable Frame II presents the dependent variables
which is the Academic Performance of 10 – Confucius students in
terms of: Rule oriented effort, Procedural effort, Intellectual effort.

III. Definition of Terms

Academic Performance. The degree to which a student, instructor, or

institution has achieved their short- or long-term educational goals is
known as academic performance or achievement, and it is determined
by continuous assessment, participation in lectures, and accomplished
school demands.

Parenting Style. The way in which parents raise their children is

referred to as their parenting style. This could be a reference to the
parent's levels of expectations, performance requirements,
attentiveness to rules, etc., as well as the type of discipline the parent
uses to enforce their expectations.

Temperament. A collection of mental qualities that manifest as

sensing and responding to stimuli with an impact on emotional
expressions and behavior, affects children's academic performance.

Family Environment. The combination of physical and psychological

factors that contribute to the growth of a person's personality and
behavior, with family relationships and parent-child interaction playing a
key role.

10 - Confucius. Students that participated in the study and completed

a questionnaire that are used to gather data.
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CHAPTER II

METHODOLOGY

2.1 The Research Problem

The researchers aim to determine and investigate the effects

of Parenting styles and Family Environment in the Academic
Performance of 10 – Confucius in Pedro Guevara Memorial National
High School S.Y. 2022 – 2023. Specifically, it aims to answer these
questions:

1. What are the Parenting styles that are most prevalent among
the families of the students of 10 – Confucius and what is the
parenting style that produces the greatest number of students
with a positive temperament?
2. What is the status of students of 10 - Confucius Academic
performance with a positive family environment compared to
families of students with a negative family environment?
3. What are the effects of Parenting styles (Authoritarian,
Controlling, Permissive, Neglective), in the Academic
Performance of 10 - Confucius in terms of:

● Rule oriented effort

● Procedural effort
● Intellectual effort

2.2 Data Collection

During the last quarter of the academic year 2022-2023,

chosen students from 10 – Confucius at Pedro Guevara Memorial
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National High academic participated in this study. Following request

acceptance, the research procedure begins prior to data collection.

A survey questionnaire was used to obtain the data. To

collect information from the respondents, the researchers developed
their own questionnaire. The researchers chose twenty-nine (29)
students of 10 - Confucius and requested them to participate in the
study. They answered the questionnaire honestly and completely. After
the respondents completed the tests, the researchers gathered, tallied,
assembled, evaluated, and interpreted the data. The researchers used
different statistical techniques to measure the effects of Parenting
styles and Family Environment in the Academic Performance of 10 –
Confucius.
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CHAPTER III
Review of Related Literature
Family is the fundamental and important structure of the
society that sets an important role on one’s life and in the society. The
parenting style introduced to a child is what takes place first before
they were introduced to the world and life at school where they adopt a
new traits and behavior as they become more and more literate. In one
study by Charles (2018), it has been well known that students with an
exceptional academic performance are important assets to any country
on the world. While according to Fatemeh et al. (2016). Low academic
achievers are prone to negative consequences such as stress,
hopelessness, delinquency, substance abuse, and psychopathology.
Since it has been stated before that family (specifically, parents or
guardians) are the fundamental people who affects one’s personal
traits, factors that influence the academic performance of adolescents
should be addressed to improve their academic achievement. Scholars
have highlighted the various reasons tat affects one’s AP, however,
among the several factors, parenting style is one of the most essential.
The relationship between this have highlighted the various aspects that
help in boosting the outcomes of adolescence, academically. (Nancy
and Laurance 1993).
In a previous study by Dornbusch et al. (1987), there are various
parenting styles found across different cultures. However, as it is a
system of behavior that describes the relationship between a parent
and a child, there are general types to identify these. According to
Ross and Hammer (2002), there are four identified parenting styles:
authoritative, authoritarian, permissive, and neglectful.
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Authoritative parents show traits such as; nurturing responsive, and

supportive, yet set firm limits for their children and do not lack proper
discipline as they attempt to control their children’s temperament by
explicitly explaining rules, discussing, and reasoning. They do listen to
a child’s opinions but do not reflect as they have accepted it. (American
Psychological Association 2017). According to Turner et al. (2009),
children who were raised by this parenting style mostly sustained an
optimal development of academic performance and they tend to be
friendly, energetic, cheerful, self – reliant, self – controlled, cooperated
and achievement – oriented. On the other hand, permissive parenting
styles are negatively associated with the academic performance
among adolescents. According to Elham et al. (2012), this parenting
style tend to be warm, but lax. They lack discipline and fail to set firm
limits to monitor children’s activities die to their too much openness that
caused an inappropriate behavior of their children such as
impulsiveness, domineering, aggressiveness, low self – reliance, and
self – control. As for authoritarian parents, these parents tend to be
demanding and according to Trautner (2017), they are known as the
“because I told you so” parents. Authoritarian parents are extremely
strict as they expect their kids to follow the rules with no proper
discussion to this or compromising. Therefore, children who are raised
under this system have low self – esteem, self - perception and
demonstrated lower academic achievement. Little or no communication
skills and reserved behavior in children are also a result of authoritarian
parents. Moreover, adolescents who have the lowest cognitive
competence and self – regulation was found in adolescents from
neglectful parents (Steinberg et al. 1994) as these types of parents are
unresponsive, unavailable and rejecting.
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CHAPTER IV

Results and Discussions

This section contains the data obtained from the answers
of Grade 10 – Confucius S.Y 2022 – 2023 in the provided
questionnaires and its interpretations. This study was conducted to
determine the role of Parenting Styles and Family Environment in the
Academic Performance of 10 – Confucius at Pedro Guevara Memorial
National High School S.Y 2022 – 2023.

Table 1. Number of Parents of Students Associated with these

Parenting Styles
Types of Number of Positive Negative
Parenting Parents of Student Student
Styles Students that Temperament Temperament
is associated
with the
Parenting
Styles
Authoritative 16 11 5

Authoritarian 9 4 5

Permissive 3 2 1

Neglective 1 0 1
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In the presented table above, the data shows that among the
29 students from 10 – Confucius, 16 of the students’ parents has an
Authoritative parenting style while there are 9 parents that has an
Authoritarian parenting style. Furthermore, there are 3 parents that has
a Permissive parenting style and only 1 parent who is Neglectful.
According to the findings, the Authoritative parenting style is related
with 51.7% of the parents from 10 - Confucius, making it the most
prevalent parenting style in the class. The authoritarian parenting style
is also related to 31% of the parents making it the second most
prevalent. The third most prevalent parenting style which is permissive
is related to 13.8% of the parents while, neglectful parenting is related
to 3.4% of the parents making it the least prevalent parenting style
among the class.

The findings also indicate that 5 students with a negative

temperament and 11 students with a positive temperament were the
result of authoritarian parenting. There are 4 students with a positive
temperament and 5 students with a negative temperament that are the
result of authoritative parenting while, 2 students with a favorable
temperament and one with a poor temperament were the results of
permissive parenting. Only one student with a bad disposition was the
result of neglectful parenting. Thus, the researchers draw the
conclusion that, among all parenting types, authoritarian parenting
results in the greatest proportion of students with a positive
temperament.
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Number Has good Has bad Academic

of academic academic performance

students performance performance is not

affected by
these
factors

Students 21 14 3 4
with positive
family
environment

Students 8 3 3 2
with
negative
family
environment

Table 2. Academic Performance of students with a Positive and

Negative Family Environment

In the data presented above, the data states that there are a
total of 21 out of 29 students in 10 – Confucius belongs in a positive
family environment. Out of 21 students, 14 students that has a positive
family environment has a good academic performance, 3 has a bad
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academic performance, and 4 students whose academic performance

is not affected by these factors. On the other hand, the data states that
the remaining 8 students belong in a negative family environment.
Within those 8 students, 3 students belong in a positive family
environment, there also 3 students belong in a negative family
environment, and 2 students whose academic performance is not
affected by these factors.

Based on the presented data, 67% of students who belong in a

positive family environment has a good academic performance, 14% of
students has a bad academic performance, and there are 19% of
students that has a positive family environment is not affected by these
factors. Moreover, 38% of students that has a negative family
environment has a good academic performance, there also 38% of
students that belongs in a negative family environment that has a bad
academic performance, and 25% of students that has a negative family
environment whose academic performance is not affected by these
factors. Therefore, the researchers conclude that students who belong
in a positive family environment tends to have a better academic
performance by 29% than those who belong in a negative family
environment. Furthermore, students that has a negative family
environment produces more students with a bad academic
performance by 24% than those with a positive family environment.

I show up to and behaves well in class, I complete my tasks on

time and mostly get higher scores than the passing scores, and I
also critically think about understanding our lessons.

Types of Strongly Agree Neutral Disagree Strongly

Parenting Styles Agree Disagree

Authoritative 2 6 6 0 2
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Authoritarian 2 4 2 1 0

Permissive 0 2 0 0 1

Neglective 0 1 0 0 0

I believe that my academic goals have been met, and my academic

achievement is good, in part due to the effect of my parents

Authoritative 0 7 6 2 2

Authoritarian 1 1 3 2 2

Permissive 0 1 0 1 1

Neglective 0 1 0 0 0

Table 3. Academic Performance of 10 - Confucius

CHAPTER V

CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of conclusions, and

recommendations based on findings.

Conclusion

With the analysis of the results in mind, the researchers concluded that
the Parenting Styles and Socio-demographic factors of Grade 10 –
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Confucius at Pedro Guevara Memorial National High School S.Y 2022

– 2023 has a significant effect on their academic performance.
Specifically, the researchers concluded that:

1. Authoritarian parenting style is the most prevalent among the

families of the students of 10 – C. Velasquez and produces the
greatest number of students with a positive temperament.

2. A positive family environment produces students that are motivated

to accomplish their academic goals and enthusiasm towards
academic activities. On the other hand, Negative family
environment is a disadvantage to students towards achieving their
academic goals. It causes unproductiveness of students. Moreover,
it has been found that these factors do not affect the academic
performance of some students.

3. Authoritarian and permissive parenting styles tend to develop

students with a positive temperament and a desire to succeed.
They also tend to fulfill their tasks on time, achieve academic
excellence, and have thorough comprehension of the curriculum.

Authoritarian and neglectful parenting, on the other hand, tend to

result in a negative temperament and an unmotivated attitude
toward academic learning. Those associated with these factors also
do their tasks although may occasionally be over the deadline. They
can understand the curriculum but sometimes can have difficulty
comprehending the lessons. They feel that their academic goals are
not met.

Recommendation

Based on the findings gathered in the study, the researchers

highly recommend to whom it may concern, such as subjects, society,
and future researchers, the following:
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1. Discipline in accomplishing activities is beneficial for achieving

academic goals;
2. Excessive pressure and expectations on students lead to
unproductiveness and causes negative effects on the academic
performance of students;
3. Consider if other socio-demographic factors such as peer
pressure, lack of adequate educational materials, school
discipline, and location of the school has an impact on the
Academic Performance of students.

BIBLIOGRAPHY

Published Materials

Checa, P., & Abundis-Gutiérrez, A. (2017). Parenting and Temperament

Influence on School Success in 9–13 Year Olds. Frontiers in
Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00543

George, N., Shanbhag, D., George, M., Shaju, A. C., Johnson, R. D., Mathew,
P. T., Golapalli, C. P., & Goud, R. (2017). A study of emotional
 P a g e | 17

intelligence and perceived parenting styles among adolescents in a

rural area in Karnataka. Journal of Family Medicine and Primary Care,
6(4), 848. https://doi.org/10.4103/jfmpc.jfmpc_100_17

Hilstrom, K. A. (2009). Are acculturation and parenting styles related to

academic achievement among Latino students? Humanities and Social
Sciences. Retrieved from: https://psycnet.apa.org/record/2009-99210-
598

Lanjekar, P. D., Joshi, S. H., Lanjekar, P. D., & Wagh, V. (2022). The Effect of
Parenting and the Parent-Child Relationship on a Child’s Cognitive
Development: A Literature Review. Cureus.
https://doi.org/10.7759/cureus.30574

Masud, S., Mufarrih, S. H., Qureshi, N. Q., Khan, F. S., Khan, S. A., & Khan,
M. S. (2019). Academic Performance in Adolescent Students: The Role
of Parenting Styles and Socio-Demographic Factors – A Cross
Sectional Study From Peshawar, Pakistan. Frontiers in Psychology, 10.
https://doi.org/10.3389/fpsyg.2019.02497

Nancy, D., Laurance, S. (1993). Parenting styles as context: An integrative

model. Psychology Bulletin. 111, 487-496.
https://doi.org/10.1037/0033-2909.113.3.487
Shute, V. J., Hansen, E., Underwood, J. S., & Razzouk, R. (2011). A Review
of the Relationship between Parental Involvement and Secondary
School Students’ Academic Achievement. Education Research
International, 2011, 1–10. https://doi.org/10.1155/2011/915326

Sobkin, V. S., Veraksa, A., Bukhalenkova, D., Fedotova, A., Khalutina, U. A.,
& Yakupova, V. A. (2016). The connection of socio-demographic
factors and child-parent relationships to the psychological aspects of
children’s development. Psychology in Russia, 9(4), 106–122.
https://doi.org/10.11621/pir.2016.0409
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Baumrind, D. (1991). The Influence of Parenting Style on Adolescent

Competence and Substance Use. Journal of Early Adolescence, 11(1),
56–95. https://doi.org/10.1177/0272431691111004

Wright, D. W. (2006, December 1). The effect of socio-economic status on

academic achievement. http://hdl.handle.net/10057/616

Eamon, M. K. (2005). Social-Demographic, School, Neighborhood, and

Parenting Influences on the Academic Achievement of Latino Young
Adolescents. Journal of Youth and Adolescence, 34(2), 163–174.
https://doi.org/10.1007/s10964-005-3214-x

Pong, S., Hao, L., & Gardner, E. (2005). The Roles of Parenting Styles and
Social Capital in the School Performance of Immigrant Asian and
Hispanic Adolescents*. Social Science Quarterly, 86(4), 928–950.
https://doi.org/10.1111/j.0038-4941.2005.00364.x

Ross, J. (2004). College Freshmen : Adjustment and Achievement in Relation

to Parenting and Identity Style.
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Adjustment-and-Achievement-in-to-Ross-Hammer

APPENDIX A

Academic Performance of 10 - C. Velasquez in Pedro Guevara

Memorial National High School S.Y 2022 - 2023: The Role of
Parenting Styles and Family Environment

Dear Respondents,

We'd like to invite you to participate in our research by taking a survey.

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Your participation in this study is fully voluntary, and the content of your
responses will be kept strictly confidential. Your opinions are really
beneficial to us and will aid in enhancing our understanding.

1. (Optional) Name

Survey Questions:

(Independent Variable)

1. Choose which mostly describes your parent/s.

a) Caring and expressing warmth, allows me to express my

opinion, administering fair and consistent discipline when rules
are broken, placing limits, consequences, and expectations on
their children's behavior.
b) Emphasizes my freedom rather than responsibility, has few
inconsistent rules and standards, often seems more like a friend
than a parent, and rarely enforces any type of consequences.
c) Places high expectations but shows little responsiveness,
focuses on my obedience, discipline, control but lacks nurture
and warmth, and my mistakes tend to be punished harshly with
negative feedback.

d) Lacks parental interest or responsiveness to me, lacks control

over me, and less attentive to and caring of my emotional
needs.

2. Choose what statement most describes you.

a) Friendly, energetic, cheerful, self-reliant, self-controlled,

curious, cooperative and achievement-oriented.
b) Impulsive, rebellious, aimless, domineering, aggressive and
low in self-reliance, self-control and achievement.
c) Have a difficult time managing their anger and are very
resentful, have poor self-esteem, can be aggressive but can
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also be socially inept, shy and cannot make their own

decisions.

d) Have low self-esteem and little self-confidence and seek other,

sometimes inappropriate, role models to substitute for the
neglectful parent.

(Dependent Variable)

3. How would you describe your Family environment?

a) Positive (The family has supportive relationships, open

communication, and a respectful household)

b) Negative (Constant conflicts, Lack of personal space and

privacy, hostility, and aggression against each other)

4. How does your Family environment affect your academic

performance?

a) It encourages me to accomplish my academic goals and

motivates me to enhance my skills in different academic
competencies.

b) I feel that my environment is a disadvantage in accomplishing

my academic goals. My environment doesn’t motivate me to
enhance my academic performance.

c) My environment does not affect my academic performance.

(Effect of Independent variable to dependent variable questions)

5. I show up to and behave well in class, I complete my tasks on

time and mostly get higher scores than the passing scores, and I
also critically think about understanding our lessons.

a) Strongly Agree

b) Agree
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c) Neutral

d) Disagree

e) Strongly Disagree

6. I believe that my academic goals have been met, and my

academic achievement is good, in part due to the effect of my
parents and family environment.

a) Strongly Agree

b) Agree

c) Neutral

d) Disagree

e) Strongly Disagree

APPENDIX B
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Screenshots of the Google Form they filled out.