Parental Privacy Invasion and Its Impact On The Interpersonal Development of Grade 10 Students

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Parental Privacy Invasion and Its Impact on the Interpersonal Development of Grade 10 Students
Calvin Sherlock Miranda
Crisz Eurídice Ignacio
Edsel V. Tomaclas
Geneva Marie C. Bernales
John Mark C. Rondrique
Maia Angela Sotto
Naomi Alaine Carbonell
Junior High School Department, Escuela de Sophia of Caloocan, Inc.
English, Mathematics, and Araling Panlipunan 10
Mr. Benjamin Shalom R. isidor
Ms. Shery Ann S. Labadia
Ms. Mary Grace D. Castor
May 18, 2022

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Abstract
Privacy plays a major role in a teen’s development. Parents, on the other hand, are frequently
consumed by over monitoring to avoid taking risks, oblivious to the fact that kids must grow and develop
independently. In this study, the researchers measured the population of Grade 10 students experiencing
excessive digital monitoring from parents and analyzed how this affected the learner’s interpersonal skill
development. This is performed by conducting a survey in a private school in Caloocan City using a
4-point likert scale.
In processing the gathered data, the researchers used the formula for weighted mean and
percentage. The results showed that 21% of the 54 respondents experienced parental privacy invasion.
In addition to that, the majority of those students were able to properly develop interpersonal skills.
experiencing the negative effects of parental privacy invasion.

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Contents
Introduction
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…………….……….…... 4
Statement of the Problem

.……………………………………………………………………………………………….……...…….. 7
Scope and Delimitation

.………………………………………………………………………………………………..………..…….
.. 7
Importance of the Study

…………………………..………………………………………………………….……………………….
…8
Definition of Terms
……………………………………………………………………………………………………………….
………. 10
Methods
……..……………………………………………………………………….………………………………
………………………..….… 11
Research Design
………………………………………………………………….…………………………………………….
...….….… 11
Research Locale
……………………………………………………………………….………………………………………
………….… 11
Research Respondents
…………………………………………………….…….……………………………………………..…….
… 11
Research Instrument
……………………………………………………….…………………………………………….…..……
….… 12
Sampling Method
…………………………………………………………….…………………………………………………
….……… 12
Statistical Treatment
……………………………………………………….……………………………………….……….……..
……. 12
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Data Gathering Procedure

……………………………………………….……………………………………………….…...……… 14
Results
……………………………………………………………………………………….………………………
………….……………………. 15
Survey Data
…………………………………………………………………….…….……………………………………
…………………. 16
Discussion
………………………………………………………………………………………………………………
…………………………... 29
Conclusion
………………………………………………………………………………………………………………
…………………………... 31
Recommendations
………………………………………………………………………………………………………………
…………….... 31
References
……………………………………………………………….………………………………………………
……………………….... 33
Appendix A. Letter for Consent

…..………………………………………………………………………………………………….……. 35
Appendix B. Survey Questionnaire
……………..……………………………………………………………………………………….. 36
Appendix C. Rubric for Interpretation
……………………….…………………………………………………………………………. 41
Appendix D. Computation
……………………………………….………………………………………………………………………
…… 42
Appendix E. Summary of Responses
……………………………………………………………………………………………………. 44
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Introduction
Parental Privacy Invasion and Its Impact on the Interpersonal Development of Grade 10 Students
Recognizing the importance of parental involvement and also considering the specific challenges
for parents supporting children at home during the lockdown, this moment may have created new
challenges or strengthened existing challenges for parental involvement at home (Lu, 2020). In the era of
pandemic, the emergence of new lifestyles can adversely affect the physical and mental health of the
family. According to the study of Brooks et al. (2020), factors such as family spending more time
together, limiting outdoor activities, diminished interpersonal relationships, the presence of negative
news about epidemics, lack of information, fear of getting sick or losing loved ones, may affect the
healthy continuation of relationships within a family. This leads to the conclusion that pandemic periods
create short and long-term effects on children’s physical, social and emotional development, based on
the study of Schonfeld & Demaria (2015).
Privacy Invasion became frequent since the beginning of the pandemic. Parents had more time
to monitor teen’s online or digital activities. This gives teens a sense of skepticism since boundaries do
not seem to be recognized (Petronio et al., 2003). In return, based on the study of Obradovic (2021),
teens tend to have low self-esteem and are more likely to be doubtful of personal skills, and even though
research shows that engaged parenting helps children build cognitive and emotional skills, too much
parental direction, however, can sometimes be counterproductive. (Obradovic, 2021).

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The positive effects of over-monitoring were consistency with rules and affectionate or more
likely to have close relationships with peers, be more engaged in school, and have better self-esteem
(Kerr, 2009). However, these reports were challenged by the finding that measures of parental
monitoring were assessing parental knowledge rather than monitoring efforts. One consequence of this
parental behavior aimed at obtaining knowledge, such as questioning, possibly children experiences this
kind of behavior as an invasion of privacy (Omer, 2011). Furthermore, parents engage in other behaviors
to obtain information by looking through teen’s personal belongings including mobile phones and any
other gadgets rather than working on the relationship with the child. These activities can affect parent
and child relationships, if parents do not allow room for much privacy, children will struggle to create
own identity and will usually have less self-confidence and less self-efficacy (Hawk et al., 2014). The
struggle from the lack of self-efficacy can affect relationships with peers, the ability to make friends, and
trust in personal capabilities. This may lead to resentment towards the parents as the feelings of failure
and lack of self-understanding can be blamed on the parents (Hawk et al., 2014).
This field of research already provided insights on how such invasive parental practices affect
children’s self-esteem and parent-child relationship (Sahithya et al., 2019). Most of these studies
revolved around parents’ parenting styles and qualities. These factors may positively or negatively
influence a teen’s behavior (Darling & Steinberg, 1993). Finally, in the results of the majority of studies
that were supported by the help of surveys, parents are mostly chosen to be the respondents and not
teens.
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Tons of previous research papers intend to raise the awareness of parents, who have more
influence on these scenarios. However, according to Tilton-Weaver & Trost (2012), some teens do not
recognize signs of parental privacy invasion. Some teens perceive this as showing care and concern while
some see this as a form of meddling to show distrust in the capabilities of the teen. Due to a lack of
efficient knowledge on both sides, the rise of misunderstanding does not end.
To contribute to this field of study, the researchers aim to connect and work with tenth-grade
students. As the year where students start to choose a strand in senior high school is nearing, students
discover the areas for improvement and face the consequences of not being able to properly develop
interpersonal skills (Divino, et al., 2016). Interpersonal skills include communication, conflict
management, empathy, leadership skills, and listening skills (Doyle, 2022), which are all crucial in having
an excellent performance in school. Having them answer the prepared questionnaires will help the
respondents process personal experiences and after interpreting these results as stated by Mcleod
(2018).
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Statement of the Problem
This research endeavors to form an analysis and conclusion about the data collected from Grade
10 students who are struggling from parental privacy invasion. Particularly, the study aims to answer the
following questions:
1. What is the percentage of Grade 10 students who are experiencing parental privacy invasion?
2. How does parental privacy invasion negatively and positively affect the interpersonal skills
development of Grade 10 students?
3. How does parental privacy invasion affect parent and child relationships?
Scope and Delimitation
This research covers both the negative and positive effects of parental privacy invasion on the
interpersonal skill development of Grade 10 students and will focus on the perspective of the learners.
Moreover, this study will only present and interpret the data gathered from the surveys which aim to
give answers to the subproblems which are the percentage of students experiencing parental privacy
invasion, impact on interpersonal skill development, and effect on parent and child relationships.
The researchers will exclude students with OFW parents since the factors that affect this case are
broader and fall outside the scope of this study. In addition to that, personal stories and the atrocious
effect on children including depression, anxiety, and stress will be excluded, because this research aims
to show statistics and only assess these experiences to form a conclusion. Parents will also be excluded
as respondents of this research because parents may not have much free time and this research is
time-constrained.
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Importance of the Study
This study revolves around the effect of Parents’ privacy involvement on children and its effect on
the interpersonal development skills of the learners. The goal is to find out the purpose of why children
have to have the right to privacy. The beneficiaries of this study will be stated below.
Students will be the prime beneficiary of this study. Parental involvement and behavior
perceived by adolescents depends on the family's early attachment relationships (Lisinskiene A., 2016).
Secure attachment relationships are associated with proper social development and the ability to
interact with others throughout life, and individuals with unsafe attachments are more likely to lack
social attitudes. (Belsky J., 2002). In particular, children with fear-avoidance and fear-resistant
attachment styles have been reported to have behavioral problems, emotional difficulties, and social
incompetence (Bowlby J., 1982).
Parents will benefit from this study because the quality of parenting affects a teen’s life the most.
This study will offer parents the perspective of children on privacy invasion. Aspects of emotional
parenting practices are associated with child and adolescent outcomes and appear to be important
aspects of emotional development. This serves as a resource for the stressful transitions that accompany
growth (Gottman JM, Katz LF, Hooven C., 1997).
Teachers will also benefit from this study, this will allow teachers to empathize with and help the
students who go through this kind of situation. Teachers need to be involved in this study because teens
spend most hours in school. For that reason, teachers are the ones who bear great influence on dealing
with teen’s personalities and habits. When children enter a formal school environment, teacher
relationships lay the foundation for successful adaptation to the social and academic environment
(Hamre & Pianta, 2006; Birch & Ladd, 1998).

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The Department of Health may put this research to good use as this department continues to
provide helpful methods and procedures for parents that will be less likely to cause mental health
damage to children. DOH is a society that promotes the well-being of all Filipinos, supported by
transformative multi-sectoral partnerships, comprehensive mental health policies and programs, and a
rapid service network (Cuevas, 2018).
Psychology researchers since the study talks about emotional and mental health, this study will
give psychology researchers an insight and statistics on teen behavior. This study will help widen the
knowledge of this field to further enhance the accuracy of diagnosis and treatment for patients.
Finally, this study will be purposeful for future researchers and use our analyses for better use.
Studies related to privacy, parenting, personal development of teens and similar topics may use this
research as basis and support.

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Definition of Terms
The essential terminologies used in this study are defined technically for in depth understanding
of the study.
Likert Scale is a popular tool for assessing attitudes, knowledge, perceptions, values, and
behavioral changes. A Likert-type scale consists of a set of statements from which respondents
can select or rate responses to evaluative questions (Lotha, 2017).
Privacy Invasion is the unjustified interference into another's private life without permission
(Schonrock, 2019).
Interpersonal Skill are the behaviors and strategies that a person does to effectively engage with
others (Tarver, 2021)
Mean is the average or central value of a set of numbers (Bhandari, 2022)
Weighted Mean is a type of mean that is calculated by multiplying the weight (or probability)
associated with a particular event or outcome with its associated quantitative outcome and then
summing all the products together. (CFI Education Inc, 2015)

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Methods
This chapter will present the details about how, when, and where the study was administered
and discussed. This part includes the data gathering procedures and how the data was presented.
Research Design
The descriptive design is used for this study which is under the quantitative approach that
allowed the researchers to present and interpret data while saving time and resources (Bryman, 2001,
p20). This type of research is suitable within the abilities of the researchers who followed a set of
guidelines and objectives where the results may be tested once again to measure its facticity.
Research Locale
The researchers have decided to conduct this research in a private school in the city of Caloocan
for practicality. In this institution, the researchers have a wide network of students to be the respondents
where information is gathered to accomplish the objectives of this study.
Research Respondents
The chosen respondents are the tenth grade students. The age-range and grade level of these
students are appropriate since in this age, learners will be entering the phase where making decisions
about educational and career plans is required, and in a few months from now, the learners will also
choose a senior high school strand which will dictate whether the set of skills needed for the learner’s
favored course in college will be obtained (Divino et al., 2016).

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Research Instrument
The researchers gathered data from the selected respondents through an online survey using
Google Forms. The survey questionnaire is composed of three parts which helps provide answers to the
subproblems of this research. The first part aims to identify the number of those who experience privacy
invasion among the respondents. The second part aims to assess its effects on a student’s interpersonal
skills, and the third part aims to discover how privacy invasion affects parent-child relationships.
Sampling Technique
The purposive sampling best suited this study because according to Starrels (1994), the closer
the bond between parents and the children will result in an increased privacy invasion. Therefore, this
study requires respondents who are living closely with parents and will exclude students with OFW
parents.
Statistical Treatment
The following statistical procedures were used to interpret the data gathered from the
respondents of the study:
1. Frequency and Percentage
This was used to determine the percentage of Grade 10 students experiencing parental
privacy invasion. The formula to be used will be:
𝐹
𝑃(%) = 𝑁
(100)
Where:
(%) = Percentage
F = Frequency
N = Total Number of Respondents

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2. Weighted Mean
This was used to determine the average of the student’s responses. Illustrated below is
the second formula to be used.
Σ𝑓𝑤
𝑊𝑀 = 𝑁
Where:
f= total number of responses
N= total number of respondents
3. Likert Scale
The likert scale was used in quantitative analysis of the responses gathered from the
survey. The table below shows the rubric for interpretation of the 4-point likert scale to be used
in this study.
Scale Mean Score Verbal Interpretation
1 1.00 - 1.75 Strongly Disagree
2 1.76 - 2.50 Disagree
3 2.51 - 3.25 Agree
4 3.26 - 4.00 Strongly Agree

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Data Gathering Procedure
After successfully obtaining the approval of the Grade 10 advisers in conducting the survey, the
researchers sent an email to all the students containing the Google Forms link. This email contained an
introduction as to why the researchers are seeking answers of Grade 10 students. Additionally, the letter
and instructions emphasized that the participation of students who do not live with parents are no
longer required. The application of the purposive sampling will be pivotal for this study. Finally, the
survey contained three sections where the respondents answered based on the level of agreement to
each statement.
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Results
This section contains survey results calculated using the weight and percentage of respondents
for each indicator. The following data gathered from the replies of Grade 10 students in Google Forms
from private school in North Caloocan City. Furthermore, using survey replies, this study aims to address
the following questions:
1. What is the percentage of Grade 10 students who are experiencing parental privacy invasion?
2. How does parental privacy invasion negatively and positively affect the interpersonal skills
development of Grade 10 students?
3. How does parental privacy invasion affect parent and child relationships?
Table 1
Likert Scale Table
2 1.76 - 2.50 Disagree
3 2.51 - 3.25 Agree

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Table 2
Increased Time Spent with Parents
Descriptors Frequency Percentage
Strongly disagree 2 3.7%
Disagree 6 11.1%
Agree 28 51.9%
Strongly Agree 18 33.3%
Total 54 100%
Table 2 presents the frequency and percentage of Grade 10 students who spent more time with
parents since the pandemic. This table presented that 2 out of 54 respondents or 3.7% of the
respondents, answered "strongly disagree", 6 respondents or 11.1% of the respondents answered
"disagree", while 28 or 51.9% of the respondents, answered "agree.” Finally, the remaining 18
respondents out of 54, or 33.3% of the respondents, answered “strongly agree.”
Table 2.1
Parent-Child Relationships Worsened
Disagree 27 50%
Agree 6 11.1%
Strongly Agree 0 0%
Total 54 100%
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Table 2.1 presents the frequency and percentage of Grade 10 students who had relationships
with parents become worse. Based on the data gathered, 21 out of 54 respondents or 38.9% of the
respondents, answered "strongly disagree", 27 respondents or 50% of the respondents answered
"agree", and 6 or 11.1% of the respondents, answered "strongly agree.”
Table 2.2
Parents Invade Cell Phones
Disagree 15 27.8%
Agree 14 25.9%
Total 54 100%
with parents become worse. Given from the data above, out of 54 respondents, 22 respondents or
40.7% answered “strongly disagree”, 15 respondents or 27.8% answered “disagree”, 14 respondents or
25.9% answered "agree", and 3 respondents or 5.6% answered "strongly agree.”

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Table 2.3
Parents Have Child’s Social Media Passwords
Disagree 14 25.9%
Agree 4 7.4%
Total 54 100%
with parents become worse. According to the 54 respondents, 34 respondents or 63% answered
“strongly disagree”, 14 respondents or 25.9% answered “disagree”, 4 respondents or 7.4% answered
"agree", and 2 respondents or 3.7% answered "strongly agree.”
Table 2.4
Increased Skepticism Over the Possibility of Parental Privacy Invasion
Disagree 15 27.8%
Agree 20 37.0%
Total 54 100%
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with parents become worse. The data gathered from the 54 respondents indicate that 14 respondents or
25.9% answered “strongly disagree”, 20 respondents or 37% answered “disagree”, 15 respondents or
27.8% answered "agree", and 5 respondents or 9.3% answered "strongly agree.”
Table 3
Positive Effects of Parental Privacy Invasion
Statements Strongly Weight Disagree Weight Agree Weight Strongly Weight Weighted
disagree (2) (3) Agree Mean
(1) (4)
I abide by rules
that seem
0 0 2 0.07 32 1.78 20 1.48 3.33
appropriate to
me.
I take caution
in taking risky 0 0 4 0.15 27 1.5 23 1.70 3.35
actions.
Table 3 exhibits the frequency and mean of the responses of Grade 10 students on the section
that states the positive effects of privacy invasion. In the first statement, out of 54 respondents, none
answered “strongly disagree”, 2 answered “disagree” with the weight of 0.07, 32 answered "agree" with
the weight of 1.78 , and 20 answered "strongly agree” with the weight of 1.48. The weighted mean of
this statement is 3.33, which according to table 1, falls under the verbal interpretation of “strongly
agree.” Moreover, in the second statement, none of the 54 respondents answered “strongly disagree”, 4
answered “disagree” with the weight of 0.15 , 27 answered "agree" with the weight of 1.5, and 23
answered "strongly agree” with the weight of 1.70. Finally, the weighted mean for this statement is 3.35,
which falls under the verbal interpretation of “strongly agree.”

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Table 3.1
Positive Effects of Parental Privacy Invasion
(1) (4)
I can handle
my
responsibilities 0 0 7 0.26 35 1.94 12 0.89 3.09
well and lead
others.
I give effort
into building
good
communicatio 0 0 2 0.07 31 1.72 21 1.56 3.35
n to avoid
misunderstand
ing.
I know how to
earn and value
0 0 3 0.11 30 1.67 21 1.56 3.33
a person’s trust
in me.
Table 3 shows the frequency and mean of the responses of Grade 10 students on the section
that states the positive effects of privacy invasion. In the first statement, out of 54 respondents, none
answered “strongly disagree”, 7 answered “disagree” with the weight of 0.26, 35 answered "agree" with
the weight of 1.94, and 12 answered "strongly agree” with the weight of 0.89. The weighted mean of this
statement is 3.09, which according to table 1, falls under the verbal interpretation of “agree.”
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Moreover, in the second statement, none of the 54 respondents answered “strongly disagree”, 2
answered "disagree” with the weight of 0.07, 31 answered “agree” with the weight of 1.72, 21 answered
"strongly agree" with the weight of 1.56. Finally, the weighted mean for this statement is 3.35, which
falls under the verbal interpretation of “strongly agree.” Finally, in the third statement,none answered
“strongly disagree”, 3 answered “disagree” with the weight of 0.11, 30 answered "agree" with the
weight of 1.67, and 21 answered "strongly agree” with the weight of 1.56. The weighted mean of this
statement is 3.33, which according to table 1, falls under the verbal interpretation of “strongly agree.”
Table 3.2
Summary of the Positive Effects of Parental Privacy Invasion
Statements Weighted Mean Verbal Description
I abide by rules that seem

3.33 Strongly agree
appropriate to me.
I take caution in taking risky

3.35 Strongly agree
actions.
I can handle my responsibilities

3.09 Agree
well and lead others.
I give effort into building good

communication to avoid 3.35 Strongly agree
misunderstanding.
I know how to earn and value a

3.33 Strongly Agree
person’s trust in me.
Total Mean 3.29 Strongly agree

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Table 3.2 presents the summary of the weighted mean and verbal description of each and
overall statements. The total mean of the statements is 3.29, which implies that the average answer of
the respondents to each statement is “strongly agree.”
Table 4
Negative Effects of Parental Privacy Invasion
(1) (4)
When a friend
tells me their
troubles and
8 0.15 22 0.81 18 1 6 0.44 2.40
worries, I also
take this time
to share mine.
I defend myself
immediately
4 0.07 23 0.85 23 1.28 4 0.30 2.5
when faced
with criticism.
I feel obligated
to help others
even if I am
1 0.37 12 0.44 29 1.61 12 0.89 2.96
not
responsible for
them.
Table 4 shows the frequency and mean of the responses of Grade 10 students on the section
that experiences the negative effects of privacy invasion. In the first statement, out of 54 respondents, 8
answered “strongly disagree” with the weight of 0.15, 22 answered “disagree” with the weight of 0.81,
18 answered "agree" with the weight of 1, and 6 answered "strongly agree” with the weight of 0.44.
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The weighted mean of this statement is 2.40, which according to table 1, falls under the verbal
interpretation of “agree.” Moreover, in the second statement, 4 of the 54 respondents answered
“strongly disagree” with the weight of 0.07, 23 answered "disagree” with the weight of 0.85, 23
answered “agree” with the weight of 1.28, 4 answered "strongly agree" with the weight of 0.30. The
weighted mean for this statement is 2.5, which falls under the verbal interpretation of “disagree.” Finally,
on the third statement, 1 of the 54 respondents answered “strongly disagree” with the weight of 0.37,
12 answered "disagree” with the weight of 0.44, 29 answered “agree” with the weight of 1.61, and 12
answered "strongly agree" with the weight of 0.89. The weighted mean for this statement is 2.96, which
falls under the verbal interpretation of “agree.”
Table 4.1
(1) (4)
I fail to
confidently
4 0.74 21 0.78 24 1.33 5 0.37 2.56
build
boundaries.
I am bold with
my thoughts
and opinions,
and I can
5 0.93 23 0.85 18 1 8 0.60 2.54
communicate
them without
misunderstand
ing.
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Table 3 displays the frequency and mean of the responses of Grade 10 students on the section
that states the negative effects of privacy invasion. In the first statement, out of 54 respondents, 4
24 answered "agree" with the weight of 1.33, and 5 answered "strongly agree” with the weight of 0.37.
interpretation of “agree.” Moreover, in the second statement, 5 out of 54 respondents answered
“strongly disagree” with the weight of 0.93, 23 answered “disagree” with the weight of 0.85, 18
answered "agree" with the weight of 1, and 8 answered "strongly agree” with the weight of 0.60. Finally,
the weighted mean for this statement is 2.54, which falls under the verbal interpretation of “agree.”
Table 4.2
Summary of the Positive Effects of Parental Privacy Invasion
When a friend tells me their

troubles and worries, I also take 2.40 Disagree
this time to share mine.
I defend myself immediately when

2.5 Disagree
faced with criticism
I feel obligated to help others even

2.96 Agree
if I am not responsible for them.
I fail to confidently build

2.56 Disagree
boundaries.
I am bold not with my thoughts and

opinions, and I can communicate 2.54 Agree
them without misunderstanding.
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Total Mean 3.19 Agree
Table 4.2 shows the summary of the weighted mean and verbal description of each and overall
statements. The total mean of the statements is 3.19, which implies that the average answer of the
respondents to each statement is “agree.”
Table 5
(1) (4)
I trust that my
parents will
respect my 0 0 7 0.26 26 1.44 20 1.48 3.19
boundaries
and privacy.
I am confident
that my
parents will
respect my
opinion and 1 0.02 7 0.26 26 1.44 20 1.48 3.20
correct me
with wisdom
whenever I am
wrong.
I do not feel
hate towards
1 0.02 7 0.26 26 1.44 20 1.48 3.20
my parents.
Table 5 presents the frequency and mean of the responses of Grade 10 students on the section
27
that experiences the negative effects of privacy invasion. In the first statement, out of 54 respondents,
none answered “strongly disagree”, 7 answered “disagree” with the weight of 0.26, 18 answered "agree"
with the weight of 1, and 6 answered "strongly agree” with the weight of 0.44. The weighted mean of
this statement is 3.19, which according to table 1, falls under the verbal interpretation of “agree.”
Moreover, in the second statement, 1 of the 54 respondents answered “strongly disagree” with the
weight of 0.02, 7 answered "disagree” with the weight of 0.26, 26 answered “agree” with the weight of
1.44, 20 answered "strongly agree" with the weight of 1.48. The weighted mean for this statement is
3.20, which falls under the verbal interpretation of “agree.” Finally, on the third statement, 1 of the 54
respondents answered “strongly disagree” with the weight of 0.02, 7 answered "disagree” with the
weight of 0.26, 26 answered “agree” with the weight of 1.44, and 20 answered "strongly agree" with the
weight of 1.48. The weighted mean for this statement is 3.20, which falls under the verbal interpretation
of “agree.”
Table 5.1
(1) (4)
Whenever a
conflict arises
within me and
my parents, we
5 0.09 16 0.59 20 1.11 13 0.96 2.76
communicate
with each
other to share
our side and
28
resolve the
situation.
My parents
and I show
1 0.02 9 0.33 30 1.67 14 1.04 3.06
affection to
each other.
I respect and
do not have
negative
1 0.02 3 0.11 32 1.78 18 1.33 3.24
feelings
towards my
parents.
Table 5 displays the frequency and mean of the responses of Grade 10 students on the section
that experiences the negative effects of privacy invasion. In the first statement, out of 54 respondents, 5
20 answered "agree" with the weight of 1.11, and 13 answered "strongly agree” with the weight of 0.96.
interpretation of “agree.” Moreover, in the second statement, 1 of the 54 respondents answered
“strongly disagree” with the weight of 0.02, 9 answered "disagree” with the weight of 0.33, 30 answered
“agree” with the weight of 1.67, 14 answered "strongly agree" with the weight of 1.04. The weighted
mean for this statement is 3.06, which falls under the verbal interpretation of “agree.” Finally, on the
third statement, 1 of the 54 respondents answered “strongly disagree” with the weight of 0.02, 3
answered "disagree” with the weight of 0.11, 32 answered “agree” with the weight of 1.78, and 18
answered "strongly agree" with the weight of 1.33. The weighted mean for this statement is 3.24, which
falls under the verbal interpretation of “agree.”

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Table 5.2
The Effect of Parental Privacy Invasion on Parents and Children Relationship
I trust that my parents will respect

3.19 Agree
my boundaries and privacy.
I am confident that my parents will
respect my opinion and correct me 3.20 Agree
with wisdom whenever I am wrong.
I do not feel hate towards my
3.20 Agree
parents.
Whenever a conflict arises within
me and my parents, we
communicate with each other to 2.76 Agree
share our side and resolve the
situation.
My parents and I show affection to
3.06 Agree
each other.
I respect and do not have negative
feelings towards my parents. 3.24 Agree
Total Mean 3.11 Agree
Table 5.2 shows the summary of the weighted mean and verbal description of each and overall
statements. The total mean of the statements is 3.11, which implies that the average answer of the
respondents to each statement is “agree.”

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Discussion
This chapter presents the overview of the data collected by the researchers. With the help of the
data gathered from the Grade 10 respondents, an interpretation of the data will be shown that will
supply answers to the given subproblems. On top of that, this chapter will also provide a conclusion of
this research paper and recommendations for the said beneficiaries.
The researchers prepared a survey questionnaire which contains 3 sections of a 4-point likert
scale, each corresponding to the given subproblems of this research paper. The first section answers the
percentage of Grade 10 students experiencing parental privacy invasion, the second section answers the
impact of parental privacy invasion on interpersonal skill development, and the third aims to see how
this practice affected parent and child relationship.
On the data gathered from the first section of the survey, out of the 54 respondents, 21% or
approximately 11 respondents experience parental privacy invasion. This came from the two statements
that mainly include privacy invasion on personal devices and accounts since the majority of teen’s
parents are often invading privacy through digital activities (Anderson M., 2016). Moreover, 62% of the
respondents feel skeptical when thinking about the possibility of privacy invasion which supports the
study of Petronio et al. in 2003. This could possibly be the result of more time being spent with parents
since the pandemic, since 51.9% of the students agreed that the pandemic gave less time away from
parents. More time spent with parents may result in a stronger and closer bond, this in turn also
increases privacy invasion (Omer, 2011). These situations made 11% of the respondents agree that the
pandemic worsen parent-child relationships.
Proceeding to the data gathered from the second section of the survey, this section contains
both positive and negative impacts of parental privacy invasion on interpersonal skill development. For
the positive impacts, the total weighted mean of the responses was 3.29 that falls under the verbal
31
interpretation of “strongly agree.” If converted to percentage, 3.29 is 82.25% of 4. This will become 0.82
since this will be multiplied by the approximate number of those of the respondents that experience
privacy invasion which is 11. The product is 9.02 which concludes that 9 out of those 11 respondents feel
the positive effects of parental privacy invasion. This is because the more parents are engaged with
teen’s activities, the lesser the chance that the teen will engage with unfavorable actions (Gentile et al.,
2014) While for the negative impacts, the total weighted mean is 2.59 which means that the majority of
respondents answered “agree” on the statements. This is 64.75% of the respondents and will be .64,
which will then be multiplied by 11. Finally, the result is 9.02 that shows approximately 7 out of the 11
respondents that experience parental privacy invasion agree on experiencing the negative impact of this
activity to interpersonal skill development. Some teens tend to respond negatively to some situations as
a result of over monitoring (Chong, 2013).
For the last section that aims to assess how parental privacy invasion affects parent-child
relationships. The statements in this section imply having a healthy relationship with parents.
Additionally, the total weighted mean for the responses is 3.11 that falls under the verbal interpretation
of “agree.” This is 77.75% of the respondents. After being converted and rounded up, 0.78 is multiplied
by 11, which is the number of Grade 10 students that experience parental privacy invasion, the product
is 8.58. This shows that approximately 9 out of these 11 students still maintained a good relationship
with parents despite privacy invasions, while 2 out of the 11 students did not. A possible reason for this
scenario is that positive responses and outcomes can be a result of parent’s active mediation (Nathanson
AI, 2000).
32
Conclusion
This study showed that even though parental privacy invasion is a violation of privacy and an
inappropriate behavior, this is bringing benefits to some teen’s interpersonal skill development
(Nathanson AI, 2000). Also, through the data gathering, the researchers found out that the population
of those who experience parental privacy invasion is little, and majority of the positive responses came
from respondents who claimed to not experience privacy invasion. Still, more than half of the
respondents are not at ease from parent’s intrusion. To conclude, the researchers succeeded in the
assessment on the impact of parental privacy invasion on the interpersonal development of Grade 10
students.
Recommendations
After an accurate analysis and collecting of data, these solutions may be valuable to the
beneficiaries of this study.
Students. The researchers recommended that students gain and value parent’s trust while
maintaining a good connection. This will help minimize suspicions and invasion of privacy. Also, it
is best that teens communicate needs to parents with respect.
Parents. The researchers suggest that parents should balance privacy with supervision. Also,
parents must be knowledgeable about parenting styles and be guided by professionals to
minimize the risk of damaging behaviors (Osofsky and Fitzgerald, 2000).
Teachers. The researchers strongly recommend that teachers practice respecting student’s
boundaries and communicate with parents whenever a negative change of student’s behavior
towards interpersonal relationships occurs (Sukriti, 2019)

33
The Department of Health. In this regard, the researchers recommended that the Department
of Health give more attention to the people who encountered these circumstances that affect
one’s mental health condition and academic performance.
Psychology Researchers. The researchers propose that psychology researchers should produce
more effective solutions and studies which will be useful in helping the students to overcome
emotional problems.
Future Researchers. The researchers suggest that the future researchers should choose the most
suitable research methods.
References
Khan, S. (2011). The Relationship between use of technology and Parent-Adolescents Social Relationship.
Digitala Vetenskapliga Arkivet. Privacy invasions and their association with poor
parent-adolescent relationship (diva-portal.org)
Adan, F. & Schilbort, O. (2019). Privacy Invasion And Their Association With Poor Parent-Adolescent
Relationship. Digitala Vetenskapliga Arkivet.

34
Janssen, L. Verkuil, B. Hountum, L. Wever, M. & Elzinga, B. (2021). Perceptions of Parenting in Daily Life:
http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1340611&dswid=-4927Adolescents-
Parent Differences and Associations with Adolescent Affect. Springer. Perceptions of Parenting in
Daily Life: Adolescent-Parent Differences and Associations with Adolescent Affect (springer.com)
Cranor, L. Durity, A. Marsh, A. & Ur, B. (2014). Parents' and Teens' Perspectives on Privacy In a
Technology-Filled World. USENIX ORG. soups14-paper-cranor.pdf (usenix.org)
Heuvel, M. Vacaru, S. Boekhorst, M. Cloin M. Bakel, H. Riem, M. Weerth, C. & Beijers, R. (2022). Parents
of Young Infants Report Poor Mental Health and More Insensitive Parenting During The First
Covid-19 Lockdown. BioMed Central. Parents of young infants report poor mental health and
more insensitive parenting during the first Covid-19 lockdown | BMC Pregnancy and Childbirth |
Full Text (biomedcentral.com)
Perez-Fuentes, M. Juardo, M. Linares, J. Ruiz, N. Márquez, M. Saracostti, M. (2019). Parenting Practices,
Life Satisfaction and the Role of Self-Esteem in Adolescents. NIH.GOV Parenting Practices, Life
Satisfaction, and the Role of Self-Esteem in Adolescents - PMC (nih.gov)
Baudat, S. Petegem, S. Antonietti, J. & Zimmermann, G. (2019). Parental Solicitation and Adolescents'
Information Management: The Moderating Role of Autonomy Supportive Parenting.
ResearchGate. (PDF) Parental Solicitation and Adolescents’ Information Management: The
Moderating Role of Autonomy-Supportive Parenting (researchgate.net)
Ren, W. & Zhu, X. (2022). Parental Mediation and Adolescents' Internet Use: The Moderating Role of
Parenting Style. NIH GOV. Parental Mediation and Adolescents’ Internet Use: The Moderating
Role of Parenting Style - PMC (nih.gov)

35
Marrero, M. (2015). Expectations and Violations of Privacy during Adolescence. UNO EDU. "Expectations
and Violations of Privacy during Adolescence" by Matthew D. Marrero (uno.edu)
Young, R. & Tully, M. (2022). Autonomy vs. Control: Associations Among Parental Mediation, Perceived
Parenting Styles, and U.S. Adolescents' Risky Online Experiences. Cyberspace.
Autonomy vs. control: Associations among parental mediation, perceived parenting styles, and U.
S. adolescents’ risky online experiences | Cyberpsychology: Journal of Psychosocial Research on
Cyberspace
Anderson M. (2016). Parents, Teens, and Digital Monitoring. Pew Research Center.
https://www.pewresearch.org/internet/2016/01/07/how-parents-monitor-their-teens-digital-be
havior/
Douglas A. Gentile, et al. (2014). Protective Effects of Parental Monitoring of Children’s Media Use. JAMA
Network. https://jamanetwork.com/journals/jamapediatrics/fullarticle/1852609
Sheau Tsuey Chong, et al. (2014). Caring or Controlling? Parental Monitoring and its Effect on Negative
Emotion and Achievement Motivation of At-risk Adolescents. Science Direct.
https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042814X0039X/1-s2.0-S18770428140
3345X/main.pdf?X-Amz-Security-Token
36
Appendix A
Request Letters
May 5, 2022
Dear Mr. Isidor:
Good day,
We, represented by Naomi Alaine Carbonell of Grade 10 Hardworking, are currently conducting a survey
regarding our research entitled “Parental Privacy Invasion and Its Impact on the Interpersonal
Development of Grade 10 Students”. In lieu of this, we seek your permission to allow us to gather data
from your advisory class. Also, rest assured that any information shared with us will remain confidential
and will be solely used for research purposes. You may place your e-signature beside your name. This
paper will only be used exclusively for our ongoing research.
Your positive response will greatly contribute to our success.
Thank you very much.
DATE SECTION NAME OF TEACHER SIGNATURE
May 6, 2022 10 - Honest Ms. Elize Mae Baje
May 6, 2022 10 - Hardworking Mr. Jonathan O.

Morado
May 6, 2022 10 - Compassionate Ms. Mary Grace D.

Castor
May 6, 2022 10 - Resilient Ms. Mary Grace C.

Diacamos
37
Appendix B
Survey Questionnaire
To our respondents,
Greetings! The researchers, represented by Naomi Alaine Carbonell from Grade 10 Hardworking, are
conducting a survey regarding our research entitled “Parental Privacy Invasion and Its Impact on the
Interpersonal Development of Grade 10 Students.”
Furthermore, the researchers sincerely chose you to become one of their respondents for the
study. Kindly answer the questionnaire with full honesty. The researchers wish you to answer this survey.
Rest assured the data will only be used for research purposes. Thank you for your cooperation!
Respectfully yours, Noted by:
Naomi Alaine Carbonell Mr. Benjamin Shalom R. Isidor

Leader English Teacher 10
38
II. The Positive Effects of Parental Privacy Invasion on the Interpersonal Skill Development of Grade 10
Students
Legends:
1 – Strongly disagree
2 – Disagree
3 – Agree
4 – Strongly agree
39
Strongly Disagree Disagree Agree Strongly Disagree
I abide by rules that

seem appropriate
to me.
I take caution in
taking risky actions.
I can handle my
responsibilities well
and lead others.
I give effort into

building good
communication to
avoid
misunderstandings
I know how to earn

and value a person’s
trust in me
III. The Negative Effects of Parental Privacy Invasion on the Interpersonal Skill Development of Grade 10
Students
Strongly Disagree Disagree Agree Strongly Agree
When a friend
tells me their
troubles and
worries, I also
take this time to
share mine to
make them feel
that they are not
going through so
much compared
to others.
40
I defend myself
immediately
when faced with
criticism
I feel obligated to
help others even
if I am not
responsible for
them.
I fail to
confidently build
boundaries.
I am bold with my
thoughts and
opinions, and I
can communicate
them without
misunderstanding
.
IV.
The Effect of Parental Privacy Invasion on Parents and Children Relationship.
Legends:
1 – Strongly disagree
2 – Disagree
3 – Agree
4 – Strongly agree
Strongly Disagree Disagree Agree Strongly Agree
I trust that my
parents will
respect my
boundaries and
privacy.
41
I am confident
that my parents
will respect my
opinion and
correct me with
wisdom whenever
I am wrong.
I do not feel hate

towards my
parents.
Whenever a
conflict arises
within me and my
parents, we
communicate
with each other to
share our side and
resolve the
situation
My parents and I
show affection to
each other.
I respect and do
not have negative
feelings towards
my parents.
42
Appendix C
Rubric for Interpretation
2 1.76 - 2.50 Disagree
3 2.51 - 3.25 Agree

43
Appendix D
Computations
44
45
Appendix E
Summary of Responses
46
47

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1

Calvin Sherlock Miranda

Crisz Eurídice Ignacio

Geneva Marie C. Bernales

John Mark C. Rondrique

Maia Angela Sotto

Naomi Alaine Carbonell

Junior High School Department, Escuela de Sophia of Caloocan, Inc.

English, Mathematics, and Araling Panlipunan 10

Mr. Benjamin Shalom R. isidor

Ms. Shery Ann S. Labadia

Ms. Mary Grace D. Castor

May 18, 2022

4-point likert scale.

experiencing the negative effects of parental privacy invasion.

Statement of the Problem

Scope and Delimitation

Importance of the Study

Data Gathering Procedure

Appendix A. Letter for Consent

the study of Schonfeld & Demaria (2015).

parental direction, however, can sometimes be counterproductive. (Obradovic, 2021).

Statement of the Problem

development of Grade 10 students?

Scope and Delimitation

Importance of the Study

incompetence (Bowlby J., 1982).

growth (Gottman JM, Katz LF, Hooven C., 1997).

(Hamre & Pianta, 2006; Birch & Ladd, 1998).

rapid service network (Cuevas, 2018).

research as basis and support.

can select or rate responses to evaluative questions (Lotha, 2017).

others (Tarver, 2021)

Mean is the average or central value of a set of numbers (Bhandari, 2022)

summing all the products together. (CFI Education Inc, 2015)

where information is gathered to accomplish the objectives of this study.

favored course in college will be obtained (Divino et al., 2016).

respondents of the study:

1. Frequency and Percentage

privacy invasion. The formula to be used will be:

N = Total Number of Respondents

the second formula to be used.

f= total number of responses

N= total number of respondents

Scale Mean Score Verbal Interpretation

1 1.00 - 1.75 Strongly Disagree

2 1.76 - 2.50 Disagree

3 2.51 - 3.25 Agree

4 3.26 - 4.00 Strongly Agree

Data Gathering Procedure

the following questions:

development of Grade 10 students?

Likert Scale Table

Scale Mean Score Verbal Interpretation

1 1.00 - 1.75 Strongly Disagree

2 1.76 - 2.50 Disagree

3 2.51 - 3.25 Agree

4 3.26 - 4.00 Strongly Agree

Increased Time Spent with Parents

Descriptors Frequency Percentage

Strongly disagree 2 3.7%

Strongly Agree 18 33.3%

respondents, answered "strongly disagree", 6 respondents or 11.1% of the respondents answered