Parenting Thesis
Relationship Between Parenting
Styles and Academic Performance of the Grade 2 pupils in Hilasgasan PrimarySchool at Brgy. Hilasgasan Barili,
Cebu Researchers : Claudine Marie L. Taboada Melanie Joice B. Jabol Eglen AlferezCHAPTER 1 Rationale PARENTING STYLES
1.1. Parenting Styles, Parents play a highly influential role in their children’s development. Baumrind (2012) in his study identified that pre-school children raised by parents with differing parenting styles varied in their degree of social competence. Parenting styles can be categorized according to the levels of parental demandingness, control, supervision & maturity demands and responsiveness, warmth, acceptance & involvement (Maccoby & Martin, 2003).
1.2. Parenting styles it is essential to define parenting first and distinguish between parenting styles and parenting practices.
Parenting, as defined by Bradley and Caldwell (1995), is the regulation of behavior and development of the children, with the intention that they can live a socially desirable life, adapt to their environment, and pursue their own goals. That is, parenting is a socialization process through which parents transfer their cultural values, beliefs, traditions, and norms as well as other socially and culturally desirable behaviors to their children, adolescents, 12 and young adults to be good citizens of the society and for the attainment of adult competence.
ACADEMIC PERFORMANCE
2.1. Academic performance relates to the positive identity structures, which encompass self-esteem, self-efficacy, and motivation (Bandura, 1997). On the other hand, Zimmerman (2001) revealed that academic performance can be defined as a self-regulated learning, including excellence in sports, arts, culture, behavior, confidence, and communication skills, and it shows how learners control their emotion, feelings, and actions in order to academically achieve. Report card
grades allow teachers to report on classroom academic performance.
PARENTING STYLES AND ACADEMIC ACHIEVEMENT RELATIONSHIP
3.1. Parent involvement in a child's early education is consistently found to be positively associated with a child's academic performance.
Children whose parents are more involved in their education have higher levels of academic performance than children whose parents are involved to a lesser degree. The influence of parent involvement on academic success has not only been noted among researchers, but also among policy makers who have integrated efforts aimed at increasing parent involvement into broader educational policy initiatives. Researchers have reported that parent-child interactions, specifically stimulating and responsive parenting practices, are important influences on a child's academic development by examining specific parenting practices that are amenable to change, such as parent involvement, and the mechanisms by which these practices influence academic performance. Programs may be developed to increase a child's academic performance.
3.2 It was hypothesized that parents who have a positive attitude towards their child's education, school, and teacher are able to positively influence their child's academic performance by two mechanisms: (a) by being engaged with the child to increase the child's self-perception of cognitive competence and (b) by being engaged with the teacher and school to promote a stronger and more positive student-teacher relationship. There are theoretical pathways through which children's perceptions and expectations of their cognitive competence are influenced by others: (a) performance accomplishments/performance mastery, (b) vicarious reinforcement, (c) verbal persuasion, and (d) emotion regulation In addition, a child's increased perception of cognitive competence is consistently related to higher academic performance Based on theory and previous findings, suggest that perceived cognitive competence be examined to explain the relation between parent involvement and a child's academic performance.
Theoretical Background
The main theoretical framework of this study was rooted in the social learning theory of psychologist Bandura (1969), which highlights the importance of environment of an individual’s development and the impact of close relationships with late childhood. Social relationship theories explain how close or intimate relationships are positively correlated to late childhood competencies. This theory guided the present study in understanding the impact families have on children academically, socially, and behaviorally. Furthermore, it allowed us to have an appropriate framework in which to guide age-appropriate academic expectations to the chosen late childhood population. Social learning theory, which defines behavior as a learned response from the environment, guided the present study in understanding how the home environment can have a strong impact on the outcome of children.
Diana Baumrind (1966-1971) distinguishes four styles of parenting that vary on the dimensions of parental acceptance and control. She labeled the four the four style: authoritative, authoritarian, indulgen, and neglectful.
The authoritative parents encourage their children to be independent but still place limits and controls on their actions. Parents are warm and firm. They use reason and persuasion to gain compliance. They are flexible in setting limits and are responsive to their children’s needs. Authoritative parents will set clear standards for their children, monitor the limits that they set, and also allow children to develop autonomy. They also expect mature, independent, and age-appropriate behavior of children. Punishments for misbehavior are measured and consistent, not arbitrary or violent.
Often behaviors are not punished but the natural consequences of the child's actions are explored and discussed -allowing the child to see that the behavior is inappropriate and not to be repeated, rather than not repeated to merely avoid adverse consequences. Authoritative parents set limits and demand maturity .
Authoritarian parents, on the other hand, place rigid limits and restrictions on their children and allow only limited conversation. Authoritarian parenting is linked with children’s social inadequacy. The goal of this style, at least when well-intentioned, is to teach the child to behave, survive, and thrive as an adult in a harsh and unforgiving society by preparing the child for negative responses such as anger and aggression that the child will face if his/her behavior is inappropriate. In addition, advocates of this style often believe that the shock of aggression from someone from the outside world will be less for a child accustomed to enduring both acute and chronic stress [ imposed by parents.
Permissive style of parenting style fails to set standards or criteria on how to behave appropriately resulting in impulsivity and lack of self confidence. The parent presents herself to the child as a resource for him to use as he wishes, not as an ideal for him to emulate, nor as an active agent responsible for shaping or altering his ongoing or future behavior. The parents allows the child to regulate his own activities as much as possible, avoids the exercise of control, and does not encourage him to obey externally defined standards. The parents attempts to use reason and manipulation, but not overt power to accomplish her ends .
Neglectful parenting is also called uninvolved, detached, dismissive or hands-off. The parents are low in warmth and control, are generally not involved in their child's life, are disengaged, undemanding, low in responsiveness, and do not set limits. Neglectful parenting can also mean dismissing the children's emotions and opinions. Parents are emotionally unsupportive of their children, but will still provide their basic needs. Provide basic needs meaning: food, housing, and toiletries or money for the aforementioned. Neglectful parenting can stem from of encouragement on the parents' parts, financial stresses, lack of support and addiction to harmful substances.
Conceptual Framework
THE PROBLEM
Statement of the Problem This study aims to find out the relationship betweenparenting styles and academic performance of the grade two
pupils in Barili Cebu, City , School year 2016-2017 . Sub-Problems1. What is the profile of the parents in reference to :
1.1. Socio-Economic status
1.1.1. Highest Educational Attainment
1.1.2. Occupation
1.1.3. Number of Children
1.1.4. Combined family monthly income
2. What are different levels of parenting styles?
2.1. Authoritative
2.2. Authoritarian
2.3. Permissive
2.4. Uninvolved
3. What are the academic performance of the pupils in school?
3.1. English
3.2. Mathematics
3.3. Filipino
3.4. Makabayan
4. Is there a significant relationship between parenting styles
and academic performance ?Statement of Null Hypothesis There is no significant relationship between parenting styles and academic performance of the grade two pupils .
Significance of the study This research is beneficial to the following :
Grade two pupils : The pupils would emphasize their need for attention and recognition to be motivated and develop a favorable attitude towards study habits .
Parents : This research will enable parents to be aware or understand the needs of their children and give support to their studies Teachers : As the second parent of the pupils, they would have an idea on how children was raised by their parents at home . They will also be guided on what strategies and methods to used in teaching .
RESEARCH METHODOLOGY
This chapter describes the methods that were used in the study in order to realize the set objectives of this study. It contains the research design, the location of the study, the respondents, research instruments, data gathering procedure and statistical treatment.
Research Design The descriptive and correlational methods of research
were used in this study. These methods determined the two
variables and explore their relationship.
This study determined the relationship of parenting style in the Academic Performance of Grade Two Pupils at
Brgy.Hilasgasan, Barili, Cebu SY: 2016-2017. Furthermore, a significant relationship between parenting style and academic performance of children is absence.
Research Environment The main locale of the study were selected pupils at Hilasgasan Primary School in Barangay Hilasgasan ,Barili,Cebu. The chief of a Coastal village in Barili town hope the local government would declare their vast coral reef as a Marine Protected Area, so that the village could make a living by offering their services to divers were the school located. For the past two years, the Hilasgasan there has been a plan to turn the move than 20-hectares reef into a Marine Protected Area but this was shelved for unknown reasons. Under the law, the town council after complying with the require set by the Department of Environment and Natural Resources can declare part of Hilasgasan as a Marine Protected Area. And also the Hilasgasan Primary School is about eight kilometer from the Barili town hall.It is both a mountain and coastal village, hence the remain source of income has a total population of 925. Thrives on its meager annual income of Php20,000 from clearances and permits. Hilasgasan Primary School is academic excellence and its major thrust is to mold wholesome primary children.
Each classroom can accommodate of 16 pupils for preschoolers and also 16 pupils for the kindergarten pupils,16pupils for the grade one,20pupils for the grade two, 16 pupils for the grade three ,8 pupils for the grade four the total of 93 pupils in Hilasgasan Primary school.
As the researcher observes, This place clean and peaceful. The school is conducive and friendly environment. The main source of people living here is fishing and farming to sustain their everyday life. It is a small barangay that parts of Barili town. Some people were moved away to the city because of low income in the barangay. Thus, most of the school is not populated and of course a lot of difference in terms of parenting style of parents to their children in the institution.
Research Respondents
The participants of the study were the both parents, the
Mother and Father of the grade two pupils in the Hilasgasan
Primary School in Barili, Cebu for school year 2016-2017.Research Instruments
The research instruments used in this study was researcher
made based on different books and studies conducted.There were two sets of questionnaires that were constructed
by the researcher to assess the relationship between theparenting style and academic performance of the grade two
pupils; Set A was the information data sheet, Set B was the
styles of parenting used by parents. These were based on the four parenting styles