Home⇛LAMDAG⇛vol. 9 no. 1 (2018)

Parenting Styles as Determinants of Academic Performance of Elementary Pupils

Jade Concepcion S. Talaid

 

Abstract:

Parenting simply means rearing a child. It is one of the main functions of parents in a family, and it is not an easy task. Parenting style refers to the parents’ levels of expectations, performance demands, and attentiveness to rules as well as the style of disciplining to enforce their expectations towards their children. The purpose of this study is to investigate the practices of the parents in terms of their parenting styles, their demographic profiles and the degree of their parenting approaches and how all of these mentioned components affect their children’s academic performance. This study used a descriptive - correlational research design. Parents were asked to answer the researcher-made questionnaire for their demographic profile and standardized survey questionnaire to determine their parenting styles. The total sample of the study was 102 which comprised the grade one to grade six pupils and their respective parents. Findings revealed that majority of the parent- respondents belong to the age bracket of 36 years old and above; they are housewives; they have attended elementary education; their average monthly income is P10,000.00 and below; and, they have 1-5 children in the family. Pupils’ average final grade is approximately 87% which means that they belong to “proficient” level. The parents exercised a combination of parenting styles from being authoritarian to permissive once in a while and in most circumstances authoritative parents. Moreover, data disclosed that there is a significant difference between parents’ profile and their parenting styles. Democratic parenting style is significantly associated with pupils’ academic performance. This signifies that the pupils who received higher democratic parenting have significantly higher academic performance. Thus, there is significant impact of parenting styles in the academic performance of students.



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