Perceived Parenting Style and Academic Performance of Grade Vi Learners in One Elementary School in Iloilo Province, Philippines

Abstract

This study aimed to find out the influence of parenting style on the academic performance of Grade VI learners of Batuan Elementary School in the District of Carles, Division of Iloilo, Philippines. The respondents of the study were twenty-nine (29) grade six learners. A standardized Parenting Style Questionnaire developed by Robinson et.al (2015) was used. The academic performance of Grade VI learners was gathered through DepEd Form 137-E. Statistical tools used were mean and standard deviation for descriptive and Mann-Whitney, Kruskal Wallis, and spearman rho for inferential. Findings revealed that the most preferred parenting style of the mothers as perceived by the learners when taken as a whole and classified as to household size and educational attainment was “authoritative”. The academic performance of the learners exhibited an “approaching proficiency” when taken as an entire group. When grouped as to parenting style, learners whose mothers were authoritarian had exhibited a “developing” performance while those having permissive mothers exhibited “proficiency” and those having authoritative mothers exhibited an “approaching proficiency” performance. It was noted that there were no significant differences in the parenting styles preferred by mothers as perceived by the learners when they were classified as household size and educational attainment. Hence, a significant difference was noted in their academic performance when they were classified as to the parenting style and this significant difference existed between Authoritarian vs. Authoritative. And further, the results show no significant relationship between the parenting style of the mother as perceived by the learner and the learner’s academic performance.