Thesis: Parenting Styles: It's Influence to the Behavioral Problems of Pupils

Chapter I

THE PROBLEM

Introduction

Parents are models and the children at home tend to follow, while study habits are the responsibility of parents depending on their parenting style practices. Every parent has different ways of raising their children in which they perceive best for their children. The family and parenting style plays an important role. Moreover, parenting style forms the basis of a family environment because without parental education, it was not possible for parents to fulfill their roles and duties in the family and the society as well.

Parents who feel that they have little or no control over their children’s lives and environment are less apt to engage in promotive strategies. The involvement of parents in supporting children’s behavior is very important. Parents who are interested and involved in their children’s school activities have a positive effect on their children’s behavior. Some parents have also turned out to be over-concerned with their children’s educational status and nurture them in manner that is not helpful in the development of their children’s well being. There are also those who wanted to be active in their children’s education, yet certain things hinder them to do so (Fuentes, 2003).

            Based from the observation the parenting styles developed by the parents in the behavioral problems of maguindanaon pupils in Dimatingkal-Kamid Elementary School at Maitum Sarangani Province is very the same to the study that I have conducted. It is based on the study of Parane that the parents are the most important mentors and educators of their own children; they should be accounted for the educational success and failures more than the school, because the learning of a child starts from the home and the parents are be the good model for their own children.

Furthermore, Cassey (2000) revealed in her study that the development of any child can only be understood within the context of human ecology. Children are influenced by the relationship with the family member, which in turn influence also their families. They and their families are the product of the geographical, historical, and political setting in which they grew up, hence intellectual developmental and performance in school is likewise the product of these relationships.

            Parent engagement in schools can promote positive health behaviors among children and adolescents. Failure of the parents to meet this specific need can have wide-ranging and long-lasting negative effects. Thus, parent should perform their function according to God’s plan.

This facts and ideas compelled the researcher to conduct this investigation to find out how parents used styles when it comes to their children’s education and its impact to the behavioral problems of the pupils.

Statement of the Problem

This study aimed to determine the parenting styles and its influence to the behavioral problems of Maguindanaon pupils.

Specifically, this study sought answers to the following questions:

1. What is the level of parenting styles as experienced by pupils relative to:

1.1 authoritarian;

1.2 authoritative, and

1.3 permissive?

2. What is the level of behavioral problems of pupils in terms of:

2.1 oppositional;

2.2 aggressive, and

2.3 hyperactive?

 3. Is there a significant relationship between the parenting styles and the behavioral problems of pupils?

Significance of the Study

            The result of this study can be useful to the following stakeholders who want to improve their understanding towards parenting styles and its influence to the behavioral problems of Maguindanaon pupils:

            This study would serve as a guide for school admin to evaluate effects of the parenting styles to the behavioral problems of the pupils; it may also help teaches establish harmonious relationship with the student’s parents;

            Furthermore, the result of this study would give parents insights on how they can become an advocate in making their child perform well on their studies. It would also help them understand deeply their meaningful role in the education of their children; this would also provide pupils greater understanding and insight to build better relationship with their parents.

            The study would provide additional information and statistics for future investigations; and the result of the study would help the researcher as a future teacher, to know and understand the parenting styles to the behavioral problems of the pupils.

Scope and Delimitation

            This research covered the parenting styles and its influence to the behavioral problems of pupils. Parenting styles included authoritative, authoritarian, and permissive. On the other hand, behavioral problems consisted of oppositional, aggressive, and hyperactive sub variables.

            This involved fifty five (55) Maguindanaon Grade VI pupils who were officially enrolled in Dimatingkal-Kamid Elementary School, Maitum, Sarangani Province, during the school year 2014-2015. They were twenty (20) males and thirty five females. They were chosen using simple random sampling through lottery.

Chapter II

REVIEW OF RELATED LITERATURE

The review of the literature is carried out to know about the existing practices of treating the variables in the present research and helps to fasten the research process. The analysis of the reviewed literature led to present the studies which have bearings to this study.

Parenting Styles

            Parenting styles is a way in which a child and their parents have an involvement and how they are connected with each other. It is a basis in which how parents raised their child in such way they wanted to be to. However, Espedido (2006) cited that children learn and develop best when the home and the school work closely together. Active participation and involvement of parents in curricular and extra-curricular activities could result in a better understanding of the nature of the educational institution and the learning process. The pupils, the teachers and parents’ relationships are strengthened through associations in these activities. More affective participation involvement of the parents should be done since they are the first one to influence the child’s development and have always been the  most important agents of socialization of their children.

Parents are the major influence in their children's lives. Thus their perception of how children think, and should be raised is crucial in determining children's behavior. Other factors, such as genes, peers, culture, gender, and financial status, are of lesser importance. Studies reveal a correlation between parenting styles and its impact to the education of pupils.

Parental is very important in raising a child. It serves as a basis for you to know the existing of a child and how they interacts others and especially in their learning environment. The style that exist in the family will truly reflect to the child especially in their academic performances, how their parents molded them. However, Ujano-Batangan (2002) thinks that the parents emphatically advise children to give priority to academic studies, extra-curricular activities, which they also recognize as contributing to children’s development, were to be undertaken only if these did not interfere with studies. To help the certain performance better, parents reported that they actively assisted in supervising their children’s studies, especially in the earlier grades. Supervision and assistance which were mostly under ledge to the process where they can discover it for themselves. There is a case to made sometimes learning roles as a series of ritual and her he uses like obvious example of learning points out, no way of knowing how an individual pupils perceive rules and procedures other that when he or she comes to use them.

Authoritarian. In this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules. If asked to explain, the parent might simply reply, because I said so. These parents have high demands, but are not responsive to their children. These parents are obedience- and status-oriented, and expect their orders to be obeyed without explanation.

Authoritarian parenting is a restrictive, punishment heavy parenting styles in which parents make their children follow their directions with little to no explanation. Authoritarian parenting involves low parental responsiveness and high parental demand; the parents tend to demand obedience without explanation and focus on status. Corporal punishment is a common choice of punishment. Yelling is another form of discipline for authoritarian parents (Baumrind, 2001).

Authoritarian parenting is a restrictive, punishment heavy parenting style in which parents makes their children follow their directions with little response. It is apparent that the authoritarian parenting style has distinct effects on children, especially when compared to authoritative parenting and permissive or indulgent parenting. Children resulting from this type of parenting may have less social competence because the parent generally tells the child what to do instead of allowing the child to choose by him or herself. Children raised by authoritarian parents tend to conform, be highly obedient, quiet and not very happy. These children often suffer from depression and self blame. As a result of being raised in an authoritarian environment, once the children reach adolescence, rebellion is common. This teaches the child to behave themselves in society as an adult (Ferlazzo, 2009).

As children obey their parents in order to avoid punishment, they become passive.  Obedience, respect, and tradition are highly valued. The dominant model in research on parent–child relationships is most loosely associated with the early work of Diana Baumrind in the 1960s, Baumrind, in her naturalistic study of interactions between parents and young children, described important dimensions of parenting. These were warmth (as opposed to conflict or neglect) and control strategies (Meador, 2008).

Parenting typologies were, thus, constructed from a cross of warmth, conflict and control: ‘authoritative’ (high warmth, positive/assertive control and in adolescence high expectations), ‘authoritarian’ (low warmth, high conflict and coercive, punitive control attempts), ‘permissive’ (high warmth coupled with low control attempts) and ‘neglectful/disengaged’ (low warmth and low control).   These four typologies have been repeatedly associated with child outcomes. Children and adolescents of authoritative parents are consistently described as most prosocial, academically and socially competent, and least symptomatic. Children whose parents are described as authoritarian, permissive and disengaged show significantly worse outcomes, with children of authoritarian parents showing typically the most disturbed adjustment of the four parenting types (Boudreau, 2009).

 Even a cursory examination of the studies described in this chapter is enough to demonstrate how the mechanisms proposed from different theoretical positions overlap. Regrettably, one of the limitations of current studies is that there has been little cross fertilization of ideas and testing competing models against one another. For example, research on parent–child relationships based on social learning theory has remained essentially independent of research on attachment theory – even though each line of research is concerned with the same basic question of how parent–child relationships influence the child’s development and how parent–child relationships might be improved. (Sheldon, 2002) stated that, children and adolescents from Authoritarian families are high in demandingness, but low in responsiveness tend to perform moderately well in school and be uninvolved in problem behavior, but they have poorer social skills, lower self-esteem, and higher level of depression.

Authoritarian parenting is more common among 22 families experiencing financial difficulties and among ethnic minorities (Ambert, 2007) maintained that parents who are authoritarian are particularly controlling although some may also be quite warm. What predominates is the dimension of control and arbitrariness. Parents tell their children what to do and may punish severely and indiscriminately, others are mainly restrictive.

Authoritative. In this parenting style, parents establish rules and guidelines that their children are expected to follow. However, this parenting style is much more democratic. Authoritative parents are responsive to their children and willing to listen to questions. When children fail to meet the expectations, these parents is more nurturing and forgiving rather than punishing. Baumrind suggests that these parents monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, self-regulated and they are cooperative (Fuentes, 2003). Authoritative parents maintain a balance between control and structure on the one hand and respect and warmth on the other, and they encourage the same balance in their children. In western cultures, this balance respects competent parenting, and parents who cannot provide the necessary control and guidance have children who are difficult to manage (Belsky, 2006). Because different cultures hold different values, it is not surprising that the degree to which parents are authoritative or authoritarian differs across cultures and subcultures.

It is characterized by a child-centered approach that holds high expectations of maturity. Authoritative parents can understand how their children are feeling and teach them how to regulate their feelings. Even with high expectations of maturity, authoritative parents are usually forgiving of any possible shortcomings. They often help their children to find appropriate outlets to solve problems. Authoritative parents encourage children to be independent but still place limits on their action. Extensive verbal give-and-take is not refused, and parents try to be warm and nurturing toward the child. Authoritative parents are not usually as controlling as authoritarian parents, allowing the child to explore more freely, thus having them make their own decisions based upon their own reasoning. Often, authoritative parents produce children who are more independent and self-reliant. An authoritative parenting style mainly results when there is high parental responsiveness and high parental demands, as cited by Arizona (2009) stated that parents as advocate as a parent who speaks up for, acts on behalf of, or support their child. Parents make such good advocates because of their close, personal involvement with their children.

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. They also tend to give more positive encouragement at the right places (Steinberg, 2004).  

However, when punishing a child, the parent will explain his or her motive for their punishment. Children are more likely to respond to authoritative parenting punishment because it is reasonable and fair^. A child knows why they are being punished because an authoritative parent makes the reasons known. As a result, children of authoritative parents are more likely to be successful, well liked by those around them, generous and capable of self determination, cited by Adam (2006) mentioned that initiating the child means setting up the child from the idea or inception and making sure it is: (a) the right project, (b) in the right place, (c) at the right time and (d) for the right purpose. Essentially, these are the people who tell us how to think and what to think about. They show us how to relate to subject matter and give us examples to understand their message.

            Parents encourage their adolescent to be independent while maintaining limits and controls on their actions. Authoritative parents do not invoke the “because I said” rule. Instead, they are willing to entertain, listen to, and take into account their teen’s viewpoint, cited by Phelps (2006) stated that most parents believe they act in the interests of their children that alone would not justify interference with a child’s liberty. In the area of health care, allowing children some independence from parental control serves three functions: physical protection; respect for autonomy; and protection of public health interests.

Home environment stimulates intellectual development, and desirable work habits. He added that hoe parents pressure their children toward achievement on school and towards other valued achievement is often found to be important determinants of the child’s success in school. Likewise, differences in the way mothers teach their children to deal with the school system may have important consequence for learning and other performance in school (Eispstein, 2001).

Authoritative parents encourage independence in their children although they set standards for their children. These parents combine warmth and respect for their children’s individuality with monitoring of their activities and whereabouts, cited by (Ambert, 2007).

Also, parents listen to their children’s justifications for their behavior or reasons for their requests. These parents enforce rules taking into consideration the uniqueness of their children. These parents are characterized also by verbal give and take (Bjorklund, 2002) as cited by Adewumi (2012) defined and mentioned parents as partner who show care and concern for their children by being interested in what they do. Parents who support their child can instill a sense of responsibility in their children and help their child to have a positive outlook in education.

Additionally, children of authoritative parents have also been shown to possess higher levels of autonomy than children of authoritarian and permissive parents (Deslandes, 2000).These were parental acceptance / involvement, parental strictness / supervision and psychological autonomy. These researches compared parents along the three dimensions to classify them in to authoritative, authoritarian, indulgent and neglectful. However later, Steinberg (2004) used only parental acceptance and parental control dimensions for delineating parenting styles.

To sum up, the above paragraphs denote that parenting styles can be influenced by a number of factors – both natural and environmental. However, these factors were not found to act consistently from situation to situation. Therefore, when one wants to know what factors influence parenting styles in his/her area he/she has to look for studies done on the setting one is in or make a research on his / her local area (Baumrind, 2001) as cited by Abun (2011) it was found out that the effect of parent’s involvement in education varies. Generally, parent’s involvement in education has a positive outcome on children’s academic performance but the outcome may vary to some degree from one student to the other because of some factors.

Overall, this parenting style is high on mutual understanding and based on reciprocity. It shows that they are more confident and responsible, less likely to use or abuse drugs or alcohol, and less likely to be involved in delinquency. These children also reported less anxiety and depression and the least amount of violence (Steinberg, 2004).

            Permissive. Permissive parents, sometimes referred to as indulgent parents, have very few demands to make of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control. Permissive parents "are more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation". Permissive Parents are very warm, but undemanding. They are indulgent and passive in their parenting, and Permissive parents are generally nurturing and communicative with their children, often taking on the status of a friend more than that of a parent. Also labeled as neglectful or disengaged parenting, is high on warmth, very low on discipline and structure, low in parent-to-child communication but high in child-to-parent communication, and low on expectation (Dinwiddie 2005).

Indulgent parenting, also called permissive, non-directive or lenient, is characterized as having few behavioral expectations for the child. "Indulgent parenting is a style of parenting in which parents are very involved with their children but place few demands or controls on them"^. Parents are nurturing and accepting, and are responsive to the child's needs and wishes. Indulgent parents do not require children to regulate themselves or behave appropriately. The children will grow into adulthood not accustomed to aggression in others due to their inappropriate behavior which would be a great shock to them. As adults, they will pay less attention in avoiding behaviors which cause aggression in others (Neal, 2011).

They are more likely to exhibit such psychological problems as anxiety and depression (Steinberg 2004), are the second group (after authoritarian) most likely to commit violence and engage in antisocial behavior. In effect, parents teach their children that they can get their way by manipulating others: "Children learn a false sense of control over adults that increases their manipulative behavior.

Indulgent parents are undemanding and responsive. These parents are responsive to their children but make few demands of them and set few limits on their behavior. In contrast, neglectful parents are undemanding and unresponsive. These parents pay little attention to their children (Espedido, 2006).

 Permissive parents are nurturing, warm, and accepting. Their main concerns are to let children express their creativity and individuality and to make them happy in the belief that this will teach them right from wrong (Berger 2001). Permissive parents find it hard to set clear limits provide structure, are inconsistent disciplinarians and reward bad behavior regularly. Children are not pushed to obey guidelines or standards that, even when they do exist, are not enforced (Barakat, 2009). 

Moreover, they do poorly in school have higher rates of misbehavior in areas involving adult authority, and "may also grow up manipulating around rules because those are not firm. Parent engagement in schools can promote positive health behaviors among children and adolescents. Students who feel supported by their parents are less likely to experience emotional distress, practice unhealthy eating behaviors consider or attempt suicide, or disengage from school and learning. In addition, Ujano-Batangan (2002) discussed that plausible explanations for the benefits of parental involvement raises children’s perceived competence and control. When children are motivated to do well in school and participate in activities parents are likely to encourage and assist them. Cited by Cialdini (2007) stated in his book Influence, that parents should be fully aware of their children’s behavior in class. As partners, parents and teachers should also learn how to reward participations a child make so that the child would be encouraged to take part in class activities more often. A child needs to be noticed in every good thing they do so that they will not lose interest in their learning. A child’s emotion and feelings of importance is very significant in growing up.

Gaspar (2003) emphasized that parental involvement in the child’s education is a strong predictor of pupils’ academic achievement. Typically the more the parents are involved in the school activities, the better the pupils perform in their studies. He also cited that when parents participate in their children’s education, the result is an increased in the children’s achievement or an improvement in pupil’s attitude toward learning.

In addition, Lambert (2006) has emphasized that parental involvement has decreases the use of drugs, alcohol, and violent behaviors. Finally, Cruz, (2006) revealed in his study that children are perceived to provide parents with opportunities to guide, teach and control; in short children afford parents a unique form of power.

Generally, Ybañez (2005) parenting styles plays a vital role in pupil’s behavioral problems. Thus, the children whose parents are being well involved in their education, are encouraged to learn at home and develop positive attitude towards school which contribute to their personal growth and success in their behaviors.

The studies mentioned above show that the parents are the primary groups of significant others. It follows that a young person’s identity is strongly influenced by their parents and the accompanying family relationships. It is not surprising that for many children and young people, family relationships are both indicators of well-being and also a source of concern and other distress.

Behavioral Problems of Pupils

Children behave in many different ways at home or in school. Generally, they develop their behavior based on the kind of up-bringing they have and their parents who are model to their children. It is an undeniable fact that the misbehavior among the pupils can badly spoil the teaching-learning process for everyone around them. Thus classroom discipline or behavior management is one of the most significant tasks and clearly shapes the learning of the pupils. Behavior of children depends on their age, personality, physical and emotional development. A child’s behavior maybe a problem if it doesn’t match with the expectations of the family or if it is disruptive. Normal or “good” behavior is usually determined by whether it’s socially, culturally and developmentally appropriate. Knowing what to expect from your child at each age will help you decide whether his/her behavior is normal (Sadaje, 2011).

Lardizabal (2006) stated that the pupils’ are the main factor in discipline. These include maladjustments, behavior problems and poor attitudes which are the causes of misbehavior. Inadequate social training results in conditions such as lying for reasons on his absenteeism, tardiness, cutting classes, stealing, disrespect, discourtesy, immoral conduct as well as resistance to authority of any kind which can cause various misbehavior.

A renowned educator, pupils misbehave to achieve four efficiency goals. These four goals “usually include: getting attention, seeking power, revenge, and avoiding failure. Pupils seeking attention and will do pretty much anything to be noticed. This behavior can include being argumentative or being funny “Dreikus believed that over ninety percent (90%) of all misbehavior is for feel to get that attention” they tend to “move on to more problematic goal seeking behavior such power” (Dreikus, 2005).

Research focusing on the early development of disruptive behavior problems is crucial to understanding the etiology and developmental course of these behaviors. Although extensive empirical work exists linking parenting practices to child disruptive behavior problems, few studies have tested models linking specific parenting practices to specific profiles of child behaviors. Instead, the focus has been on parenting practices associated with broadband patterns of child disruptive behaviors. However, developmental theory and empirical assessment studies suggest that three narrowband dimensions of child disruptive behavior can be differentiated: oppositional, aggressive, and hyperactive behaviors. Furthermore, these three types of behavior problems may be associated with different etiological factors and outcomes, including different parenting strategies (Cassey, 2000). The goal of this study was to examine the relation between specific parenting practices and these three narrowband dimensions of child behavior problems.

Oppositional. APA (2013), It is defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) as a pattern of angry/irritable behavior, or vindictiveness lasting at least 6 months, and is exhibited during interaction with at least one individual that is not a sibling. Individuals must display four symptoms from one of the following categories: angry/irritable mood, argumentative/defiant behavior, or vindictiveness. Unlike children with conduct disorder (CD), children with oppositional defiant disorder are not aggressive towards people or animals (even though this directly contradicts the "signs and symptoms"), do not destroy property, and do not show a pattern of theft or deceit. A diagnosis of Oppositional Defiant Disorder (ODD) cannot be given if the child presents with conduct disorder (Eisptien, 2001).

Oppositional defiant children share many of the following characteristics:

They possess a strong need for control, and will do just about anything to gain power. They typically deny responsibility for their misbehavior and have little insight into how they impact others. The ODD child is socially exploitive and very quick to notice how others respond. He then uses these responses to his advantage in family or social environments, or both. These children tolerate a great deal of negativity – in fact they seem to thrive on large amounts of conflict, anger and negativity from others, and are frequently the winners in escalating battles of negativity.

Regardless of the situation do not get into a "yes you will" contest. Silence is a better response. Do not take the defiance personally. Remember, you are the outlet and not the cause for the defiance- unless you are shouting, arguing or attempting to handle the student with sarcasm. Avoid all power struggles with this student (Bank, 2005).

Aggressive. It is a behavior that causes physical or emotional harm to others, or threatens to. It can range from verbal abuse to the destruction of a victim’s personal property. People with aggressive behavior tend to be irritable, impulsive, and restless. Aggressive behavior is intentional, meaning it’s done on purpose, violates social norms, and causes a breakdown in a relationship. Emotional problems are the most common cause of aggressive behavior. Occasional outbursts of aggression are common and even normal. Aggressive behavior is a problem because it occurs frequently or in a pattern. Generally speaking, aggressive behavior stems from an inability to control behavior, or from a misunderstanding of what behaviors are appropriate. Aggressive behavior can be reactive, or in retaliation. It can also be proactive, as an attempt to provoke a victim. It can be either overt or secretive. Aggressive behavior can also be self-directed. The key to handling aggressive behavior is to understand what the cause is (Sheldon, 2002).

           

Hyperactive. It is usually refers to the constant activity being easily distracted, impulsiveness, inability to concentrate, aggressiveness and similar behavior. Typically behavior may include Fidgeting or constant moving like Wandering. Artificial food colors and other food additives (AFCA) have long been suggested to affect behavior in children.1 Ben Feingold made his initial claims of the detrimental effect of AFCA on childhood behavior more than 30 years ago.2 The main putative effect of AFCA is to produce overactive, impulsive, and inattentive behavior, hyperactivity which is a pattern of behavior that shows substantial individual differences in the general population (Frick et al., 2003).  

Two significant ‘types’ were found: one indicating that ‘high’ childhood hyperactive behavior is closely linked to later alcohol problems and violent offending in the same individuals, the other supporting a frequent co-occurring of a pattern of ‘low’ hyperactive behavior in childhood, no subsequent alcohol problems and no violent offending. The results support the hypothesis tested in the present study, and focus the interest on underlying mechanisms to which these maladjustment problems might be linked (Rao, 2005).

Alampay (2014) stated that a broader view of parenting in the Philippines is provided by review of locally and internationally published empirical research on various aspects of Filipino parenting, including parents' cognitions and behaviors towards children, the nature of parent-child interactions, and the differentiated roles of mothers and fathers. While both of these reviews discuss discipline as an aspect of child-rearing and parenting, neither focuses specifically on recent research on disciplinary practices.

Bacus (2014) pointed that the majority of students perceived their parents as practicing an authoritative parenting style. Using path analysis, Bacus found that students' attitudes towards school and authoritative parenting style were strongly associated with academic performance.

Similar patterns were observed by Gilongos and Guarin (2013), who utilized survey-questionnaires, interviews, and focus groups to investigate the relationship between parenting styles and school-age children's social adjustment among families in Aklan. Based on parents' self-reports, the parenting styles in the majority of these households (96%) were described as authoritative, with far fewer parents using parenting styles that could be described as permissive (2.67%) or authoritarian (1.33%). Meanwhile, most of the children described their relationships with their parents as warm, supportive, and loving, and reported engaging in prosocial, cooperative behavior, and perceived their relationships with their peers to be healthy.

Abarquez (2009) master's thesis on the parenting styles of working and non-working mothers of high school students in Tagaytay City. Abarquez also sought to analyze the relationship between children's self-concept and academic performance with their mother's work status. The majority of mothers were found to be nurturing-permissive, suggesting that they tended to be high in emotional warmth but low in control as parents. Finding no significant differences between the children of working and non-working mothers in self-concept and academic performance, the author suggested that working mothers find ways to compensate for the time spent away from their children through quality interactions. However, the analysis used by the author did not allow for any insights with regards to the impact of parenting styles on children's psychological and academic outcomes.

The studies mentioned above shows that one way to discipline and control students’ misbehaviour is motivation. The students who are well motivated to learn usually do learn the lesson in a reasonable way. Thus, discipline plays a significant role in the lives of human being. There is no universal problem behavior and there is no universal solution to correct all problem behaviors, and so open-mindedness and flexibility required

The reviewed related literature and studies gave significant insights which helped much in the development of this study.

Relationship between Parenting Styles and Behavior Problems

Decades of research have suggested that parenting behaviors and practices associated with parenting styles are related to child outcomes of classroom competence and externalizing behavior problems. More recently researchers have made exceptions to the conclusion that parenting style and child outcomes are consistently related. Instead, they have argued that parenting style is not related to child outcomes for children living in poverty (Meinz, 2008).

Fantuzzo (2008) found no significant relation between parenting styles and children’s social and behavioral outcomes for families living in poverty. Although listed possible explanations for the lack of relations between the parenting styles and child outcomes, prior research firmly supports how the behaviors associated with authoritative, authoritarian, and permissive parenting styles influence the child’s development.

The inconsistency between the findings of McWayne) and others suggests that two characteristics of families living in poverty, family income and education, could 2 moderate the relation between parenting styles and child outcomes. This idea of unaddressed moderation will be a focus of this thesis McWayne et al. (2008)

Corpuz (2007) cited that a teacher will be a good disciplinarian if he can faces a class with varied behavior tendencies, knows his student, shows sincere concern for their welfare, calm, poised, and tactful. He is firm and consistent in following do’s and don’ts.

Furthermore, Zaulda (2000) conducted a study on pupils’ misbehavior; her study was response to the basic principle in educational philosophy that all schools are mediators between the individual and the society. With this role, it is the schools responsibility to develop in the youth wholesome predisposition toward behavior patterns which are acceptable to the society.

In addition, Kalanda (2005) behaviors are not only feelings that prevent access but also place limit on student learning. Students who exhibit a positive behavior toward a subject are more likely to actively engage in learning during and after instruction.

Generally, Santos (2001) believed that kids learn about the world outside from their parents, other family members, and school and course media. Of these, media seem to be the most effective. Unfortunately, they seem to be taken for granted. While media can be very helpful in educating kids, exposure to media can be very dangerous if all kids see violence, sex, immortality, and negative images and stories.

Parenting style has a relationship with children’s behavioral problems. Although much work has been done about this variable, there are not enough studies carried out to date linking children’s behavioral problems with parenting style in Philippines. Thus, more studies are needed to understand the relationship between parenting practice and children’s behavior. The focus of the present study is the relationship between the above mentioned variables.

Conceptual Framework

            This study was anchored on the theory of Baumrind (1966) cited by Jones (2005), who focused on the classification of parenting styles. Baumrind’s research is known as “Baumrind’s Parenting Typology”. In her research, she found what she considered to be the four basic elements that could help shape successful parenting: responsiveness vs. unresponsiveness and demanding vs. undemanding. Through her studies Baumrind identified three initial parenting styles: Authoritative parenting, authoritarian parenting and permissive parenting.

Dreikus (2005) believed that pre-adolescent children's misbehavior was caused by their unfulfilled wish to be a member of a social group. He argued that they then act out a sequence of four mistaken goals: first they seek attention. If they do not get it, they aim for power, then revenge and finally feel inadequate.

This theory is used in education as well as parenting, forming a valuable theory upon which to manage misbehavior. Behavior of children such as oppositional, aggressive and hyperactive behavior it depends on their age, personality, physical and emotional development. A child’s behavior maybe a problem if it doesn’t match with the expectations of the family or if it is disruptive. Normal or “good” behavior is usually determined by whether it’s socially, culturally and developmentally appropriate. Knowing what to expect from your child at each age will help you decide whether his/her behavior is normal.

This framework composed of two variables the independent and dependent variables, and every variable contained sub-variables, under independent variables are parenting styles and it composed of authoritarian, authoritative, and permissive parenting style. And also under the dependent variables are child behaviors and it composed of oppositional, aggressive, and hyperactive behaviors.

Parenting Styles Authoritarian Parents Authoritative Parents Permissive Parents

Child Behaviors Oppositional Behavior Aggressive Behavior Hyperactive Behavior

 Independent Variable                                                          Dependent Variable

 

Figure 1. Conceptual Framework

Hypothesis

            There is no significant relationship between the parenting styles and behavioral problems of Maguindanaon pupils.

Definition of Terms

            For clear and better understanding of this study, the following terms were conceptually and operationally defined:

Parenting Styles. These pertain to the psychological construct representing standard strategies that parents use in their child rearing (Boudreau, 2009) . Operationally, these refer to authoritarian, authoritative and permissive parenting styles.

Authoritarian. This refers to the relating or favoring blind submission to authority and concentration of power in a leader or an elite not constitutionally responsible to the people (Deslandes, 2000).

Authoritative. This refers to the parenting style which is child-centered approach that holds high expectations of maturity, compliance to parental rules and directions, while allowing for an open dialogue about those rules and behaviors between the parent and child (Fuentes, 2003).

Permissive. This is a type of parenting styles in which there are few behavioral expectations for the child and his characterized by warm effect (De Jesus, 2005).

Behavioral Problems. These refer to the action of a system or organism, usually in relation to its environment, which includes the other system or organisms around as well as the physical environment. (Dubow, Huesmann, & Boxer, 2003)). Operationally, these defined as the manner or conduct of the pupils attitudes and action shown by the pupils.

Oppositional. This refers to the normal part of development for two to three years old and early adolescents (Cassey, 2000).

Aggressive. This refers to the manners of students that may cause physical or emotional harm to others, or threatens to (Campbell, 2000)

Hyperactive. This refers to constant activity being easily distracted, impulsiveness, inability to concentrate, aggressiveness, and similar behavior (Frick et al., 2003)

Chapter III

METHODOLOGY

This chapter presents the research design, respondents, instrument, data gathering procedure, and statistical treatment used in this study.

Research Design

This study employed a descriptive - correlative method of research to describe and correlate the parenting styles and its impact to the behavioral problems of Maguindanaon pupils. It also determined the significant relationship between the parenting styles which are the authoritarian, authoritative, and permissive parenting styles and the behavioral problems of Maguindanaon pupils which are the oppositional, aggressive, and hyperactive behavioral problems.

Respondents

The respondents of this study were fifty five (55) Grade VI pupils. The pupils were officially enrolled at Dimatingkal-Kamid Elementary School in Maitum, Sarangani Province during the school year 2014-2015. They were twenty (20) Maguindanaon males and thirty five (35) Maguindanaon females, a total of fifty five (55) Maguindanaon pupils respondents by using simple random sampling through lottery procedures.

Variables of the Study

Statistical Treatment

Data Gathering  Procedure

 

                                                                       

                                                                                                                           

Research Design: Descriptive - Correlative

Descriptive Statistic:    Five-point scale

 

Parenting Styles

Behavioral Problem of a pupil

                

                                                                                                        

Permissive Parenting Styles

Authoritarian Parenting Styles

Authoritative Parenting Styles

Oppositional Behavior

Inferential Statistic: Pearson Product – Moment Correlation

Respondents: 55 VI Pupils

                           

                           

Instrument: Survey   Questionnaire

Hyperactive Behavior

Aggressive Behavior

 

Figure 2. Research Design

Locale of the Study

The locale of the study was in Dimatingkal-Kamid Elementary School formerly Teneb Elementary School found in Barangay Mindupok, Maitum, Sarangani Province. The school dreams of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation.

The school protects and promotes the right of every Filipino to quality, equitable, culture-based and complete basic education where students learn in a child-friendly, gender sensitive, safe and motivating environment.

Figure 3. Locale of the Study

Dimatingkal-Kamid Elementary School (Formerly Teneb Elementary School)

Source: https://www.google.com.ph

Instrument

The needed data were gathered using a questionnaire developed by the researcher and checked by her adviser to ensure correctness. It consisted of two parts: The first part of questionnaire was modified from the study of Baumrind (2001) dealt with the different styles of parents referring to authoritative, authoritarian, and permissive parenting styles. The second part of questionnaire was modified from the study of Dubow, Huesman, & Boxer (2003) which pertained on the behavioral problem of pupils referring on the oppositional, aggressive, and hyperactive behavior.

Data Gathering Procedure

Before gathering the data, the researcher wrote a letter of permission to the principal of the school where the study was conducted. Upon approval, the researcher coordinated with the class adviser of the pupils to discuss the data collection process.

On the day of the data gathering, the pupils were gathered in their respective classrooms. The survey questionnaires were administered in the class. Before the administration, the researcher explained the objectives of this study and told the respondents that their responses and scores would be anonymous and confidential.

Moreover, the researcher collected the data for two days. On the first day, thirty (30) pupils in Grade VI-A answered the survey questions and were given forty (40) minutes to answer all the given questions. Because the other respondents were not accessible that day, the researcher went back to the school the next day to complete the process of data collection. In the afternoon, during the pupils’ available time, the researcher administered the survey questionnaires to the Grade VI-A pupils who did not accomplish it yesterday; it is only twenty-five (25) pupils. All the survey questionnaires were collected and subjected to data analysis.

Statistical Treatment

The data that were gathered for this study were analyzed and interpreted using frequency distribution and weighted mean. They are reflected as follows.

To describe the parenting style and behavioral problem, the following scale was the basis:

Scale                                         Range                                             Description

   5                                              4.21 – 5.00                                     Always

   4                                              3.41 – 4.20                                     Often

   3                                              2.61 – 3.40                                     Sometimes

   2                                              1.81 – 2.60                                     Seldom

   1                                              1.00 – 1.80                                     Never

            Lastly, to determine the relationship between parenting styles and behavioral problems of pupils, Pearson Product-Moment Correlation Coefficient was used.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis, and interpretation of the data gathered in this study. The various results are presented in the succeeding tables with corresponding discussions and explanations. It also answered specific problems stated in the previous chapter.

Table 1

The Level of Parenting Styles as experienced by the Pupils

	WM	Description
A. Authoritarian
My parents
1.    Require me to study my lesson	3.82	Often
2.    Oblige me to read books	3.44	Often
3.    Require me to show interest in my academic activities	3.44	Often
4.    Monitor the school activities that I’m participated	3.45	Often
5.    Check my grades and my academic assignments	3.58	Often
Mean	3.54	Often
B. Authoritative
1.    Are responsive to my feelings and needs	3.53	Often
2.    Punish me if I did something wrong but they explain to me their reason	3.07	Sometimes
3.    Expect of me in my family but I also free to discuss those expectations with my parents when I feel that they are unreasonable	3.31	Sometimes
4.    Respect my opinion and encourage me to express it	3.51	Often
5.    Give me expectations a guideline for my behavior	3.62	Often
Mean	3.41	Often
C. Permissive
1.    Do not tell me what they want me to do and how they expect me to do it	3.64	Often
2.    Do not allow me to question any decision they have made	3.16	Sometimes
3.    Do not supervise too much about my behavior	2.95	Sometimes
4.    Do not care if I’m going home or not	3.27	Sometimes
5.    Are not involved in my life and they take little notice in what I do	2.98	Sometimes
Mean	3.20	Sometimes
Over-all Mean	3.38	Sometimes

n=55

Table 1 presents the parenting styles used by the parents as experienced by the pupils.

In authoritarian styles, the data show that the parents often require the pupils to study their lessons 3.82, check their grades and their academic assignments 3.58, and monitor their school activities that they participate 3.45. The mean of 3.54 is described as often.

            On the other hand, in authoritative parenting style, the parents often give guidelines on the behavior of the pupils 3.62,  responsive to their behavior and needs 3.53, and respect their opinions and encourage them to express it 3.51. However, they were sometimes allow discussing their opinions with their parents especially when they felt that their parents are being unreasonable 3.31 and punish them when they are wrong but explain to them the reasons 3.07. The mean of 3.41 is described as often.

            Moreover, in the permissive parenting style, the parents often did not tell the pupils what they wanted them to do and how they expect them to do it 3.64. Nonetheless, they sometimes did not care if they went home or not 3.27, did not allow them to question any decision they have made 3.16, and are not involve in their lives and took little notice in what they did 2.98. The mean of 3.20 is described as sometimes. The over-all, the parenting styles got the mean of 3.38 is described as sometimes. This implies that the parents are using different parenting styles to a moderate extent. They are more authoritarian at times. They are involved in the different activities of their pupils in school.

The result is supported with Melville (2007), study that that the type of family in which children are raised will determine, to a large extent, the number and types of social relationships that they will experience. These relationships, in turn, will affect both personality development and social behavior.

Table 2

The Level of Behavioral Problems of the Pupils

	WM	Description
A. Aggressive
1.    React in an aggressive manner when contradicted or teased	3.20	Sometimes
2.    Hit, bite, or pinch other children	3.13	Sometimes
3.    Fight with other children	2.40	Seldom
4.    Steal from home, school or elsewhere	3.15	Sometimes
5.    I am restless, overactive, cannot stay still for long	2.53	Seldom
Mean	2.88	Sometimes
B. Hyperactive
1.    Scare other children to get what I want	2.85	Sometimes
2.    Get upset when separated from parents	3.13	Sometimes
3.    Constantly fidget or squirm	3.24	Sometimes
4.    Easily get distracted	2.87	Sometimes
5.    Prefer to play alone	3.29	Sometimes
Mean	3.08	Sometimes
C. Oppositional
1.    I am shy with the children I do not know	3.55	Often
2.    Offer help to others	3.31	Sometimes
3.    Do not want to sleep alone	2.91	Sometimes
4.    I am liked by other children	3.27	Sometimes
5.    I am well behaved, usually does what adults request	3.27	Sometimes
Mean	3.26	Sometimes
Over-all Mean	3.07	Sometimes

n=55

Table 2 presents the level of behavioral problems experience by the pupils. In aggressive behavior, the data show that pupils sometimes react in an aggressive manner when contradict or tease 3.20 steal from home, school or elsewhere 3.15, and hit, bite, or pinch other children 3.13. But they seldom are restless, overactive, could not stay still for long in one place 2.53 and fought with other children 2.40. The mean of 2.88 is described as sometimes.

            Furthermore, in hyperactive behavior, the pupils sometimes prefer to play alone 3.29, constantly fidget or squirm 3.24, and got upset when separate from parents 3.13. In addition, easily got distracted 2.87 and scare other children to get what they want 2.85. The mean of 3.08 is described as sometimes.

            In oppositional behavior, the pupils are often shy with children whom they did not know 3.55. However, they sometimes offer help to others 3.31, were admire by other children and are well-behave, usually did what adults request 3.27. They also did not want to sleep alone 2.91. The mean of 3.16 is describe as sometimes.  The over-all, the behavioral problems of the pupils got the mean of 3.07 is described as sometimes.

This implies that the pupils have moderate level of behavioral problems such as aggressiveness, hyperactive, and opposition behavior. This study support by Sadaje (2011) Knowing what to expect from your child at each age will help you decide whether his/her behavior is normal.

Table 3

Relationship between the Parenting Styles and the Behavioral Problems as Experienced by Pupils

Variables Correlated	r	p-value	Extend of Relationship	Remarks
Parenting Styles and Behavioral Problems	.257	.058	Low	Not Significant

Table 3 presents the extent of relationship between level of parenting styles and the level of behavioral problems of pupils.

The results show that there is no significant relationship between the said variables as supported by an r-value of .257 and a p-value of .058. Since a p-value of greater than .05 (p=.058 > .05) indicates that the relationship between said variables is not significant. Moreover, the extent of relationship between the two variables is low. This implies that parenting styles do not influence the behavioral problems of the pupils.

The result is contrary to the study of Deslandes (2000) which stated that the children of authoritarian parents have also been shown to possess higher levels of autonomy than children of authoritative and permissive parents. And also this study supported by the study of Fuentes (2003) which they stated that the children are not aware of the absolute amount of attention or affection they get from their parents. Eventually, the success and failure of adult today is believed to be the result of different characters and relations to each other which possibly rooted form their past experience at home.

Chapter V

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary, findings, conclusions, and recommendations made for this study.

Summary

This study aimed to determine the parenting styles and its influence to the behavioral problems of Maguindanaon pupils.

Specifically, this study sought answers to the following questions:

1. What is the level of parenting styles as experienced by pupils relative to:

1.1 authoritarian;

1.2 authoritative, and

1.3 permissive?

2. What is the level of behavioral problems of pupils in terms of:

2.1 oppositional;

2.2 aggressive, and

2.3 hyperactive?

3. Is there a significant relationship between the parenting styles of parents and the behavioral problems of pupils?

            This study utilized the descriptive-correlative method of research. He described the parenting styles of parents and its influence to the behavioral problem of Maguindanaon pupils; he also correlated the two variables.    

            The respondent of the study were all Maguindanaon Grade VI pupils who were officially enrolled in Dimatingkal-Kamid Elementary School, Maitum, Sarangani Province during School Year 2014-2015. They were twenty (20) Maguindanaon males and thirty five (35) Maguindanaon females, a total of fifty five (55) Maguindanaon pupils’ respondents by using simple random sampling through lottery procedures. Adapted questionnaires were used to gather the needed data. The statistical tools used were frequency count, weighted mean for independent samples.

           

Findings

            Based on the analysis of the gathered data of this study, the following were the findings:

1.    The Maguindanaon parents often use authoritarian ( =3.54) and authoritative ( =3.41) parenting styles. They sometimes apply permissive parenting styles ( =3.20). The over-all, the parenting styles got the mean of 3.38 described as sometimes. 

2.    They have moderate level of aggressive behavior ( =2.88), hyperactive behavior ( =3.08), and oppositional behavior ( =3.26). The pupils sometimes encounter behavioral problems. Over-all, the behavioral problem of the pupils got a mean of 3.07 described as sometimes.

3.    There is no based relationship between the level of parenting styles and the behavioral problems of pupils as supported by r-value of .257 and a p-value of .058.

Conclusions

            Based on the findings of the study, the following conclusions were formulated:

1.    The parents use different parenting styles to a moderate extent.

2.    The pupils have moderate level of behavioral problems.

3.    The parenting styles do not influence the behavioral problems encountered by the pupils.

Recommendations

            Based on the findings of the study, the following recommendations made were:

1.    The parents should give proper guidance to their children’s behavior to develop favorable character.

2.    The teachers should create more interesting activities for the pupils to socialize with other children and classmates.  

3.    Replication of this study is recommended by including other variables.

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Appendix A

LETTER OF PERMISSION

Republic of the Philippines

Mindanao State University

General Santos City

COLLEGE OF EDUCATION

September 29, 2014

Mr. Pangilamen K. Angkanan, Al Hadj

Principal

Dimatingkal-Kamid Elementary School

Maitum, Sarangani Province

Sir:                                                                                                                                                     

            Greetings of Peace!

            I am a third year BEED student from the College of Education in Mindanao State University and presently conducting a study entitled “PARENTING STYLES AND ITS IMPACT TO THE BEHAVIORAL PROBLEMS OF MAGUINDANAON PUPILS”, in partial fulfillment of the requirements for the Degree,  Bachelor of Elementary Education.

            In lieu with this, may I request your school to allow me to administer my questionnaire to the Grade VI pupils to gather the data needed in the study.

            Thank you very much for your action in this regard. Your contribution to this effort will give substance and value to this endeavor.

Respectfully yours,

(Sgd.) HAMSAR D. ALI

         Researcher

Noted by:

(Sgd.) CATHY MAE N. DABI, MAT

     Adviser

(Sgd.) JIOHARIA L. NICART, Ph.D.

       Dean, College of Education

Appendix B

QUESTIONNAIRE ON PARENTING STYLES AND

BEHAVIORAL PROBLEMS OF PUPILS

Name: ______________________________    Gender           ( ) Boy         ( ) Girl

Direction: Please rate how often you engage in the different parenting practices, listed below. Scores range from “Never” to “Always” on a 5-point scale. Put a check mark (✓) inside the parenthesis.

                              Scale                                                                    Description

                                  5                                                                            Always

                                  4                                                                            Often

                                  3                                                                        Sometimes

                                  2                                                                        Seldom

                                  1                                                                            Never

Part I: Parenting Styles

A. Authoritarian Parenting Style             (5)       (4)       (3)       (2)       (1)

My parents:

1. Require me to study my lesson:                        (  )        (  )        (  )        (  )        (  )

2.Oblige me to read books:                         (  )        (  )        (  )        (  )        (  )

3. Require me to show interest     

in my academic activities:                              (  )        (  )        (  )        (  )        (  )

4. Monitor the school activities

that I’m participated:                                       (  )        (  )        (  )        (  )        (  )

5. Check my grades and my

         academic assignments:                                 (  )        (  )        (  )        (  )        (  )

B. Authoritative Parenting Style                        

1. Are responsive to my                                          (  )       (  )        (  )        (  )        (  )

feelings and needs:

2. Punish me if I did something wrong but

            they explain to me their reason:                (  )        (  )        (  )        (  )        (  )

3. Expect of me in my family but I also free

            to discuss those expectations

            with my parents when I feel that they

            are unreasonable:                                       (  )        (  )        (  )        (  )        (  )

4.  Respect my opinion and encourage              

            me to express it:                                           (  )        (  )        (  )        (  )        (  )

5.Give me expectations

            a guideline for my behavior:                      (  )        (  )        (  )        (  )        (  )

C. Permissive Parenting Style

1. Do not tell me what they want

         me to do and how they expect me to

         do it:                                                                   (  )        (  )        (  )        (  )        (  )

2. Do not allow me to question any

decision they have made:                             (  )        (  )        (  )        (  )        (  )

3. Do not supervise too much about

         my behavior:                                                    (  )       (  )        (  )        (  )        (  )

        

4. Do not care if I’m going home

         or not:                                                                (  )        (  )        (  )        (  )        (  )

:

5. Are not involved in my life and

they take little notice in what I do:                (  )        (  )        (  )        (  )        (  )

Part II: Behavioral Problems

A. Aggressive Behavior                                        (5)       (4)       (3)       (2)       (1)

1.React in an aggressive manner when

contradicted or teased:                                              (  )        (  )        (  )        (  )        (  )

2.Hit, bite, or pinch other children:                        (  )        (  )        (  )        (  )        (  )

3.Fight with other children:                                                                (  )        (  )        (  )        (  )        (  )

4.Steal from home, school or elsewhere:                        (  )        (  )        (  )        (  )        (  )

5. I am restless, overactive, cannot

stay still for long:                                          (  )        (  )        (  )        (  )        (  )

B. Hyperactive Behavior                         

1. Scare other children to get what I want:          (  )       (  )        (  )        (  )        (  )

2. Get upset when separated from

parents:                                                          (  )        (  )        (  )        (  )        (  )

3. Constantly fidget or squirm:                               (  )        (  )        (  )        (  )        (  )

4. Easily get distracted:                                           (  )        (  )        (  )        (  )        (  )

5. Prefer to play alone:                                            (  )        (  )        (  )        (  )        (  )

C. Oppositional Behavior

1. I am shy with the children I do

not know:                                                       (  )        (  )        (  )        (  )        (  )

2. Offer help to others:                                               (  )        (  )        (  )       (  )        (  )

                       

3. Do not want to sleep alone:                                  (  )        (  )        (  )        (  )     (  )        

4. I am liked by other children:                                  (  )       (  )       (  )          (  )     (  )

           

5. I am well behaved, usually does

what adults request:                                       (  )      (  )          (  )      (  )     (  )

APPENDIX C

The Level of Parenting Styles as Experienced by Pupils

Parenting Styles	Frequency of Responses					WM	Description
	5	4	3	2	1
A. Authoritarian Parenting Style
My parents . . .
1.    Require me to study my lesson	23	9	18	0	5	3.82	Often
2.    Oblige me to read books	21	1	22	3	8	3.44	Often
3.    Require me to show interest in my academic activities	14	18	10	4	9	3.44	Often
4.    Monitor the school activities that I’m participated	14	10	21	7	3	3.45	Often
5.    Check my grades and my academic assignments	24	4	15	4	8	3.58	Often
Mean						3.54	Often
B. Authoritative Parenting Style
1.    Are responsive to my feelings and needs	16	13	15	6	5	3.53	Often
2.    Punish me if I did something wrong but they explain to me their reason	9	10	22	4	10	3.07	Sometimes
3.    Expect of me in my family but I also free to discuss those expectations with my parents when I feel that they are unreasonable	17	9	11	10	8	3.31	Sometimes
4.    Respect my opinion and encourage me to express it	17	10	17	6	5	3.51	Often
5.    Give me expectations a guideline for my behavior	15	17	15	3	5	3.62	Often
Mean						3.41	Often
C. Permissive Parenting Style
1.    Do not tell me what they want me to do and how they expect me to do it	15	14	20	3	3	3.64	Often
2.    Do not allow me to question any decision they have made	10	16	12	7	10	3.16	Sometimes
3.    Do not supervise too much about my behavior	2	18	19	7	9	2.95	Sometimes
4.    Do not care if I’m going home or not	18	8	10	9	10	3.27	Sometimes
5.    Are not involved in my life and they take little notice in what I do	11	8	16	9	11	2.98	Sometimes
Mean						3.20	Sometimes
Over-all Mean						3.38	Sometimes

APPENDIX D

The Level of Behavioral Problems of the Pupils

Behavior	Frequency of Responses					WM	Description
	5	4	3	2	1
A. Aggressive Behavior
1.    React in an aggressive manner when contradicted or teased	10	15	14	8	8	3.20	Sometimes
2.    Hit, bite, or pinch other children	12	10	18	3	12	3.13	Sometimes
3.    Fight with other children	2	9	16	10	18	2.40	Seldom
4.    Steal from home, school or elsewhere	11	13	12	11	8	3.15	Sometimes
5.    I am restless, overactive, cannot stay still for long	3	7	17	17	11	2.53	Seldom
Mean						2.88	Sometimes
B. Hyperactive Behavior
1.    Scare other children to get what I want	8	12	13	8	14	2.85	Sometimes
2.    Get upset when separated from parents	6	13	23	8	5	3.13	Sometimes
3.    Constantly fidget or squirm	9	11	23	8	4	3.24	Sometimes
4.    Easily get distracted	9	10	14	9	13	2.87	Sometimes
5.    Prefer to play alone	17	7	13	11	7	3.29	Sometimes
Mean						3.08	Sometimes
C. Oppositional Behavior
1.    I am shy with the children I do not know	20	10	13	4	8	3.55	Often
2.    Offer help to others	9	14	22	5	5	3.31	Sometimes
3.    Do not want to sleep alone	7	12	16	9	11	2.91	Sometimes
4.    I am liked by other children	9	16	15	11	4	3.27	Sometimes
5.    I am well behaved, usually does what adults request	11	11	20	8	5	3.27	Sometimes
Mean						3.26	Sometimes
Over-all Mean						3.07	Sometimes

APPENDIX E

Relationship between the Parenting Styles and the Behavioral Problems of Maguindanaon Pupils

		Parenting Styles	Behavioral
Parenting Styles	Pearson Correlation	1	.257
	Sig. (2-tailed)		.058
	N	55	55
Behavioral	Pearson Correlation	.257	1
	Sig. (2-tailed)	.058
	N	55	55

APPENDIX F

           

            To describe the relation between the parenting style and the behavior of a child, a Person Product - Moment Correlation Coefficient was utilized by the researcher.

            To interpret the correlation on value, obtained the following classification maybe applied.

            Range                                                Description

            An  r  equal to + 1.00                       Perfect correlation

            An  r  from + 0.91 to + 0.49             Very High Correlation

            An  r from  + 0.71 to + 0.90             High Correlation

            An  r from  + 0.41 to + 0.70             Substantial or Marked Correlation

            An  r from  + 0.21 to + 0.40             Low Correlation; present but slightly       

            An r from 0.00 to 0.20                      Indifferent or Negligible Correlation

CURRICULUM VITAE

 PERSONAL DATA

Name                                     :           HAMSAR D. ALI

Date of Birth                          :           June 01, 1994

Place of Birth                        :           Kayupo, Buluan, Maguindanao

Address                                 :           Teneb, Maitum, Sarangani Province

Civil Status                            :           Single

Parents                                 

Father                        :           Hamsa S. Ali

Mother                        :           Salamira D. Ali

Religion                                 :           Islam

Cellphone Number              :           09097157237/09067135821

Email Address                      :           hamsarali_03@yahoo.com

EDUCATIONAL INFORMATION

Elementary                            :           Dimatingkal-Kamid Elementary School

Year                                        :           2008

Secondary                             :           Maguling National High School

Year                                        :           2012

Tertiary                                   :           Mindanao State University,            GSC

Course                                   :           Bachelor of Elementary Education

Area of Concentration        :           General Education