Emotional Effects of Parenting Styles among Grade 11 and 12

Humanities and Social Sciences (HUMSS)

Students of Holy Family Academy

Members:

Vergara, John Marvin A.

Andal, Juvylene P.

Ceria, Anna Rose S.

Pagkaliwangan, Renalyn G.

Torregoza, Charisse B.
APPROVAL SHEET
 ACKNOWLEDGEMENT

The making of this study passes a great challenge in the life of researchers

which ultimately gives inspiration for its completion. The researchers particularly

indebted to those persons and wished their heartfelt thanks and gratitude to all the

people who shared their generous assistance, continuous encouragement and full

heart cooperation to make this study possible.

Mr. Edwin Cubero, researcher’s professor, for his valuable help, suggestions,

comments, guidance, and patience in checking this paper.

Mrs. Matilde P. Castillo, Principal of Holy Family Academy, for her kindness and

her approval to conduct this study for the concern on the progress of her students in

the campus.

The researcher’s family, the researcher’s full-pledged appreciations are extended

to their families for the nonstop support physically, emotionally and financially.

The Grade 11 and 12 Humanities and Social Sciences Students of Holy Family

Academy and their Parents, researcher’s respondents who gave their full

cooperation and concerned involvement in the research work.

All those Great Persons, whose not mentioned for their incomparable, full

encouragement to pursue the researcher’s study.

Above all, to our, GOD ALMIGHTY for he is always at the researcher’s side, guiding,

helping and sustaining light to their minds in order to keep everything right as for as

their studies our concerned.

i
 DEDICATION

We wholeheartedly dedicate this accomplished work to our Almighty God,

our creator, our source of inspiration, wisdom, knowledge and understanding. He

has been the source of our strength throughout the entire process of creating this

study. We also dedicated this study to our parents, for their word of encouragement

and for their endless love and support for us to accomplish this piece of work. For

our professor, Mr. Edwin Cubero for his unending support, patience, efforts and

advice to make this study possible and for teaching us the things we still need to

know as we go along the process. Also those friends, classmates and all the people

behind the accomplishment of this study.

We dedicate this to all of you!

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 TABLE OF CONTENTS

Title Page

Approval Sheet

Acknowledgement ………………………………………………….i

Dedication……………………………………………………………ii

Table of Contents…………………………………………………...iii

List of Tables……………………………………………..…………v

List of Figures………….…………………………………………...vi

List of Appendices…………………….…………………………...vii

I. THE PROBLEM AND ITS BACKGROUND

Introduction 1

Conceptual Framework 4

Statement of the Problem 5

Significance of the Study 6

Scope and Delimitation of the Study 6

Definition of Terms 7

II. REVIEW OF RELATED LITERATURE

Parenting Styles 9

Emotional Effects of Different Parenting Styles 13

Dos of Parenting 15

Synthesis 16

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III. RESEARCH METHODOLOGY

Research Design 18

Research Locale 19

Sample or the Respondents 19

Sampling Technique 20

Research Instruments 20

Data Gathering Procedure 21

Data Analysis Procedure 22

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Most Practiced Type of Parenting Style 24

Positive Emotional Effects of Different 30

Parenting Styles to Students

Negative Emotional Effects of Different 32

Parenting Styles to Students

V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Findings 34

Conclusions 35

Recommendations 37

REFERENCES 38

APPENDICES 39

CURRICULUM VITAE 44

iv
 LIST OF TABLES

Table

1 Authoritative Parenting Style

2 Authoritarian Parenting Style

3 Permissive Parenting Style

4 Uninvolved Parenting Style

5 Weighted Mean of Different Parenting Style

6 Positive Emotional Effects of Authoritative Parenting Style

7 Positive Emotional Effects of Authoritarian Parenting Style

8 Negative Emotional Effects of Authoritative Parenting Style

9 Negative Emotional Effects of Authoritarian Parenting Style

v
 LIST OF FIGURES

Figure

1 Research Paradigm of the Study

vi
 LIST OF APPENDICES

Appendix

A Sample Letter to School Principal of Holy Family Academy

B Sample Questionnaire for Parents

C Sample Questionnaire for Students

vii
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Parents play a vital role in fostering their child’s growth and development.

They are the ones who are responsible for taking care of their children to be fully

developed in all aspects. But many parents are not aware of the implications of

various parenting styles to their children’s development. It is significant that all

children and adolescents are social, intellectually, psychologically and emotionally

competent because they are the future of our society.

Parenting style refers to how parents handle their children and how they

behave around their children. Parenting styles refer to a global construct reflective

the parental behaviors and attitudes towards their children and the qualities of

interactions and relationships among parents and children and used to categorize

parents typologically, whereas parenting practices to refer to the specific behaviors

and attitudes which are shown by parents in rearing their children (Gota, 2012). On

the other hand, Baumrind (2013) also defined parenting style as a stable indication

of the overall climate of the parent-child relationship over time. Like in some

instances, the more focused the parents to their child the more likely the child excels

in all aspects of his life. The parents’ affection to their children is very efficient in

building stronger personality to cope up with every situation in life. Diana Baumrind

(2013), a developmental psychologist identifies three initial parenting styles:

Authoritative parenting, Authoritarian parenting, and Permissive parenting. Maccoby

1
and Martin added the fourth style of parenting and they called it as “uninvolved

parenting style.” The four types of parenting styles are categorized according to the

two dimensions: demandingness (control, supervision, maturity, demands) and

responsiveness (warmth, acceptance, involvement). Based on the recent study,

demandingness refers to parental behaviors and attitudes to integrate children into

the family by demanding maturity in their children, supervising and disciplining their

children, and showing willingness to control the behavioral problems of their

children; and responsiveness refers to the degree to which parents in still

independence, self-regulation, and self-assertion in their children by agreeing to be

cognizant and supportive of their children’s interest, needs and demands (Abesha,

2012). In a recent study, Baumrind (2013) suggests that rather than responsiveness

and demandingness, the dichotomies of acceptance versus rejection, psychological

autonomy versus rejection, psychological autonomy versus psychological control,

and firm behavioral control versus lax behavioral control can be used to

conceptualize each of the four parenting styles.

The different types of parenting style have various causes that may affect

children’s behavior especially in accordance with their emotional aspect. In a recent

study Morris, Cui, & Steinberg (2013) denote that parenting style is related to the

emotional development in children through parental responsiveness to child

emotions, parental expression of emotion, and the overall emotional climate of the

parent-child relationship. Additionally (Calafat et al., 2014) also state that parenting

style may have a greater impact on shaping a child's daily activities, eating

behaviors, and emotional functioning. It has an impact to how a child regulates their

2
emotions in certain situations. There are children who can cope up and control their

emotions. Children who are aware of their emotions have the lower risk of having an

anxiety disorder. But there are also children who do not know how to regulate their

emotions particularly when they are in trouble or having a hard time. Youth who

cannot regulate his emotions may undergo to the possibilities of committing violent

crimes, having an anxiety disorder and to end his own suffering by committing

suicide. In a recent study, thirty-two percent of children experience anxiety before

adolescent years and 9% experience anxiety as young as preschool (Carpenter,

Puliafico, & Kurtz, 2014). In addition to, studies show that anxiety in childhood

usually leads to anxiety during adulthood along with additional mood and

externalizing disorders (Carpenter et al., 2014). It means that if one parent can deal

with the presence of anxiety on their children they can avoid of having mental health

disorder in their adulthood. In able them to deal and identify their emotions, parents

should guide and motivate them in solving their problems. Parents can help children

to be emotionally stable people by being a supportive and positive role model.

The purpose of this study is to determine the effects of different parenting

style to the child's emotional aspects. We will able to address the positive and

negative emotional effects associated with each parenting style. This type of

research is truly important because as of today there are a lot of adolescents who

are suffering from depression, anxiety, and other mental health disorder. This will

give parents suggested ways to improve both their parenting and the development of

their children. Further research on the effects of parenting style on the emotional

state of a child will help create understanding child’s mental health.

3
Conceptual Framework

Figure 1: Research Paradigm of the Study

This conceptual framework illustrates the relationship between the

independent and dependent variables. The independent variables of this study were

parenting styles which were divided into the following component; authoritative

4
parenting style, authoritarian parenting style, permissive parenting style, and

uninvolved parenting style. The dependent variable was the emotional state of

Grade 11 and 12 Humanities and Social Sciences (HUMSS) student at Holy Family

Academy. Wherein, the independent variable has a contingent positive and negative

influence on the dependent variable. It also shows the positive and the negative

emotional effects of the application of different parenting styles. It also demonstrates

suggested ways to improve the application of the parenting style.

Statement of the Problem

This study aims to identify the effects of the different parenting styles in the

emotional state of the child, particularly the Grade 11 and 12 Humanities and Social

Science (HUMSS) students of Holy Family Academy.

Specifically, this seeks answers to the following questions:

1. What type of parenting style is commonly used by the parents of Grade 11 and 12

Humanities and Social Science (HUMSS) of Holy Family Academy?

2. What are the positive emotional effects of the different parenting styles to

students?

3. What are the negative emotional effects of the different parenting styles to

students?

4. What are the ways to improve the application of the different parenting styles?

5
Significance of the Study

The different parenting styles can have a huge contribution to the child’s

growth and development and to their consciousness as a child. The study includes

the positive and negative effects of the application of the different parenting styles.

This study will be beneficial to the following:

Parents. This research can help them to have a sense of ethical and proper

methods of disciplining their children. Whereby, parents will realize if it is

enough or they will still have shortcomings in fulfilling their responsibilities and

duties as parents and above all, to determine what is the most accurate

response to the emotional imperatives of a child.

Children. With the help of this study, children will know the concept of parenting

styles and how these styles affect them.

Community. This study will help them to deal with the emotional stability of the

children within the community. It will change the traditional practices and

beliefs about disciplining a child in his early age. They will also realize the

important role of each citizen within a society as part of child’s growth.

Future Researchers. The research will guide them and it will help them to have

more ideas base on the results and findings of the study.

Scope and Delimitation of the Study

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 This study aims to provide readers a wider knowledge about the topic. The

focus of the study is to examine the effects of parenting styles to the emotional

aspects of the Grade 11 and 12 Humanities and Social Science (HUMSS) students

of Holy Family Academy for the school year 2017-2018.

The study therefore does not include those HUMSS student who is not living

together with their parents, who is living with their guardians. Also, it only

investigates one parent, assuming that the other parent acts similarly with the

questioned parent, without taking consideration of both mother and father. The study

is delimited by the sources of data and information that the researchers need. This

study does not also cover the effects of parenting style to the intellectual,

psychological and social aspect of a student.

Definition of Terms

To understand key concepts throughout this study, it is important to

highlight a few key terms.

Authoritarian parent. This term is the kind of parents that are rejecting and

psychologically controlling (Baumrind, 2013).

In this study this term used as a kind of parent that is too strict about

their rules among their child but they are not being able to tell what is the real

reason of their rules.

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Authoritative parent. This term refers to the parents who are high on acceptance

and behavioral control, but low on psychological control (Baumrind, 2013).

In this study this term used as a kind of parent that is thorough and

they are open to the real reasons of having their rules.

Emotional problems. This term describes as a child who experiencing anxious,

depressed, having somatic complaints and withdrawn from social activities

(McCrae, 2009).

In this study, the term refers to the hindrance and difficulty that the

children are facing.

Parenting style. It is defined as a stable indication of the overall climate of the

parent-child relationship over time (Baumrind, 2013).

In this study the term refers to how parents handle their children and

how they behave around their children.

Permissive parent. This term refers to kind of parent that promotes psychological

autonomy, is accepting and exhibit lax behavioral control (Baumrind, 2013).

In this study this term used as a kind of parent that warm, responsive

and set few rules and boundaries.

Uninvolved parent. This term refers to a kind of parent that is rejecting and has lax

behavioral control (Baumrind, 2013).

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 In this study this term used as a kind of parent that cold, unresponsive

and do not set rules and boundaries.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with the presentation of related literature and studies use

as guide in conducting the study.

Parenting Styles

Parenting style is the attitude that parents express to their children (Rosli,

2014). Baumrind conducted a study on parenting style, and afterwards defined it as

a pattern of child rearing that is the result of parents’ reactions to their child or

children (Lau et al., 2012). Rosli (2014) also mentioned that parenting styles

introduced by Baumrind is consist of four styles; authoritative, authoritarian,

permissive, and uninvolved.

Williams (2013) pointed out that authoritative parenting is generally all

about balance. In abstract, the authoritative parenting style places limits and controls

on children’s behaviours; however, it allows for them to engage in extensive

communication with their parents. In an authoritative household, the fair and age

appropriate rules are plainly stated for the children. The children are always

permitted to speak their minds in the authoritative household, but the final decisions

lie in the hands of the parents because they believe that they know what is best for

9
their children (Williams, 2013). He also mentioned that authoritative parents tend to

think of themselves as personal role models for their children. Additionally, these

parents are more likely to support their children in obtaining goals through

compromise, explanation, discussion, and appropriate levels of warmth and affection

(Soysa & Weiss, 2014). Authoritative parents encourage children to be independent

and developed their own identities, but at the same time they also provide rules and

boundaries for their children (Grolnick & Pomerantz, 2009). Due to the guidance

children receive, once authoritative parents set rules and guidelines, the children

tend to follow them consistently (Timpano et al., 2010). In this parenting style, two

way communications exists between parents and students, which helps develop

good parent-child relationships. (Kim & Rohner, 2002). Generally, authoritative

parenting tends to lead to the most positive child outcomes including appropriate

emotional adjustment, high academic achievement, and lack of risky behaviours

(Sorkhabi & Mandara, 2013).

The authoritarian parenting style is also based upon very rigid disciplinary

rules; therefore, failure to comply with these rules often results in severe punishment

for the children (Williams, 2013). The parents tend to be conservative and strict. The

children are given little choice and have to follow parents’ orders (Gfroerer et al.,

2004). They punish their children harshly through the exercise of parental power,

specifically threats (Miller, Lambert, & Neumiester, 2012). These actions have been

found to impact the self-esteem of children negatively, causing them to question

their ability to live life on their own and take on certain leadership positions as adults

(Williams, 2013). Parents have expectations, and children are not allowed to disobey

10
their parents (Takeuchi & Takeuchi, 2008). Another characteristic of authoritarian

parenting is that authoritarian parents talk to their children rather than with their

children and do not consult with their children when making decisions (Alegre,

2011). This one way communication does not gave children space to express their

needs and does not give children reasons for their expectations. Authoritarian

parents can be categorized as demanding, expect much of their children, and are

unresponsive to the children’s needs (Leman, 2005). Moreover, authoritarian

parenting is restrictive, rigid and punitive where parents pressure children to follow

their direction and to respect their words and efforts (Timpano et al., 2010). Marsiglia

et al., (2007) also founded authoritarian parents punitive their children with physical

and emotional punishment. Generally, authoritarian parents typically display little

warmth and affection toward their children and do not stray from their rigid parenting

techniques (Soysa & Weiss, 2014).

According to Marsiglia et al., (2007) permissive parents give their children

freedom to act without monitoring and setting limits. Hoeve et al., (2009) found that

permissive parents show high responsiveness and support for their children, while at

the same time having low or little control of the children. Permissive parents hope

that by giving their children freedom, their relationship with their children will become

closer (Marsiglia et al., 2007). Gfroerer et al., (2004) emphasized that permissive

parents are more liberal and give full autonomy to children and support what children

like to do. Some instances of permissive parenting are when children are permitted

to regulate their own behaviors; the children are in an ideal position to learn how to

be independent. They aim to make their children the center of their lives, doing

11
everything for them to the extent that the children never learn how to care for

themselves independently. According to Williams (2013) children in permissive

parenting households are known to be very physically and emotionally dependent on

others because they have not been given any direction or routines to follow as

children in order that they might develop self-sufficiency; nor have they been given

encouragement to learn how to cope with their emotions independently or the

emotions of others around them (Williams, 2013). Thus, children of permissive

parents often plan and regulate their own activities at a young age without parental

attention. Lee et al., (2006) found that while parents with a permissive parenting

style are responsive to the children, they fail to set expectations or boundaries for

their children. Permissive parenting style is potentially unsafe for children because it

is unsuccessful in developing good judgement among children (Milevsky et al.,

2007). Generally, children raised in permissive parenting have a high possibility to

face difficulty in various areas of emotional development.

Mccoby and Martin later added the fourth parenting style, the uninvolved

parenting. Uninvolved parents are rejecting and have lax behavioral control

(Baumrind, 2013). Hoeve et al., (2009) described uninvolved parenting style as

parents showing low support and low control of their children. They pay less

attention and give little care to their children (Kim & Rohner, 2002). Alegre (2011)

emphasize that parents may be disconnected, undemanding, low on sensitivity, and

do not set limits. Uninvolved parents do not pay attention to children’s emotions and

opinions. Parents may be emotionally unsupportive of their children, but still provide

for their basic needs such as foods and shelter. Children whose parents are

12
uninvolved may feel that other aspects of the parents’ lives are more important than

they are. According to Lee et al., (2006), parents with uninvolved parenting style

show detached behaviour toward their children.

Emotional Effects of different Parenting Styles

The different parenting styles have its effects on the emotional aspect of the

child. Authoritative parenting has been found to minimize depressive symptoms

(Liem, Cavell & Lustig, 2010). Also Jackson & Schemes (2005) found that

authoritative parenting may contribute to less depression among children.

Authoritative parenting style also has an effect on life satisfaction. Children may feel

happy in their life when their parents show love and support consistently. According

to Rosli (2014) authoritative parents encourage their children to be independent. He

also mentioned that when children grow up with authoritative parents, the way their

parents nurture them may help these children become mature.

In a study on parenting style and depression among adolescents, Joshi et al.,

(2009) found that, adolescents who live with authoritarian parents had more

depression than those who lived with authoritative parents. Other researchers also

found that authoritarian parenting and depression are strongly correlated (Milevsky

et al., 2007). Thompson, Hollis & Richards (2003) also found that depression occurs

among children between the age of 5 and 10 if they live in an authoritarian home.

Taken together, the studies suggest that authoritarian parenting may contribute to

depression in children. Several studies have demonstrated a relationship between

low self-esteem and authoritarian parents among children (Martinez & Garcia, 2008).

Other researchers found that compared to children who received warmth and

13
acceptance behaviour from their parents, children who are controlled by their

parents may display low self- esteem (Barnow, Lucht, & Freyberger, 2005).

Additionally, Leung, McBride-Chang, & Lai (2004) stated that the element of control

and punitive nature of authoritarian parenting may cause children to feel unhappy

and dissatisfied with their life. It is suggested that authoritarian parenting may

minimize life satisfaction among children. According to Beck, Daley, Hastings, &

Stevenson (2004), authoritarian parenting, with less caring and firm characteristics,

will have a negative impact on children’s aggression. Moreover, strict and harsh

upbringing which includes yelling, scolding, spanking and physical punishment leads

to aggression among children (Knutson et al., 2005). Another study, Barnow et al.,

(2005), found that when children are exposed to strict parenting, they may show

aggressive attitude as a protest to their parents. Overall, one might say that children

raised by authoritarian parents have possibility to exhibit aggression behaviour.

According to Gfroerer et al., (2004) permissive parents are more supportive of

what their children want to do and this attitude decreased depression among

children. In contrast, Milevsky et al., (2007) found that permissive parenting

contributes to depression among children because when parents are too lenient and

allowed whatever the children wish to do, the children have no focus and might do

something inappropriate. In addition, children who live with permissive parents, they

might show antisocial behaviour such as being rebellious and disruptive (Knutson et

al., 2004) One may predict that permissive parenting results in more problematic

children’s behaviour.

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 Uninvolved parenting style also has an effect on children’s emotions and

behaviours (Knutson et al., 2004). Uninvolved parenting led to dissatisfaction,

depression, and sadness among children (Spinrad, Eisenberg, Harris, & Hanish et

al., 2004). Knutson et al., (2004) found that neglectful parenting, which included

supervisory neglect, and care neglect, contributed to children’s aggression and

antisocial behaviour. In addition, children who are neglected may develop

depression and low self-esteem (Rosli, 2014).

Dos of Parenting

Here are some advices for the effective parenting. First, be consistent. Be

open and clear with the children about the absolute-no-budge rules, and then

enforce these rules all the time (Stöppler, 2012). If there are certain rules that the

parent are open to discussion about, make it clear that disobeying these rules

without first conversing together and being allowed reprisal will be considered a

breach of the rules and will be punished accordingly. For instance, if the parents are

open to allowing their children later curfew under certain circumstances, make it a

set rule that any deviation from a set curfew be first discussed and a new curfew

denoted before a later curfew is allowed. In addition, allow the child’s independence.

Setting limits for the child is only half the battle, to be a functional member of society

the child will also need to know how to control them and set their own limits.

Creating an open and accepting environment within your household will help

facilitate your child’s creativity, which will help grow their independence (Lim &

Smith, 2008). Furthermore, being involved in the child’s life is pivotal to their success

later in life. If the parents are involved in the child’s life, parents are more likely to

15
know the situations they face on a daily basis and how are they going to handle

them. This knowledge will help them in making informed decisions about the rules

parents set, the leniencies they allow, and overall parenting method in general. It is

important to note that parents can never love their children too much. There is a

large difference between loving the child and spoiling the child – spoiling your child

is giving them something (new clothes, relaxed rules, etc.) in place of love (Stöppler,

2012).

Synthesis

Generally, Chapter 2 presents the different insights and perceptions of

various authors regarding the parenting style. It also includes the implications of

parenting style to the emotional aspect of a student. It also tackles brief and

comprehensive suggested ways in order for the parents to know the proper way to

raise their child well.

Some of the authors provide their own insights regarding the different

parenting style in which Rosli (2014) states that parenting style is the attitude that

parents express to their children. On the other hand, Lau et al., (2012) notes that

parenting style is a pattern of child rearing that is the result of parents’ reactions to

their child or children. Meanwhile, Rosli (2014) states that parenting styles as

introduced by Baumrind is consist of 4 styles; authoritative, authoritarian, permissive,

and uninvolved. Furthermore, Williams (2013) pointed out that authoritative

parenting is generally all about balance. Meanwhile, according to Gfroerer et al.,

(2004) in authoritarian parenting style, the parents tend to be conservative and strict

16
and their children are given little choice and have to follow parents’ orders. For

permissive parenting style, Hoeve et al., (2009) found that permissive parents show

high responsiveness and support for their children, while at the same time having

low or little control of the children. Moreover In uninvolved parenting style, Kim &

Rohner (2002) emphasize that parents pay less attention and give little care to their

children. Another set of authors provided their studies about the possible emotional

effects of the different effects when children grow up with authoritative parents, the

way their parents nurture them may help these children become mature. Joshi et al.,

(2009) also mentioned that, adolescents who live with authoritarian parents had

more depression than those who lived with authoritative parents. Milevsky et al.,

(2007) found that permissive parenting contributes to depression. Spinrad,

Eisenberg & Harris, et al., (2004) cites that uninvolved parenting led to

dissatisfaction, depression, and sadness among children. Some of the authors also

provided advices for the effective parenting, according to Stöppler (2012) parents

should be consistent, be open and clear, as well as be involved in the child’s life.

Furthermore, Lim & Smith (2008) suggests that creating an open and accepting

environment within your household will help facilitate your child’s creativity, which

will help grow their independence.

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 CHAPTER 3

METHODOLOGY

This chapter presents the methods used in this study to examine the

parenting styles used by parents of students at Holy Family Academy. It also

presents the methods used to know the effects of different parenting styles to the

emotional state of children. It contains the research design, research locale, sample

or respondents, research instruments, sampling technique, data collection and data

analysis procedure.

Research Design

The research used the descriptive research design, using survey

technique. To define the descriptive type of research, Calderon (2008), as cited by

Alberto et al., (2011), descriptive method is also known as statistical research; it

describes data and characteristics about the population or phenomenon being

studied. According to Dr. Y.P. Aggarwal (2008) descriptive research is devoted to

the gathering of information about prevailing conditions or situations for the purpose

of description and interpretation. This type of research method is not simply

18
amassing and tabulating facts but includes proper analyses, interpretation,

comparisons, identification of trends and relationships.

This study was also conducted using mixed method research design.

Mixed method research represents research that involves collecting, analyzing, and

interpreting quantitative and qualitative data in the single study or in a series of

studies that investigates the same underlying phenomenon (Leech & Onwuegbuzie,

2008). Criswell & Clark (2007) indicates that the central premise of mixed method

research is that the use of quantitative and qualitative approaches in combination

provides understanding of research problem that either approach alone.

In this study the researchers used both forms of data; the quantitative and

qualitative data. After gathering both forms of data they integrate overall

interpretation of the gathered data.

Research locale

The collection and gathering of data was conducted at Banaba, Padre

Garcia, Batangas, particularly within the grounds of Holy Family Academy. The

survey was only held at the Senior high school department specifically in the

Humanities and Social Sciences (HUMSS) strand.

Holy Family Academy (HFA) is the only catholic school within the

municipality of Padre Garcia. This is an Oblates of St. Joseph School established on

1962. This is the fourth OSJ School built after Saint James Academy, Saint Joseph

Institute and Our Lady of Mercy Academy. The said institution offers education for

pre-school, elementary and high school.

19
 Sample or the Respondents

The respondents in this study were the Grade 11 and 12 HUMSS students

of Holy Family Academy Academic School Year 2017-2018. The Grade 11 HUMSS

has three sections including St. Catherine of Sienna (45 students), St. Joan of Arc

(46 students) and St.Teresa of Avila (43 students). On the other hand, the Grade 12

HUMSS has two sections including St. Joseph Marello (38 students), and St. John

Bosco (38 students). The total number of students in combining the five sections

was two hundred ten (210) but only fifty (50) students able to answer the survey

form given because some of those who did not answer were not present, varsity

players, not willing to participate, and not qualified to be one of our respondents.

Because there is an inclusion criteria for the students to be included in the survey

that the researchers going to conduct were either one or both of their parents should

be together with him/her in their homes. The reason is that they will include the

parents of the said students as respondents in order to determine what parenting

style they apply to their children.

Sampling technique

Sampling is the process of drawing a sample from a population (Sindhu,

2005). For this purpose, the population is divided into a number of parts called

sampling units. Sampling techniques can be simple random, cluster, stratified and

non-random sampling. But in this study the researchers decided to use the cluster

sampling wherein it has two stages: (1) a sample of areas is chosen (Holy Family

Academy); (2) a sample of respondents within those areas is selected (Grade 11

20
and 12 HUMSS Students). In cluster sampling, sampling units are groups rather

than individuals.

Research Instruments

The research instrument used in gathering and collecting data is self-made

questionnaire. Malhotra (2004) enumerates the advantages of a questionnaire in

collecting data are: 1) it is simple to administer; 2) the data obtained is reliable; and

3) the coding, analysis and interpretation of data are relatively simple and straight

forward.

There are two set of questionnaires that separates the questions for the

student and to their parents. The questionnaire for parents consists of forty (40)

items used to measure characteristics of authoritative, authoritarian, permissive and

uninvolved parenting style. Thirteen of these items relate to authoritative parenting

style; thirteen items relate to authoritarian parenting style; nine items relate to

permissive parenting style and there are five question related to uninvolved

parenting style. Likert-type scale was applied to all the questions in the

questionnaire administered to the parents, particularly the 4-point likert-type scale

ranging from 4- Always to 1- Never). The advantages of Likert scaling are that it is

easy to construct and understand as well as flexible and economic in terms of space

(Alreck & Settle, 1995).

However, the questionnaires that were given to the students intend to

determine the effects of parenting style to their emotional aspect. The said

21
questionnaires are construct and develop based on other related studies and

according to the need of the study.

Data Gathering Procedure

Survey research is widely used to determine specific characteristics of groups

(Fraenkel & Wallen, 2003) and measure attitudes and opinions of groups towards

certain issues (Ary et al., 2002). Surveys can be conducted through various methods

such as mail, telephone, and personal interviews. This research adopted a self-

administered questionnaire survey method as the strategy for data collection.

Before administering the questionnaire, a letter requesting permission to

conduct a survey was secured and given to the principal of Holy Family Academy.

Upon the approval, on September 5, 2017 the researchers personally

administered the two different research questionnaires to the Grade 11 and 12

HUMMS Students wherein the questionnaire for parents was sent home with each

child. The researchers went from one section to another to discuss the significance

of the study and to distribute the questionnaires.

After the questionnaires have been accomplished, the researchers personally

collected the answered questionnaire and expressed their gratitude to those who

participate and cooperated in the data gathering. After which, data gathered were

tallied, tabulated and became the basis of analysis and interpretation.

Data Analysis Procedure

First, the researchers collected all the data they have gathered.

22
 Next, they started to analyze the collected data using Statistical Package for

Social Sciences (SPSS) version 16.0. SPSS is a windows based program that can

be used to perform data entry and analysis and to create tables and graphs (Field,

2009)

They analyze the collected data by encoding the frequency tally; measuring

the central tendency particularly the mean. Then, the researchers calculated the

weighted mean of each category and tabulated each data in a table.

Subsequently, each data was tabulated using the scale and verbal

interpretation below.

Range Verbal Interpretation

3.50 - 4.00 - Highly Practiced

2.50 - 3.49 - Practiced

1.50 - 2.49 - Less Practiced

1.01 - 1.49 - Not Practiced

Then, the researchers started to interpret and analyze each result. When the

researchers got done interpreting, they do the conclusions based from the facts

presented by the analyze data as well as the information coming from related

literature and studies.

Concluding, from these conclusions the researchers articulate some

recommendations that could be offer to the parents, children, and future research.

23
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data that we gathered

in this study.

1. Most Practiced Type of Parenting Style

1.1 Authoritative Parenting Style

Table 1

Authoritative Parenting Mean Verbal Interpretation

Style

1. I am responsive to my child’s 3.80 Highly Practiced

feelings and needs.

2. I take my child’s wishes into 3.00 Practiced

consideration before I ask
him/her to do something.

3. I explain to my child how I 3.28 Practiced

feel about his/her good/bad
behavior.

4. I encourage my child to freely 3.02 Practiced

“ speak his/her mind”, even if
he/she disagrees with me.

5. I encourage my child to talk 3.18 Practiced

about his/her feelings and
problems.

24
6. I explain the reasons behind 3.08 Practiced
my expectations.

7. I provide comfort and 3.38 Practiced

understanding when my child is
upset.

8. I compliment my child. 3.34 Practiced

9. I consider my child’s 3.22 Practiced

preferences when I make plans
for the family (e.g., weekends
away and holidays)

10. I respect my child’s opinion 3.32 Practiced

and encourage him/her to
express them.

11. I treat my child as an equal 3.70 Highly Practiced

member of the family.

12. I provide my child reasons 3.26 Practiced

for the expectations I have for
him/her.

13. I have warm and intimate 3.28 Practiced

times together with my child.

OVER ALL 3.30 Practiced

Legend: 3.50 - 4.00 Highly Practiced

2.50 - 3.49 Practiced

1.50 - 2.49 Less Practiced

1.01 - 1.49 Not Practiced

The Table 1 illustrates the mean of every statements related to the

Authoritative Parenting Style. The result reveals that questions are practiced except

the statement 1 and 11 which are highly practiced. Then it depicts that this parenting

style is widely practiced by most of the parents wherein the weighted mean is 3.30

which is under the scale of practiced.

25
 1.2 Authoritarian Parenting Style

Table 2

Authoritarian Parenting Style Mean Verbal Interpretation

1. When my child asks me why 2.76 Practiced

he/she has to do something I tell
him/her it is because I said so, I am
your parent, or because that is what I
want.

2. I punish my child by taking 2.26 Less Practiced

privileges away from him/her (e.g.,
TV, games, visiting friends)

3. I yell when I disapproved of my 2.50 Practiced

child’s behavior.

4. I explode in anger towards my 2.14 Less Practiced

child.

5. I spank my child when I don’t like 1.86 Less Practiced

what he/she does or says.

6. I use criticism to make my child 2.32 Less Practiced

improve his/her behaviour.

7. I use threats as a form of 1.98 Less Practiced

punishment with little or no
justification.

8. Uses physical punishment as a 1.84 Less Practiced

way of disciplining our child.

9. I use criticism to make my child 2.70 Practiced

improve his or her behaviour.

10. I find myself struggling to try to 2.58 Practiced

change how my child thinks or feels
about things.

11. I feel the need to point out my 3.20 Practiced

child’s past behavioral problems to

26
make sure he/she will not do them
again.

I remind my child that I am his/her 3.50 Highly Practiced

parent.

13. I remind my child of all the things 3.20 Practiced

I am doing and I have done for
him/her.

OVER ALL 2.53 Practiced

Legend: 3.50 - 4.00 Highly practiced

2.50 - 3.49 Practiced

1.50 - 2.49 Less Practiced

1.01 - 1.49 Not Practiced

The Table 2 illustrates the mean of every statements related to the

Authoritarian Parenting Style. The result reveals that though the statement 12 is

highly practiced and statements 1, 2, 3, 10, 11, and 13 is practiced by some parents

but still the weighted mean is 2.53 that means this parenting style is practiced.

1.3 Permissive Parenting Style

Table 3

Permissive Parenting Style Mean Verbal Interpretation

1. I find it difficult to discipline my child. 2.14 Less Practiced

2. I give into my child when he/she 2.58 Practiced

causes a commotion about something.

3. I spoil my child. 1.46 Not Practiced

4. I enjoy the chaos of parenting. 2.26 Less Practiced

5. I believe my children need freedom to 3.38 Practiced

learn who they are.

27
6. I hate saying “No” to my child. 2.04 Less Practiced

7. I don’t believe in lots of rules-when I 2.74 Practiced

am with my children I want to enjoy
them and have fun, not be disciplinarian.

8. I want my children to like me. 3.16 Practiced

9. I try to keep up with my children’s 2.58 Practiced

comings and goings, but sometimes
they won’t tell me.

OVER ALL 2.48 Less Practiced

Legend: 3.50 - 4.00 Highly Practiced

2.50 - 3.49 Practiced

1.50 - 2.49 Less Practiced

1.01 - 1.49 Not Practiced

The Table 3 illustrates the mean of every statements related to the

Permissive Parenting Style. It reveals that the statement 3 is not practiced by most

of the parents and the statements 2, 5, 7, 8 and 9 are practiced by them still the

weighted mean is 2.48 which is under the scale of less practiced.

1.4 Uninvolved Parenting Style

Table 4

Uninvolved Parenting Style Mean Verbal Interpretation

1. My children keep to themselves and 2.54 Practiced

don’t bother me much.

2. I ignore my child’s bad behavior. 1.50 Less Practiced

3. I don’t keep track of what my children 2.28 Less Practiced

are up to- they seem fine and have
teachers and child care providers to
watch over them.

28
4. I don’t get real upset over my 2.32 Less Practiced
children’s mistakes.

5. I don’t give much attention to my 2.00 Less Practiced

children, they seem to be doing fine.

OVER ALL 2.13 Less Practiced

Legend: 3.50 - 4.00 Highly practiced

2.50 - 3.49 Practiced

1.50 - 2.49 Less Practiced

1.01 - 1.49 Not Practiced

The Table 4 illustrates the mean of every statements related to the

Uninvolved Parenting Style. It reveals that the statement 1 is practiced by some of

the parents and the remaining statements are less practiced by them. The result

reveals that the weighted mean is 2.13 which are under the scale of less practiced.

1.5 Parenting Styles Practiced by Parents of Grade 11 and 12 HUMSS

Students to their Child

Table 5

Parenting Styles Mean Verbal Interpretation

Authoritative 3.30 Practiced

Authoritarian 2.53 Practiced

Permissive 2.48 Less Practiced

29
 Uninvolved 2.13 Less Practiced

The Table 5 illustrates the mean of the different parenting style specifically

the Authoritative, Authoritarian, Permissive, and the Uninvolved. The results show

that the Authoritative Parenting Style is the most widely used by the parents with the

mean of 3.30 which is under the scale of Practiced ranged. The second commonly

used by the parents is the Authoritarian Parenting Style with the mean of 2.53 which

is under the Practiced range, then the Permissive Parenting Style with the mean of

2.48 that is also under the Less Practiced range and the least is the Uninvolved

Parenting Style with the mean of 2.13 which is also under the Less Practiced range.

2. Positive Emotional Effects of different Parenting Styles to Students

2.1 Authoritative Parenting Style

Table 6

Positive Effects of Frequency Percentage Rank

Authoritative Parenting Style
Maturity Developed 33 32.7 1

Motivation Increased 15 15.0 4

Well-focused 3 3.0 7

Being Satisfied 19 19.0 3

Being Loved 20 20.0 2

Well-determined 5 5.0 5

Boost Self-esteem 4 4.0 6

Feeling Secured 1 1.0 8

OVER ALL 100 100.0

30
 The Table 6 shows that the three most listed positive effects of Authoritative

parenting style among Grade 11 and 12 HUMSS students are maturity developed as

rank one with a percentage of 32.7, followed by being loved as rank two with a

percentage of 20.0 and being satisfied as rank three with a percentage of 19.0.

2.2 Authoritarian Parenting Style

Table 7

Positive Effects of Frequency Percentage Rank

Authoritarian Parenting Style
Well-focused 1 14.3 1.5

Maturity developed 5 71.4 1

Well-determined 1 14.3 1.5

OVER ALL 7 100.0

The Table 7 shows that the three most listed positive effects of Authoritarian

parenting style among Grade 11 and 12 HUMSS students are maturity developed as

rank one with a percentage of 71.4, followed by well-focused and well-determined

with a percentage of 14.3.

31
3. Negative Emotional Effects of different Parenting Styles to Students

3.1 Authoritative Parenting Style

Table 8

Negative Effects of Frequency Percentage Rank

Authoritative Parenting Style
Got upset 33 32.7 1

Emotionally sensitive 26 25.7 2

Engaged in rebellion 9 8.9 4.5

Got stressed 11 10.9 3

Constant loneliness 9 8.9 4.5

Feeling untrustworthy 3 3.0 6

Feeling unloved 2 2.0 8

Less motivated 2 2.0 8

Being frightened 4 4.0 5

Feeling disappointed 2 2.0 8

OVER ALL 101 100.0

The Table 8 shows that the three most listed negative effects of Authoritative

parenting style among Grade 11 and 12 HUMSS students are got upset as rank one

with a percentage of 32.7, followed by emotionally sensitive as rank two with a

percentage of 25.7 and got stressed as rank three with a percentage of 10.9.

32
 2.3 Authoritarian Parenting Style

Table 9

Negative Effects of Frequency Percentage Rank

Authoritarian Parenting Style
Feeling Unloved 1 16.7 3.5

Less Motivated 1 16.7 3.5

Got Stressed 2 33.3 1

Got Upset 1 16.7 3.5

Emotionally Sensitive 1 16.7 3.5

OVER ALL 6 100.0

The Table 9 shows that the three most listed negative effects of Authoritarian

parenting style among Grade 11 and 12 HUMSS students are got stressed as rank

one with a percentage of 33.3, followed by feeling unloved, less motivated, got upset

and emotionally sensitive with a percentage of 16.7.

33
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, the conclusions arrived

based on the findings and recommendations offered for future research.

Findings

The analysis and interpretation of data resulted with the following findings

organized and presented in the order of problem posed in the study.

1. The study reveals the weighted mean of each parenting style practiced by

parents of Grade 11 and 12 HUMSS Students; Authoritative got 3.30, Authoritarian

got 2.53, Permissive got 2.48 while Uninvolved got 2.13.

2. The research indicates that 32.7% of the total respondents said that one of the

positive effects of authoritative parenting style is that the children become mature,

20% students who said that they feel that they are being loved by their parent and

19% said it gives them life satisfaction.

3. It also indicates that 71.4% of students sort out maturity developed as one of the

positive effects of authoritarian parenting style and 14.3% of the respondents said

that it makes the children well-focused and well-determined.

4. The analyzed data indicates that 32.7% of the total respondents said that the

children that are raised by authoritative type of parents will more likely to get upset,

25.7% of students become emotionally sensitive and 10.9% of students got

stressed.

34
5. It also shows that 33.3% of the total respondents said that children raised by

authoritarian parents have a high risk to get stressed, 16.7% of the respondents said

that they feel being unloved and they become less-motivated, emotionally sensitive

and got upset easily.

Conclusions

The following conclusions were drawn from the foregoing summary of findings.

Mostly of the parent of Grade 11 and 12 HUMSS students practiced the authoritative

parenting style towards their child. It was the type of parents that understand their children’s

feelings and teach them how to regulate themselves (Marsiglia et al., 2007).

There are only two type of parenting style that is mostly practiced by the parents of Grade

11 and 12 HUMSS students at Holy Family Academy and that is authoritative and authoritarian

parenting style. While the other type like permissive and uninvolved parenting style sort out as less

practiced.

Present study testifies that authoritative and authoritarian parenting styles

have really positive effects towards children’s emotional aspect. This research

reveals that in spite of the positive impact of the two existing type of parenting style

at Holy Family Academy, it also has a negative effects to the children’s emotional

effects.

In this study the researchers concludes the following; children who are

product of authoritative parenting are more likely to lead to positive outcomes.

Although authoritative parenting possesses authority or power and later giving the

reason of giving authority, child accepts it as their parent’s way of love and care for

35
them. In that perception, children feel the satisfaction and the love of being secured

and involved of their parents. Also, it made a child matured in their later adulthood.

The results further revealed that although authoritarian parenting style has

been said to have an impact to children negatively, it can also lead to a positive

influence. Children distinguished that just like authoritative parenting style,

authoritarian parenting style can also make children matured. Having a strict parents

or lacking support coming from them can result to children’s independence. Also,

children who are raised in this kind of environment seemed to be well-focused and

well-determined to obey whatever their parents required them to do.

Researchers have established that even authoritative parenting has also a negative impact.

Even the children are always permitted to speak their minds in the authoritative

household, but the final decisions lie in the hands of the parents. There are times

that a child doesn’t accept the reason behind their rules and decision. In that case,

children are more likely to get upset and stressed and become emotionally sensitive.

This study identify authoritarian parenting associated with children who

experienced of feeling of being unloved, higher rates of stressed and getting upset,

who have low self-esteem and become emotionally sensitive. Thus, the researcers

conclude that authoritarian parenting style can contribute to dysfunctional home

environment and lead to negative outcomes.

Recommendations

36
 In the light of the findings and conclusions of the study, the following are

deemed appropriate and merit considerations.

1.3. Parents should practice authoritative parenting style.

1. Parents should practice authoritative parenting style.

2. Children should learn to manage their emotions with the help of their parents.

3. It is important for parents to teach children the best ways to express their feelings

and they should also teach their children how to deal with distress and other

upsetting feelings.

4. For parents, there should also a wide focus and broader knowledge to the growth

and development of their children.

5. Community should offer counselling to the students who are suffering emotional

problem.

6. Also, community should provide seminars for parents in order to improve the

application of their parenting style.

REFERENCES

Field, (2009)., “Discovering statistics using SPSS”

37
Kimble, Ashley B., “The Parenting Styles and Dimension Questionnaire: A

Reconceptualization and Validation” (2009)

Rosli, Noor A., "Effect of Parenting Styles on Children's Emotional and Behavioral

Problems Among Different Ethnicities of Muslim Children in the U.S." (2014).

Salaria, Neeru., “Meaning of the term- Descriptive Survey Research Method” (2012)

http://www.sciencedirect.com/science/article/pii/S2405883116300351

Appendix A- SAMPLE LETTER TO THE SCHOOL PRINCIPAL OF HOLY FAMILY

ACADEMY

38
 Oblates of Saint Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

31, August 2017

MRS. MATILDE P. CASTILLO

Principal
Holy Family Academy

Dear Mrs. Castillo:

Greetings of peace and joy!
This letter is in reference with the study being conducted by our group as a major requirement in
Research in Daily Life 1 and Research in Daily Life 2 entitled “Emotional Effects of Parenting Styles
among Grade 11 Humanities and Social Sciences (HUMSS) Students of Holy Family Academy”.
In this regard, we would like to ask permission to administer the attached questionnaires and
conduct interviews to Grade 11 HUMSS– St. Catherine of Sienna, St. Joan of Arc, and St. Teresa of Avila
students on September 05, 2017, during their vacant periods.
Your kind and favorable consideration to this request will immensely contribute to the successful
completion of this study. Be assured that the data that will be generated will only be used in the
completion of this undertaking.
Anticipating that this will merit your kindest consideration and approval.
Thank you very much.

Very respectfully yours,

Noted by:
JUVYLENE P. ANDAL
Group Leader EDWIN L. CUBERO
Professor, Research in Daily Life 1
Approved/Disapproved:

MATILDE P. CASTILLO
Principal

Appendix B- SAMPLE QUESTIONNAIRE FOR PARENTS

39
Name: Status
Gender: No of Children:
Age:

Parenting Style Questionnaire

Directions: Kindly put a check on the provided boxes according on how you often
engage in the different parenting practices, listed below. Score range from “Always”
to “Never”.

Part I:

Questions Always Often Seldom Never

1. I am responsive to my child’s
feelings and needs.
3. I take my child’s wishes into
consideration before I ask him/her to
do something.
3. When my child asks me why he/she
has to do something I tell him/her it is
because I said so, I am your parent, or
because that is what I want.
4. I punish my child by taking privileges
away from him/her (e.g., TV, games,
visiting friends)
5. I find it difficult to discipline my child.
6. I give into my child when he/she
causes a commotion about something.
7. My children keep to themselves and
don’t bother me much.
8. I explain to my child how I feel about
his/her good/bad behavior.
9. I encourage my child to freely “speak
his/her mind”, even if he/she disagrees
with me.
10. I yell when I disapproved of my
child’s behavior.
11. I explode in anger towards my
child.
12. I spoil my child.
13. I ignore my child’s bad behavior.
14. I encourage my child to talk about
his/her feelings and problems.
15. I explain the reasons behind my

40
expectations.
16. I spank my child when I don’t like
what he/she does or says.
17. I use criticism to make my child
improve his/her behavior.
18. I enjoy the chaos of parenting.
19. I believe my children need freedom
to learn who they are.
20. I don’t keep track of what my
children are up to- they seem fine and
have teachers and child care providers
to watch over them.
21. I provide comfort and
understanding when my child is upset.
22. I compliment my child.
23. I use threats as a form of
punishment with little or no justification.
24. Uses physical punishment as a
way of disciplining our child.
25. I hate saying “No” to my child.
26. I don’t believe in lots of rules-when
I am with my children I want to enjoy
them and have fun, not be
disciplinarian.
27. I don’t get real upset over my
children’s mistakes.
28. I consider my child’s preferences
when I make plans for the family (e.g.,
weekends away and holidays)
29. I respect my child’s opinion and
encourage him/her to express them.
30. I openly criticize my child when
his/her behavior does not meet my
expectations.
31. I find myself struggling to try to
change how my child thinks or feels
about things.
32. I want my children to like me.
33. I try to keep up with my children’s
comings and goings, but sometimes
they won’t tell me.
34. I don’t give much attention to my
children; they seem to be doing fine.
35. I treat my child as an equal
member of the family.

41
 36. I provide my child reasons for the
expectations I have for him/her.
37. I feel the need to point out my
child’s past behavioral problems to
make sure he/she will not do them
again.
38. I remind my child that I am his/her
parent.
39. I have warm and intimate times
together with my child.
40. I remind my child of all the things I
am doing and I have done for him/her.

Based on: Robinson, C., Mandleco, B., Olsen, S.F., & Hart, C.H. (1995). Authoritative, authoritarian, and permissive parenting
practices: Development of a new measure. Psychological Reports, 77, 819-830.
Pitzer, R. (2001). What is your Parenting Style? A parenting styles self-assessment. St. Paul, MN: University of
Minnesota Extension

Appendix C- SAMPLE QUESTIONNAIRE FOR STUDENTS

42
Name: Gender:
Grade and Section: Age:

Part II:

Please answer the following questions with all honesty and sincerity.

1. What are the positive effects of your parents’ parenting style to your emotional
aspect? (Cite at least three).
1._____________________________________________________________
_____________________________________________________________
2._____________________________________________________________
_____________________________________________________________
3._____________________________________________________________
_____________________________________________________________

2. What are the negative effects of your parents’ parenting style to your emotional
aspect?
(Cite at least three)
1._____________________________________________________________
_____________________________________________________________
2._____________________________________________________________
_____________________________________________________________
3._____________________________________________________________
_____________________________________________________________

THANK YOU FOR ANSWERING.

God Bless.
-The Researchers-
CURRICULUM VITAE

43
 Name: John Marvin Alcaraz Vergara
Contact No: 09071451860
Facebook Account: John Marvin Alcaraz Vergara

EDUCATION:
Senior High School Awards Received

Holy Family Academy Conduct Awardee

Banaba, Padre Garcia, Batangas

Junior High School

Pansol National High School School Service Awardee
Pansol, Padre Garcia, Batangas

Elementary
Bawi Elementary School
Bawi, Padre Garcia, Batangas

Skills
Computer Literate

Interests
Playing guitar
Playing basketball
Driving

44
 Name: Juvylene Palo Andal
Contact No: 09505109637
Facebook Account: Juvylene Abby Andal
Instagram Account: imabbyandalxx

EDUCATION:

Senior High School Awards Received

Holy Family Academy With Honor

Banaba, Padre Garcia, Batangas Conduct Awardee

Junior High School

Bukal National High School With Honor
Bukal, Padre Garcia, Batangas Responsible SSG Officer

Elementary
Bukal Elementary School Third Honorable Mention
Bukal, Padre Garcia, Batangas Best in Hekasi

Skills
Computer Literate
Communication Skill

Interests
Dancing

45
 Name: Anna Rose Serrano Ceria
Contact No: 09282585677
Facebook Account: Anna Rose Ceria

EDUCATION:

Senior High School Awards Received

Holy Family Academy With Honor

Banaba, Padre Garcia, Batangas Conduct Awardee

Junior High School

Pansol National High School Perfect Attendance Awardee
Pansol, Padre Garcia, Batangas Loyalty Award
Achiever
School Service Award
Girl Scout of the Year

Elementary
Pansol Elementary School Salutatorian
Pansol, Padre Garcia, Batangas

Skills
Computer Literate
Communication Skill

Interests
Playing Futsal
Reading Books
Writing Poetry

46
 Name: Renalyn Garcia Pagkaliwangan
Contact No: 09159579457
Facebook Account: Renalyn Garcia Pagkaliwangan

EDUCATION:

Senior High School Awards Received

Holy Family Academy With Honor

Banaba, Padre Garcia, Batangas

Junior High School

Pansol National High School Achiever
Pansol, Padre Garcia, Batangas Pefect Attendance

Elementary
San Antonio Central School Perfect Attendance
Poblacion, San Antonio, Quezon Most Punctual

Skills
Computer Literate
Communication Skill

Interests
Writing Poetry

47
 Name: Charisse Baetiong Torregoza
Contact No: 09066867861
Facebook Account: Charisse Torregoza
Instagram Account: charrriisseee

EDUCATION:

Senior High School Awards Received

Holy Family Academy Conduct Awardee

Banaba, Padre Garcia, Batangas With Honor

Junior High School

Pansol National High School
Pansol, Padre Garcia, Batangas

Elementary
Padre Garcia Central School With Honor
Poblacion, Padre Garcia, Batangas

Skills
Computer Literate
Communication Skill

Interests
Playing Badminton
Driving

48