Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Education is a learning process which helps develop skills and discover the

hidden talents of an individual which makes them good-thinkers and decision

makers. Through education, one can obtain intelligence and proper knowledge of

spreading and receiving information all throughout. Khan (2003) stated that

"without education, man is in a closed room and with education he finds himself in

a room with all its windows open towards the outside world". Education promotes

the academic achievement of students who build a better foundation in nation’s

progress.

Motivation plays a significant role in the education. It shapes an individual

towards the state of fulfillment. As Morgan (1995) defined, motivation is a behavior

that acts in accordance to a person’s needs while keeping focus with their goals.

According to Glynn and Koballa (2006), motivation stimulates and maintains

students' behaviors. It is defined by Oncu (2000) that student motivation is the will

to participate and being involved on learning processes. It helps the students

achieve academically giving opportunities in enhancing levels of knowledge.

Dweck and Elliott (1983) cited in Watabe (2011) proposed that "achievement" is

conceptualized in terms of "competence." In an educational setting, success is

measured by academic achievement, or how well a student meets standards set

out by local government or the institution itself.

 2

Family is the basic and fundamental unit of the society that plays an

important role on an individual’s life (Darling & Steinberg, 1993). Parents are the

ones who mold the child’s behavior and being as it is their task to make sure their

off springs survive and develop variety of life skills (Kang & Moore, 2011).

Parenting determines a child’s personality and growth (Darling & Steinberg, 1993).

In accordance to Diana Baumrind’s (1960) parenting styles typology which

was expanded by Maccoby and Martin (1983), there are four types of parenting

styles: authoritative, authoritarian, permissive, and uninvolved. In authoritative

parenting, children are encouraged to maintain some limits and control their

actions. Authoritative parents are devoted and responsive towards their children.

This means that parents bring issues into discussion to entertain and listen to their

children’s viewpoint instead of enforcing them with things that go against their

perceptions. In authoritarian parenting, parents exhibit little to no affection and

creates a highly controlling environment. Children with authoritarian parents are

under strict disciplinary measures and are obliged to follow instead of expressing

their viewpoints. Third is permissive parenting where parents are very affectionate

and tolerant but do not demand anything from their children. They exhibit their

affection by giving everything that the children want. This means that children are

allowed to do everything they want without being reprimanded. Lastly, uninvolved

parenting is when parents are neither affectionate nor responsive to their children.

Children do not receive the attention, care, and support they need which tends to

make them impulsive and have low self-esteem (Maccoby & Martin, 1983).
 3

A theory by Maccoby and Martin's parenting style typology was used in a

study by Otto (2017). It examines Korean parenting styles and its influence on

Korean-American achievement through common factors. This theory of Martin and

Maccoby (1983) was used as a support to their study that is related to the different

parenting styles that Korean parents possess. A study on parenting style typology

(Baumrind, 1960) and the expanded version by Maccoby and Martin (1983),

another researcher used the Parenting style typology study to elaborate and

discuss it more. Evolving Korean Parenting Foundations revealed through

Children's Perspective of East-Asian Parenting Beliefs, Styles, and Practices

(Otto, 2017). The study is beneficial to the educators in helping Korean students

and which parenting foundations influences the most. Moreover, the study

provided the theoretical and empirical basis on understanding second- generation

children's perception among countries of East Asia with their parenting ideologies,

styles and practices with the use of East Asian Parenting Model (EAPM) that

shows interaction of achievements that proposes which may be influential for the

Korean Parental Ideologies responsible for the achievements of Korean students.

This study provides basis of knowledge and analyzation of one’s self and

give insight on how a student’s way of being raised affect their intrinsic motivation

academically.
 4

Theoretical Background

This study is anchored by Eleanor Maccoby and John Martin’s parenting

styles typology. They expanded Baumrind’s parenting styles typology which is

composed of the Authoritative, Authoritarian, and Permissive parenting styles. The

parenting styles are based in the two dimensions of parenting: parental

demandingness and responsiveness. They addressed that it was appropriate to

consider demandingness and unresponsiveness which led to the addition of the

fourth parenting style, the uninvolved parenting style (Maccoby & Martin, 1983).

According to Maccoby and Martin Typology these four types of parenting styles

can somehow influence a person’s academic motivation.

 5

Maccoby and Martin Parenting

Styles Typology (Maccoby &
Martin, 1983)

Parenting Styles:
 Authoritative
 Authoritarian
 Permissive
 Uninvolved

Academic Motivation

Figure 1. The Schematic Diagram of the Theoretical and Conceptual Framework

of the Study
 6

Figure 1 shows that there are four types of parenting styles based on

Maccoby and Martin’s typology. It is first classified by Diana Baumrind into three

parenting styles namely authoritative, authoritarian and permissive. Maccoby and

Martin later developed the parenting styles into four different types which are

authoritative, authoritarian, permissive and uninvolved. Authoritative parents were

said to be both demanding and responsive. They set standards to their children

and monitor each of their academic performance. They are strict but not controlling

and they impose discipline in a supportive manner. The authoritarian parents set

high demands and very directive yet, they are not responsive. These parents

provide rules to be followed by their children which is if not successfully followed,

may result to a physical way of discipline. Although both authoritative and

authoritarian parenting style are high on behavioral control, authoritative parents

has low psychological control while it is high on authoritarian parenting style.

Permissive parents were defined to be more responsive than being demanding.

They are nontraditional and do not impose any rules and standard to be followed

by their children. Uninvolved parents are said to be low in both responsiveness

and demandingness. These parents neglect the thought of setting standards to

their children and the shared agency between the parents and the children is not

observed. According to Maccoby and Martin Typology these four types of

parenting styles can somehow influence a person’s academic motivation.

 7

Statement of the Problem

This study predicted the influence of parenting styles to the academic

motivation of the HUMSS major students in the University of Cebu-Main Campus

of first semester in school year 2019-2020.

Specifically, this answered the following questions:

1. What are the different parenting styles of students?

2. What is the academic motivation of the students?

3. Do parenting styles predict the academic motivation of the HUMSS

students?

Null Hypothesis

At 0.05 level of significance, the hypothesis below is tested:

Ho: There is no significant influence of parenting style and academic

motivation of the HUMSS students.

Significance of the Study

The study is of importance and beneficial as it will provide as a basis of

knowledge and analyzation of one’s self. It will give an insight on how a student’s

way of being raised affect their intrinsic motivation academically.

The results of the study will enable the students understand the relationship

of how they are raised and their academic motivation.

It will provide answers to the parents if their parenting style affects their

child’s academic motivation.

 8

It will also be beneficial to the psychology experts as this will serve as

reference for future construction of programs in raising the students’ academic

motivation and theory developments to be used by the guidance office to promote

academic productivity.

Future researchers will be able to use this study as their reference in their

future study.

Scope and Delimitation

This study focused mainly on parenting styles and the academic motivation

of senior high school HUMSS major students in the University of Cebu-Main

Campus, first semester of school year 2019-2020.

Parenting style comprises of parents classified into four categories which

are Authoritarian or Power asserting disciplinarians, Authoritative or Warm giving

protectors, Permissive or Lenient freedom givers, Uninvolved or Selfish autonomy

givers. It was determined through Adolescent Parenting Attitude Four Factor

Questionnaire (APA FFQ).

Definition of Terms

The terms are operationally defined based on how they are used in the

study

Academic motivation refers to the process responsible for the initiation,

intensity and persistence of behavior towards academic.

 9

Parenting Styles refers to the strategies used by parents in upbringing their

children.

Authoritarian refers to the parenting style where parents use stern

discipline and employs punishment to control their child’s behavior.

Authoritative is a parenting style also known as democratic

parenting style where parents have high expectations for achievement and

maturity but are also warm and responsive.

Permissive parenting style also called as indulgent parenting style

wherein parents set few rules only and are very reluctant to enforce

rules.

Uninvolved is a parenting style also known as neglectful parenting

where parents do not set high standards and are indifferent to their child’s

needs and are detached in their lives.

 Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This section presents the overview of the related literature and related

studies. These support the conducted research in relevance to the topics of

parenting styles and academic motivation.

Related Literature

Parents have various styles in raising their children that can partially affect

the academic motivation of the child. These parenting styles can either uplift the

child’s motivation or show negative effects. It plays a significant role as a basis in

determining on how one is raised through evaluating their attitude, outlook, future

goals, and performance. The following literature is involving the different parenting

styles, namely, authoritative, authoritarian, permissive, and uninvolved as a

predictor to influence the academic motivation of the student.

Authoritative parenting style is a child- centered style where parents closely

interact with their children while maintaining high expectations for behavior and

performance also a firm adherence to schedule and discipline is included in this

style. According to Turner, Chandler, and Heffer (2009) authoritative parenting

characteristics such as warmth and supportiveness increased the student’s

intrinsic motivation as well as their academic motivation that contributed to better

overall academic performance, higher self-efficacy, and independent lifestyle.

Authoritative behaviors such as giving child hints and prompts can help increase
 11

the motivation of the child to solve problems on their own way. Shrunk (2008)

stated that recent evidence suggests that parental expectation for achievement in

the early adolescence can predict educational plans and career choices in the next

12 years.

Moreover, Kenney, Lac, Hummer, Grimaldi, and LaBrie (2015) stated that

authoritative parenting style can result to a better college adjustment for students.

The students who perceive their parents as authoritative has a higher tendency to

adapt mastery goal orientation (Hoang, 2007). This explains that students have a

higher desire in learning and master new skills with high ability. Boon (2007)

reported that students who have authoritative parents have increased levels of

self-efficacy and mastery goals. Shared agency with parents was beneficial for

student’s academic motivation. This refers to the extent of which parents and

students share the same academic goals and work together to achieve those

(Kriegbaum, Villarreal, Wu, and Heckhausen, 2016).

In addition, this parenting style provides guidance and limitations while

helping the child regulate themselves and take responsibility for their behaviors

which are morals that a child can follow regarding academic discipline and many

other skills. According to Bassett, Snyder, Rogers, and Collins (2013), students

were more motivated by their increased interest in the class because of the

instructor’s authoritative teaching style such as giving explanation to the rules,

setting expectations yet serving guidance, and appropriate communication

methods. Richard and Pelletier (2016) found both parental and teachers support

as significant predictors for academic motivation of the students.

 12

Authoritarian parenting style is characterized by high demands with low

responsiveness which parents have very high expectation of their children yet

provide very little way in the feedback and nurturance. Students with authoritarian

parents may be motivated in school but the academic motivation that is desired for

the satisfaction of their parents opposed to for themselves. Gonzalez and Wolters

(2006) said that students who perceive their parents as authoritarian tended to

have a greater focus to do better than their peers.

A study conducted by Turner, Chandler, and Heffer (2009) suggested that

authoritarian parenting may be a factor of the student’s academic success and

student’s may lack any negative influences from an authoritarian parent which

demonstrated that children whose motivation increased due to having authoritarian

parents.

Parental perfectionism is a possible contributor to the child’s perfectionistic

tendencies. Perfectionistic parents set high, nonnegotiable standards as well as

low tolerance for showing emotions and lack of communication to their children

(Nuemeister,2004). However, Schunk (2008) stated that parenting styles which

are too controlling can weaken the child’s motivation. Which explained that the

child’s intention to learn decreased because of the pressure of needing to learn

something out of their control. Similarly, Kriegbaum et al. (2016) found that a non-

shared agency between parents and children correlates with a less motivational

profile and academic achievement. This demonstrates that parents and children

who do not have similar academic goals result to decrease academic motivation.
 13

According to a study conducted by Senk and Demir (2015) showed that

adolescents who have authoritative parents have a higher level of optimism than

those who have an authoritarian one, which explains that the optimism or

motivation and achievement differs from the parenting style the child have.

Authoritarian parents have diminished their child’s self-esteem as well as their

academic motivation. Also, parents are more likely to use physical discipline

towards their children. Bae (2007) suggested that children with authoritarian

parents are more likely to practice their independence in an unhealthy manner.

This can decrease the child’s academic motivation due to lack of support and

confidence the parent displays to the child.

Permissive parenting style is characterized by low demands with high

responsiveness which parents tend to be very loving, yet provide few guidance

and rules and do not expect mature behavior from their children and often seem

more like a friend than a parental figure. Gonzalez and Wolters (2009) reported

that children with permissive parents has less concentration for self-improvement

because of the lack of encouragement from parents which the shared agency was

neglected. In addition, Hoang (2007) demonstrated that students who perceive

their parents as permissive were reported being less mastery goals oriented and

has less desire to learn something new. Wischerth, Mulvaney, Brackett, and

Perkins (2016) found that children of permissive parents have lower emotional

intelligence which is a prediction of lower personal growth.

 14

Wischerth et al. (2016) revealed that permissive parenting can influence the child’s

emotional intelligence development by limiting the challenging emotional

experiences given to the child and the extent to which parents directly facilitate

emotional growth. Overcoming negative emotions such as anger, fear, and

frustration can help the child’s overall wellbeing. If the parents do not exert any

effort to pressure their child to achieve a certain thing, the child is not going to have

any motivation for themselves especially if they have low emotional intelligence

and low personal growth level.

According to Love and Thomas (2014), permissive parenting predicted low

levels of self-esteem and emotional well-being which correlates to a person with

poor adjustment skills. Academic entitlement was suggested to have intervened

the relationship of permissive parenting and student’s poor well-being. This

explains that students who were raised by permissive parents have this unrealistic

expectation to college due to lack of standards or need to conform academically,

which can lead to frustration and cognitive dissonance when challenged

academically for it requires self-sufficiency and good self-regulation.

According to Hoeve et.al (2009), it was revealed that uninvolved parenting

style has the most negative effect on adolescents compared to other three

parenting style. This parenting style is characterized by parents who fail to

supervise their child’s behavior and does not function according to their

responsibilities to their child.

Various studies explained pertaining to the factors affecting the academic

motivation among students. Parenting style is considered as one factor that

 15

influences how students perform academically. These contextual factors affect the

goal orientation and success of students. Students who perceived empathetic

parents will have higher learning orientations while students are raised by an

authoritarian parent has a higher performance avoidance goals (Lerdponkalrat, et

al., 2012). Accodring to Kosterelioglu (2018), learning approach, learning

avoidance, performance approach, and performance avoidance are followed by

students’ achievement goal orientation in a sequence. Learning approach

orientation was significantly affected by overprotective parents while learning

avoidance orientation was affected by permissive parenting styles and

overprotective.

Related Studies

Different parenting styles influences one’s academic motivation on the field

of learning such as approach, learning-avoidance, performance-approach and

performance-avoidance (Kösterelioğlu,2018). Kösterelioğlu (2018) added that

parents practicing democratic and overprotective parenting style shows great

impact on academic motivation of students on the learning approach orientation

while overprotective and permissive parenting styles shows great impact on

learning avoidance orientation. Both authoritarian and overprotective parenting

styles shows great impact on whether in both orientations.

Authoritarian parenting style is commonly used by the families of the

respondents in Bate secondary school, Haramaya, Ethiopia out of the other three

styles; neglectful, indulgent, and authoritative. The findings of the study revealed
 16

that authoritarian parenting style positively relates to the student's academic

motivation. (Mihret, Dilgasa, & Mamo, 2019).

Culture affects parenting practices as it considers distinct appropriateness.

In a study conducted in Japan and United States, the influence of parenting styles

on academic achievement motivation was determined among the elementary

school children. The study predicted that authoritarian parenting style will be

related to high academic achievement motivation among Japanese children and

authoritative parenting style will be related to positive academic achievement

motivation among American children. However, the results showed that American

students achieved high academic achievement motivation with both authoritarian

and authoritative. Additionally, there is no presented support for the prediction of

Japanese students acquire higher academic achievement motivation by

authoritarian parenting style (Watabe & Hibbard, 2014).

According to Van Campen and Russell (2010), although Asian parents

follow the idea of training and imposed strict discipline to their children it does

appear to be authoritative to American parents. Bae (2015) found out that even

though there is a relationship between parenting styles and academic motivation

on the students of United States, it did not predict the motivation level of Japanese

students. On mainland China, Chen, Lee, & Stevenson (1996), examined the

possible explanations on why Chinese American students performed better in

academics than other American students and it was found out by Chao (1994) and

supported by Chao & Sue (1996) that it is because of cultural Chinese upbringing.
 17

Chinese parents put great emphasis on the significance of education (Hau & Salili,

1996).

The East Asian parenting model predicted the factors that can influence the

academic achievement of Korean-American children. The East Asian parenting

model showed that the Chao Shun and Guan which is the East Asian ideologies

are both responsible for influencing the Korean-American children’s high academic

achievement. (Otto, 2017)

Parenting style signifies the ways the parents raise their children. There are

numbers of factors affecting the parenting style and child's gender is one of them.

Moreover, the results suggest that the mothers used of authoritative parenting style

with daughters more than sons and mothers adopted more nurturing, caring and

rational style with their daughters as compared to the sons (Vyas & Bano, 2016).

Maccoby and Martin’s (1983) theory examine the effect of parenting styles

on delinquency and focused on which parenting gender play a role in controlling

the youth gender. According to Tapia, Alarid, and Clare (2018) the level of the

delinquency will increase if the father possesses neglect, authoritarian and

permissive parenting style. Mothers affect the level of delinquency when she

possessed authoritarian parenting style only. Furthermore, without a strong rule-

setting father, children would be more likely impose into delinquency. Most

delinquent children have permissive fathers who neglected their children. In

addition, youth attachment to parents was less important in predicting youth

delinquency while parental attachment is not important in predicting delinquency

 18

for both parent gender but it was a significant protective factor against children's

delinquency for mothers only.

These studies contribute to the formulation of the study Parenting Styles

and Academic Motivation among HUMSS Major Students. It supports the theories

if parenting styles could predict the academic motivation of students.

 Chapter 3

RESEARCH METHODOLOGY

This section presents the methodologies utilized in the study. The section

involves the research design, environment, respondents, instruments, data

collection procedure, and data analysis.

Research Design

Descriptive-predictive design was used where the different parenting styles

and academic motivation were considered. A descriptive research design was

employed to observe and describe the attitude and characteristics of the

respondents. Meanwhile, a predictive research design was employed to extract

information from existing data in order to determine patterns and predict the

influence of the different parenting styles to the academic motivation of HUMSS

students.

Research Environment

The study was conducted at University of Cebu (UC) – Senior High School

Department Private Campus, a private institution located at J. Alcantara St., Cebu

City with a total population of 6,560 senior high school students. The institution

offers four strands for academic track: STEM, HUMSS, ABM, GAS. It also includes

the arts and design track and technical vocational track livelihood (TECHVOC) that

offers Cookery, Travel Service, CSS.

 20

Research Respondents

The Senior High School Humanities and Social Sciences Department

comprises six grade eleven sections for the morning session, eight sections for

the afternoon, five grade twelve sections for the morning session and four sections

for the afternoon.

The participants involved in this study are the 1,074 senior high school

students from Humanities and Social Sciences (HUMSS) morning and afternoon

session of the University of Cebu-Private Campus (UC-Pri).

Based on Calmorin & Calmorin, if the population is more than 100 and the

scientific sampling is utilized, Calmorin’s formula is to be used to determine the

sampling size of 223 HUMSS students from the population of 1,074. Simple

random sampling was utilized to identify the different parenting styles that emerged

on the conducted survey.

Research Instrument

The instrument used in the study is a survey questionnaire divided into three

parts. The first part is the personal data that includes the name,

grade/strand/section, and gender of the respondents. The second part consists the

40-item questionnaire for parenting style specifically Adolescent Parenting Attitude

Four Factor Questionnaire (APA FFQ) (Shyny & Velayudhan, 2018). The

instrument measured the different types of parenting styles namely Authoritative,

Authoritarian, Permissive and Uninvolved. ANOVA (F-test) was used as a

statistical tool with a reliability and validity of 0.70 that falls under the standardized
 21

reliability test. On the last part of the survey questionnaire, Motivated Strategies

for Learning Questionnaire Subscales (MSLQ) with 20-item inventory scored by

five-point Likert scale is adapted from Shia’s Academic Intrinsic Motivation

Questionnaire (Shia, 1990) to measure the academic motivation of students. Mean

and Standard Deviation are used as a statistical tool with a standardized reliability

of 0.70.

Data Collection Procedure

A transmittal letter was made addressing the school’s principal to be

provided with access to the respondents in conducting the study. It was followed

by conducting survey among senior high school HUMSS Department students with

an informed consent attached on the survey questionnaires to inform the

respondents on what to expect on the given questionnaires. The survey was

conducted for two days. On the first day, the researchers gathered the data of

morning session HUMSS students. Afternoon session students’ data was collected

on the second day.

Data Analysis

There are four different types of parenting styles: authoritarian,

authoritative, permissive and uninvolved. Authoritarian parenting style treats their

children little to no affection and creates a highly controlling environment.

Authoritative parenting encourages their children to maintain some limits and

control their action. Permissive parenting is where parents are very affectionate
 22

and tolerant but does not demand anything from their children. Uninvolved

parenting is neither affectionate nor responsive to their children. Meanwhile,

Academic motivation is the will of the students to achieve academic goals. This

encompasses intrinsic and extrinsic motivation. Intrinsic motivation is the will of the

students to participate on school activities purely out of curiosity. Extrinsic

motivation refers to the student’s will to achieve academically driven by rewards.

Parenting styles partially influence the academic motivation as

authoritarian, authoritative and permissive parenting style cannot influence the

student’s academic motivation and only uninvolved parenting style has an

influence on their academic motivation.

Analysis of variance (ANOVA) was used for the hypothesis testing while

Statistical Package for the Social Sciences (SPSS) was used to tally and compute

the gathered data. The results are presented using three major tables namely

parenting styles categorized into authoritarian parenting style of the students,

authoritative parenting style of the students, permissive parenting style of the

students’, regression analysis on the influence of parenting styles to academic

motivation, individual correlation of parenting styles to academic motivation.

Weighted mean and significance was used to discuss the results and since the p-

value is greater than the level of significance, parenting styles cannot predict the

students’ academic motivation.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section presents the results and discussion of the study. This is from

the gathered data on parenting style and academic motivation of HUMSS students.

Parenting Styles

Table 1.1. Authoritarian Parenting Style of the Students

Statement Mean SD
My parents are disciplinarians rather than friends. 3.82 1.156
I am usually trying to hide all my failure and mistakes in the fear of threats 2.97 1.217
and punishments which I will receive from my parents.
Whenever I show disobedience towards my parents they scold and
criticize me with bursting anger or taking away some privileges from me 2.92 1.316
with no explanations.
I get no chance and freedom to explaining my wishes and needs in front 2.73 1.291
of my parents.
My parents like to set up and enforce many inappropriate rules on me 2.64 1.138
without understanding my strength and weakness.
My parents never seek my opinion before purchasing anything for me. 2.57 1.228
I am usually bound to receive punishments from my parents with no 2.50 1.287
justification if any failure occurs from my side.
As my parents have very rough & explosive behavior I have a feeling that 2.35 1.257
they do not know to express love and affection towards me.
My parents give me punishments according to their mood. 2.34 1.291
I am rebellious and usually quarrelling with my friends as well as teachers 2.11 1.234
and also creating many other problems.
Weighted Mean 2.70
Overall Standard Deviation .788

Mean Range Description

4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low
 24

Table 1.1 shows that the weighted mean of Authoritarian Parenting style is

2.70. This means that there is an average rate of Authoritarian parenting in

HUMSS major students.

Table 1.2. Authoritative Parenting Style of the Students

Statement Mean SD
I am usually very proud of my parents who spent their warm and 3.84 1.237
intimate time together with me.
My parents, compliment me when I have done something well. 3.77 1.111
All my good values in life are as a result of proper socialization from 3.76 1.132
my parents.
My parents respect my opinions and also encourage me to express 3.56 1.141
all my feelings and problems like my friends
My parents are not over ambitious and I feel their expectations on me 3.50 1.162
are quite reasonable and also I try to fulfil it
My parents provide me comfort and understanding when I am upset. 3.41 1.274
My parents take into consideration my wishes before they make plans 3.40 1.130
for my future or buy something for me.
Whenever I fail to follow the timetable given to me, my parents remind 3.30 1.125
me the consequences with a touch of love and affection.
My parents set up some appropriate rules for me regarding my study, 3.10 1.200
play and other activities and are very keen to enforce it
In the middle of their busy life, my parents always find time to visit my 2.62 1.216
teachers at school and know about my welfare.
Weighted Mean 3.43
Overall Standard Deviation .657

Mean Range Description

4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low

Table 1.2 shows that the weighted mean of Authoritative belongs to the high

range. This means that there is a high rate of Authoritative parenting in HUMSS

major students.
 25

Table 1.3. Permissive Parenting Style of the Students

Statement Mean SD
Since my parents are very loving and affectionate I know they will 3.67 1.147
forgive me even if I do not come to their expectations.
Even though my parents have high expectations from me they have
little patience and time to hearing me. 3.45 1.207
Though my parents have definite goals and planning for my future, 3.08 1.079
they are not able to follow it strictly because of their leniency.
My parents threaten to punish me but do not actually doing it. 3.06 1.205
I know that my parents have always struggling to discipline me 3.00 1.172
because of broad concession and consideration I have receiving
from them.
A conflict situation will not occur between me and my parents 2.95 1.072
because they will always try to avoid such a situation.
I used to get expensive gifts from my parents as rewards to any of 2.62 1.164
my progress.
My parents are scared to scold me because they have a fear that I 2.41 1.262
will disappoint them by committing any serious mistakes.
Others blaming my parents by saying that they are spoiling me by 2.39 1.275
showing excessive love of sympathy.
Because of my parents lenient attitude I have no self-discipline in my 2.13 1.241
daily activities.
Weighted Mean 2.88
Overall Standard Deviation .577
Mean Range Description
4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low

Table 1.3 shows the weighted mean of the Permissive parenting style which

belongs to the range of average. This denotes that only an average of the HUMSS

major students have permissive parents.

 26

Table 1.4. Uninvolved Parenting Style of the Students

Statement Mean SD
I am highly scared and shy to interact with others in social 3.03 1.158
gatherings.
Even if I fall sick, my parents find it difficult to take leave and look 2.91 1.368
after me.
My parents have no idea regarding my friends and teachers or my 2.73 1.294
life outside the home.
My parents find less time to look into my needs, interest and 2.63 1.267
progress in studies.
My parents ignore me when I am misbehaving. 2.48 1.262
My parents do not tell me where they are going or why they are 2.40 1.311
coming too late.
I feel my parents are least concerned about me and my future. 2.34 1.398
I am always sad and depressed because of lack of love and care I 2.33 1.265
receive from my parents.
I have never received an emotional support or positive feedback 2.30 1.229
from my parents and so I am not an ambitious student.
My parents grant me high autonomy with no disciplinary rules. 2.29 1.151
Weighted Mean 2.55
Overall Standard Deviation .704

Mean Range Description

4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low

Table 1.4 shows the weighted mean of Uninvolved parenting style which

belongs to the low range. This means that there is only a low case of students

having uninvolved parents.

 27

Table 2. Academic Motivation of Students

Statements Mean SD
Getting a good grade in this class is the most satisfying thing for 3.80 1.335
me right now.
When I become confused about something I'm reading, I go back 3.78 1.248
and try to figure it out.
The most important thing for me right now is improving my overall 3.74 1.300
grade point average, so my main concern for this class is getting a
good grade.
The most satisfying thing for me in this course is trying to 3.70 1.242
understand the content thoroughly as possible .
In a class like this, I prefer course material that arouses my 3.66 1.727
curiosity, even if it is difficult to learn.
I ask myself questions to make sure I understand the material I 3.61 1.217
have been studying in this class .
If I can, I want to get better grades in this class than most of the 3.61 1.290
other students.
I want to do well in this class because it is important to show my 3.59 1.266
ability to my family, friends, employer, or others.
When I study for this class, I set goals for myself in order to direct 3.51 1.166
my activities in each study period.
In a class like this, I prefer course material that really challenges 3.49 1.177
me so I can learn new things.
When Studying for this course, I try to determine which concepts I 3.49 1.123
don't understand well.
Taking notes in class, I make sure I sort it out afterwards. 3.48 1.276
If course materials are difficult to understand, I change the way I 3.47 1.114
read the material.
Before I study new course material thoroughly, I often skim it to 3.42 1.087
see how it is organized.
When I have the opportunity in this class, I choose course 3.35 1.071
assignments that I can learn from even if they don't guarantee a
good grade.
I try to change the way I study in order to fit the course 3.30 1.128
requirements and instructor’s teaching style.
I try to think through a topic and decide what I am supposed to 3.26 1.121
learn from it rather than just reading it over when studying.
When reading for this course, I make up questions. 3.11 1.131
I often find that I have been reading for class but don't know what 2.94 1.201
it was all about.
During class time I often miss important point because I'm thinking 2.88 1.185
of other things.
Weighted Mean 3.460
Overall Standard Deviation 0.710

Legend: 4.20 - 5.00 Very High 3.40 - 4.19 High 2.60 - 3.39 Average
1.80 – 2.59 Low 1.00 - 1.79 Very Low
 28

Table 2 shows the academic motivation of students which falls on the high

range. This means that there is a high case of motivation in the HUMSS Students.

Regression Analysis On the Influence of Parenting Styles to Academic

Motivation

Table 3. Regression Analysis on the Influence of Parenting Styles to Academic

Motivation of the HUMSS Students
ANOVA
Model Sum of Df Mean Square F Sig.
Squares
1 Regression 4.297 4 1.074 2.171 .073

Residual 107.858 218 .495

Total 112.155 222
a. Dependent Variable: Academic Motivation
b. Predictors: (Constant), Uninvolved, Authoritative, Permissive,
Authoritarian
Table 3 shows a significance of .073 and since the P-Value is more than

0.05 then we accept the null hypothesis. It is shown that parenting styles have no

influence on the students’ academic motivation.

Individual Correlation of Parenting Styles to Academic Motivation

Table 4. Individual Correlation of Parenting Styles to Academic Motivation of the

HUMSS Students

Coefficients
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 3.244 .348 9.330 .000
Authoritarian .113 .089 .125 1.273 .204
Authoritative .102 .096 .094 1.061 .290
Permissive .038 .118 .031 .323 .747
Uninvolved -.215 .109 -.213 - .050
1.974
a. Dependent Variable: Academic Motivation
 29

Table 4 shows the significance of each parenting styles. Authoritarian,

authoritative, and uninvolved have a P-value less than 0.05 which means that

these parenting styles can somehow predict the academic motivation of HUMSS

students. Meanwhile, permissive parenting style has a P-value of .747 which is

more than 0.05. This denotes that permissive parenting cannot influence the

academic motivation of HUMSS students.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATIONS

This section presents the overall analyzed results that answers the general

and specific problems with the recommendations from the salient findings of the

study.

Summary of Findings

The different parenting styles and academic motivation was detailed on the

rationale. It contains the Baumrind's (1960) parenting styles typology which was

expanded by Maccoby and Martin (1983), the four types of parenting styles:

authoritative, authoritarian, permissive, and uninvolved. In authoritative parenting,

children are encouraged to maintain some limits and control their action.

Authoritarian parenting, parents exhibit little to no affection and creates a highly

controlling environment. Permissive parenting where parents are very affectionate

and tolerant but does not demand anything from their children. Uninvolved

parenting is when parents are neither affectionate nor responsive to their children.

On the other hand, Academic motivation play a significant role in the education,

where education promotes the academic achievement of students who build a

better foundation in nation's progress. It also shapes an individual towards the

state of fulfillment. Findings revealed that the different parenting styles specifically

authoritative, authoritarian, and permissive cannot predict the academic motivation

of HUMSS major students of University of Cebu Main. However, uninvolved

 31

parenting style results showed that there is an influence on the student’s academic

motivation. A parenting style can somehow be a factor that can influence academic

motivation but not applicable to all.

Conclusion

Findings revealed that the three different parenting styles authoritative,

authoritarian, and permissive and the academic motivation of HUMSS major

students do not vary. Only uninvolved parenting style can influence the academic

motivation of the students. Therefore, there is no significant influence of

parenting style on the academic motivation of the HUMSS students.

Recommendations

Based on the results, the following recommendations are hereby made:

 This research study suggests not focus only in one strand which is

HUMSS, they may use the other strands as their respondent. They may

also use a bigger population of respondents.

 Future researchers may include the parents as their respondents to

answer the survey questionnaire so that parents can also give their

information on what type of parenting style they commonly use.

 The future researchers may use another factor that can influence the

academic motivation of students.

 32

REFERENCES

Darling, N. (1999). Parenting style and its correlates. ERIC Digest. pp. 1-8
Retrieved from https: //www.researchgate.net/publication /255621281_
Parenting _Style_and_Its_Correlates

Deci, E. L., & Ryan, R. M. (2002). An overview of self-determination theory:

Organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.),
Handbook of self-determination research (pp. 3-33). Rochester, NY: The
University of Rochester Press.

Dev, P. C. (1997). Intrinsic motivation and academic achievement. Remedial and

Special Education, 18(10),12-19.

Hoeve, M.; Dubas, J.S.; Eichelsheim, V.I.; van der Laan, P.H.; Smeenk, W.;
Gerris, J.R. The relationship between parenting and delinquency. J.
Abnorm. Child Psychol. 2009, 37, 749–775.

Kösterelioğlu, I. (2018). Effects of Parenting Style on Students’ Achievement Goal

Orientation: A Study on High School Students. Educational Policy Analysis
and Strategic Research, 13(4), 91-107. DOI: 10.29329/epasr.2018.178.5

Lui, Y., Tang, J., & Li, N. (2018). Parenting Styles and Academic Motivation: A
Sample from Chinese Students. Journal of Child and Family Studies.
Retrieved from https://www.researchgate.net/publication/325950958_Pare
nting_Styles_and_Academic_Motivation_A_Sample_from_Chinese
_High_Schools. DOI: 10.1007 /s10826-018-1164-7

Mihret, A. M., Dilgasa, G. S., & Mamo, T. H. (2019). Parenting style as correlates
of adolescents' academic achievement motivation of Bate secondary
school, Haramaya, Ethiopia. International Journal of Education & Literacy
Studies, 7(2), 172-176. Retrieved from https:// eric.ed.gov/?q= Parenting+st
yle+In+academic +motivation&id=EJ1219553

Otto, J. (2017). Evolving Korean parenting foundation revealed Ehrough children’s

perspectivs of East Asian parents beliefs, styles, and practices. Journal of
Education and Learning, 7(2), 34-49. Doi: 10.5539/jel.v7n2p34

Paulson,S. (1994).Relations of parenting style and parental involvement with

ninth-grade students' achievements. The journal of Early Adolescence,
4(2),250-267. Retrieved from https://scholar.google.com/scholarstart= 20&
q=maccoby+and+martin+parenting+styles+to+academic+motivateion&hl=
en&as_sdt=0,5#d=gs_qabs&u=%23p%3Do-M0QDic1FYJ
 33

Rubin, S. (2017). The relationship between academic motivation and parenting

styles in multiple socioeconomic status areas. Theses and Dissertations.
Retrieved from http://rdw.rowan.edu /etd/2412

Shia, R. Academic intrinsic and extrinsic motivation and metacognition.

http://www.cet.edu /pdf/motivation.pdf

Shyny, T.Y & Velayudhan A. Correlative study between Parenting Authority

Questionnaire and Adolescent Parenting Attitude Four Factor
Questionnaire (APA FFQ). International Journal of Scientific Studies, 6(3)
45-57. Retrieved from https://scientificrc.com/dl/journals/1-IJSS/v6-i3-jul-
sep2018 /paper2.pdf

Tapia, M, Alarid, L F., &Clare, C. (2018) Parenting styles and juvenile delinquency:
Exploring gendered relationships. Juvenile and Family Court
Journal,69(2),21 -36. Retrieved from https://scholar.google.com.ph/sc
holar?q=related:XXbOBGcuOSgJ:scholar.google.com/&hl=en&as_sdt=0,5
#d=gs_qabs&u=%23p%3DXXbOBGcuOSgJ

Taskesen, S. (2019). Investigating the academic motivations and academic

achievements of pre-Service visual arts teachers. European Journal of
Eucational Research. 8(3), 857 – 866. Retrieved from https://files.eric.
ed.gov/fulltext/EJ1222292.pdf?fbclid=IwAR2VvU1iDL7Vj OHBmb8TZoUD

Turner, E., Chandler, M., Heffer, R. (2019). The Influence of Parenting Styles,
Achievement Motivation and Self-Efficacy on Academic Performance in
College Student. Journal of College Development, 50(3), 337-346.
Retrieved from http://muse.jhu.edu/journals/csd/summary/v050/50.3turner.
html

Vyas, K. & Bano, S. (2016). Child’s gender and parenting styles. DehIi Psychiatry
journal, 19. 289. Retrieved from https://www.researchgate.net/publication
/311970977_Child's_Gender_and_ Parenting Styles/link/5be1d86092851
c6b27ab2700/download

Watabe, A. (2014). The influence of authoritarian and authoritative parenting on

children's academic achievement: A comparison between the United States
and Japan. North American Journal of Psychology. Retrieved from
https://scholar. google.com/scholar?start=20&q=maccoby+and+martin+
parenting+styles+to+academic+motivation&hl=en&as_sdt=0,5#d=gs_qabs
&u= %23p%3DgADgIzvg4wIJ

Yao, Z. & Luhb, W. (2018). A new longitudinal examination on the relationship

between teaching style and adolescent depression. International Journal of
Psychology and Educational Studies, 6 (1), 1‐9. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1208342.pdf
 34

Appendices
Appendix A
Transmittal Letter
 35

Appendix B

Informed Consent

Dear Respondents,

Good day! As part of our research journey, we are conducting a study on

“Parenting Style and Academic Motivation of HUMSS Major’’. We hope that
you could spare us few minutes of your time to share your knowledge and
experience in the said topic.

Purpose

This study aims to describe the different parenting styles in relation to academic
motivation of the students. To determine if these styles of parenting can actually
affect how students are being motivated academically.

Benefits to the Respondents

The results of the study would give an insight to students that enables them to
understand the point of view of the parents including the reasons of their
parenting style used. Also, it will give information and awareness to the parents
that their way of raising their children plays a great role in their studies
specifically affecting their academic motivation.
Risk and Discomforts
There are no foreseen risks and discomfort since the topic of this study doesn’t
involve any insensitivity.

Voluntary Participation

Your participation in this study is completely voluntary and you may choose to
stop participating at any time. Your decision not to volunteer will not influence the
nature of your relationship to the researchers and the University.

Withdrawal from the Study

You can stop participating in the study at any time, for any reason, if you so
decide. Your decision to stop participating will not affect your relationship with the
researcher, University of Cebu, or other groups associated with this project. In
the event that you withdraw from the study, all associated data collected will be
immediately destroyed whenever possible.

Confidentiality
 36

Any information obtained from you will remain highly confidential and will be used
for research related purposes.
If ever you want to contact us regarding our research, please feel free to reach us
at 09456907865 or email us at Florafedavid@gmail.com Conforme:
I fully understand and agree to the terms and conditions declared above. I
therefore at least that I answered all the questions with honesty and the best of
my ability.
______________________________
Signature over Printed Name/Date
 37

Appendix C

Survey Questionnaire
I. Personal Data

Name:
Grade/Strand/Section: Gender: □Male
□Female

II. Parenting Style

Instructions: Read the following statements carefully and indicate your single
response by putting a “tick” mark in the appropriate box. 5 – All of the time, 4 –
Most of the time, 3 – Sometimes, 2 – Rarely, 1 – Never.
5 4 3 2 1
01 My parents like to set up and enforce many inappropriate rules on
me without understanding my strength and weakness
02 My parents respect my opinions and also encourage me to express
all my feelings and problems like my friends
03 Though my parents have definite goals and planning for my future,
they are not able to follow it strictly because of their leniency
04 My parents do not tell me where they are going or why they are
coming too late.
05 My parents give me punishments according to their mood
06 My parents provide me comfort and understanding when I am upset.
07 Since my parents are very loving and affectionate I know they will
forgive me even if I do not come to their expectations
08 My parents ignore me when I am misbehaving.
09 My parents are disciplinarians rather than friends.
10 My parents take into consideration my wishes before they make plans
for my future or buy something for me.
11 My parents are scared to scold me because they have a fear that I
will disappoint them by committing any serious mistakes.
12 My parents find less time to look into my needs, interest and
progress in studies.
13 I get no chance and freedom to explaining my wishes and needs in
front of my parents
14 My parents, compliment me when I have done something well.
15 Even though my parents have high expectations from me they have
little patience and time to hearing me.
16 I feel my parents are least concerned about me and my future
17 I am usually bound to receive punishments from my parents with no
justification if any failure occurs from my side.
 38

18 I am usually very proud of my parents who spent their warm and

intimate time together with me.
19 Because of my parents lenient attitude I have no self discipline in my
daily activities.
20 Even if I fall sick, my parents find it difficult to take leave and look
after me.
21 My parents never seek my opinion before purchasing anything for
me
22 My parents set up some appropriate rules for me regarding my
study, play and other activities and are very keen to enforce it
23 A conflict situation will not occur between me and my parents
because they will always try to avoid such a situation
24 My parents have no idea regarding my friends and teachers or my
life outside the home.
25 Whenever I show disobedience towards my parents they scold and
criticize me with bursting anger or taking away some privileges from
me with no explanations.
26 Whenever I fail to follow the timetable given to me, my parents
remind me the consequences with a touch of love and affection.
27 I used to get expensive gifts from my parents as rewards to any of
my progress.
28 I am always sad and depressed because of lack of love and care I
receive from my parents.
29 As my parents have very rough & explosive behavior I have a
feeling that they do not know to express love and affection towards
me
30 In the middle of their busy life, my parents always find time to visit
my teachers at school and know about my welfare.
31 My parents threaten to punish me but do not actually doing it
32 I am highly scared and shy to interact with others in social
gatherings
33 I am usually trying to hide all my failure and mistakes in the fear of
threats and punishments which I will receive from my parents.
34 My parents are not over ambitious and I feel their expectations on me
are quite reasonable and also I try to fulfil it
35 Others blaming my parents by saying that they are spoiling me by
showing excessive love of sympathy.
36 I have never received an emotional support or positive feedback
from my parents and so I am not an ambitious student.
37 I am rebellious and usually quarrelling with my friends as well as
teachers and also creating many other problems.
38 All my good values in life are as a result of proper socialization from
my parents.
 39

39 I know that my parents have always struggling to discipline me

because of broad concession and consideration I have receiving
from them.
40 My parents grant me high autonomy with no disciplinary rules.

III. Academic Motivation

Instructions: Read each question carefully and check the number that best
describes you. There are no right and wrong answers, simply choose 1, if the
sentence does not describe you at all; 5, if the sentence strongly describes you.
If you describe yourself as somewhere in the middle, please rate yourself
accordingly.
Statements 1 2 3 4 5
1 During class time I often miss important point because I'm
thinking of other things.
2 When reading for this course, I make up questions
3 When I become confused about something I'm reading, I go
back and try to figure it out.
4 If course materials are difficult to understand, I change the way I
read the material.
5 Before I study new course material thoroughly, I often skim it to
see how it is organized.
6 I ask myself questions to make sure I understand the material I
have been studying in this class
7 I try to change the way I study in order to fit the course
requirements and instructor’s teaching style.
8 I often find that I have been reading for class but don't know
what it was all about.
9 I try to think through a topic and decide what I am supposed to
learn from it rather than just reading it over when studying.
10 When Studying for this course, I try to determine which
concepts I don't understand well
11 When I study for this class, I set goals for myself in order to
direct my activities in each study period.
12 Taking notes in class, I make sure I sort it out afterwards
13 Getting a good grade in this class is the most satisfying thing for
me right now
14 In a class like this, I prefer course material that really challenges
me so I can learn new things.
15 The most important thing for me right now is improving my
overall grade point average, so my main concern for this class is
getting a good grade.
16 In a class like this, I prefer course material that arouses my
curiosity, even if it is difficult to learn.
 40

17 I want to do well in this class because it is important to show my

ability to my family, friends, employer, or others.
18 When I have the opportunity in this class, I choose course
assignments that I can learn from even if they don't guarantee a
good grade
19 The most satisfying thing for me in this course is trying to
understand the content thoroughly as possible
20 If I can, I want to get better grades in this class than most of the
other students.
 41

Appendix D
Plagiarism Check Result

Republic of the Philippines

UNIVERSITY OF CEBU
SHS Research Department
J. Alcantara St., Cebu City
________________________________________________________________

CERTIFICATION
This is to certify that the manuscript with the title “PARENTING STYLES AND
ACADEMIC MOTIVATION AMONG HUMSS MAJOR STUDENTS” of
Dinawanao et al. from Grade 12 HUMSS 1A has undergone plagiarism scan using
the Grammarly premium software.

Furthermore, this certifies that the submitted final manuscript has registered a 3%
similarity index with a 97% originality of the report.

This certification is issued on the 18th day of October 2019 at University of Cebu
- Main Campus, Cebu City Philippines.

ALVIN G. CUÑADO, M.A.Ed.

Program Research Coordinator
 42

CURRICULUM VITAE

PERSONAL BACKGROUND
Name : Mary Ann B. Alon
Home Address : 881 M.J. Cuenco Ave., Brgy. Tejero, Cebu
City
Birthday : January 10, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Santa Fe National High School
Poblacion, Santa Fe, Cebu

Elementary School
Santa Fe Central Elementary School
Poblacion, Santa Fe, Cebu

CERTIFICATION AND AWARDS

With High Honors, Second Semester S.Y. 2018-2019
 43

PERSONAL BACKGROUND
Name : Anicka Mhae P. Bayno
Home Address : Dakit, Barili, Cebu
Birthday : September 19,2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Shelomith Learning Center, Inc.
H. Alquizola St., Poblacion , Barili, Cebu

Elementary School
Shelomith Learning Center, Inc.
H. Alquizola St., Poblacion , Barili, Cebu

CERTIFICATION AND AWARDS

With Honors, S.Y. 2017-2018
Division Qualifier, Sports and Editorial Writing
 44

PERSONAL BACKGROUND
Name : Mary Grace A. Cañete
Home Address : Nasipit , Barili, Cebu
Birthday : March 1, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Shelomith Learning Center, Inc.
H. Alquizola St., Poblacion , Barili, Cebu

Elementary School
Dakit Elementary School
Dakit , Barili, Cebu

CERTIFICATION AND AWARDS

With Honors, S.Y. 2017-2018
Broadcaster of the Year
 45

PERSONAL BACKGROUND
Name : Flora Fe David
Home Address : Tulic, Argao, Cebu
Birthday : June 9, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Argao National High School
Canbanua, Argao, Cebu

Elementary School
Tulic Elementary School
Tulic, Argao, Cebu

CERTIFICATION AND AWARDS

With Honors, S.Y. 2017-2018
 46

PERSONAL BACKGROUND
Name : Britta Dale C. Dinawanao
Home Address : Hillside, Tubod, Minglanilla, Cebu
Birthday : November 17, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Minglanilla Science High School
Poblacion Ward I, Minglanilla, Cebu

Elementary School
Minglanilla Special Science Elementary School
Poblacion , Minglanilla,Cebu

CERTIFICATION AND AWARDS

With High Honors, First Semester of S.Y. 2019-2020
PLAI-CVLA Regional Essay Contest 3rd placer
Impromptu Speaking Contest 2nd placer school level
 47

PERSONAL BACKGROUND
Name : Angieneth E. Palermo
Home Address : Nazareth, Tungkop, Minglanilla, Cebu
Birthday : May 17, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Minglanilla Science High School
Poblacion Ward I, Minglanilla, Cebu

Elementary School
Minglanilla Special Science Elementary School
Poblacion , Minglanilla,Cebu

CERTIFICATION AND AWARDS

With High Honors, S.Y. 2019-2020
 48

PERSONAL BACKGROUND
Name : Genalyn Pardellio
Home Address : Arcos Sapangdaku, Cebu City
Birthday : August 4, 2000
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City

Junior High School

Ramon Duterte Memorial National High School
V. Rama Avenue, Guadalupe, Cebu City

Elementary School
Napo Elementary School
Napo Subangdaku, Cebu City

CERTIFICATION AND AWARDS

With Honors, S.Y. 2017-2018
Special Science Class (SSC)
 49

PERSONAL BACKGROUND
Name : Jacenth J. Rosaldo
Home Address : Cantipla II, Tabunan, Cebu City
Birthday : May 17, 2001
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu Main
J. Alcantara St., Cebu City
Junior High School
Cantipla Integrated School
Cantipla II, Tabunan, Cebu City
Elementary School
Cantipla Integrated School
Cantipla II, Tabunan, Cebu City
CERTIFICATION AND AWARDS
Junior High: With Honors, S.Y. 2017-2018