Exploring the Impact of Parental Discipline Strategies on Child Emotional Development

and Behavior

Submitted By:

Princess Julie Ramento

Azeneth Navarro

Winston Andal

Daniel Grateja

Wilbert Orcales

Allysa Mae Megino

Serg Menchero
 CHAPTER I

INTRODUCTION

Disciplining a child means teaching them responsible behavior and self-control. Your child will

learn about consequences and accepting responsibility for their own conduct with appropriate

and consistent discipline. The ultimate goal is to help the youngster develop the ability to control

both their emotions and behavior. We refer to this as self-monitoring. The best forms of

discipline include fair and encouraging methods to encourage good behavior in the child while

discouraging bad behavior. Some parents mistakenly believe that discipline entails slapping and

spanking their children or verbally abusing them by yelling or threatening them.

It is the obligation of the parents to teach and guide their children throughout childhood and

adolescence. It is the responsibility of the parent to teach their child right from wrong because

they are not given a manual when they are born. A baby's cognitive abilities and intellectual

thinking develop along with its physical development. Young children begin to process

information quickly, although they may not be aware of what they are saying or doing. Discipline

is another crucial parenting component of child rearing. Instead of using physical punishment to

discipline kids, set logical consequences instead. A parent's job is actually one of the most

difficult tasks to complete because they are responsible for their children's awareness of the

world around them. (EduBirdie, 2023)

Children are typically disciplined to instill moral principles, form their personalities, and give

them a sense of right and wrong. Child discipline is deemed already harmful if the following

conditions are met: the child suffers physical and psychological harm; the disciplinary action is

not proportionate to the offense committed by the child; it is used frequently and repeatedly
without cause; it involves the use of sensitive body parts, such as the head; and it is not

appropriate for the child’s age, gender, physical condition, and mental state. Counseling, hitting

or spanking, withholding or cutting school allowance, and other forms of disciplinary actions

were deemed to be the most acceptable. The harshest or most offensive forms of punishment

were hanging, burning, and scalding. Children were more forgiving than parents, professionals,

and municipal authorities because they thought that some inappropriate adult acts were

tolerable. You might find it puzzling to learn that permissive parenting is also rather widespread

among parents in the rural, according to a study, given that the Filipino parenting style is

frequently labeled as authoritarian. A clear example of this is when parents overlook the need to

establish firm and appropriate consequences for their children who have a habit of arriving late

for school. You would often see parents scold their children in response to such misconduct.

However, they would not implement any strict disciplinary measures in order to ensure future

tardiness would be prevented. An obvious illustration of this is when parents fail to set strict and

suitable penalties for their kids who frequently arrive late for school. Parents frequently

reprimand their kids for misbehavior like this. To ensure that tardiness wouldn’t happen again,

they would not, however, enforce any severe disciplinary actions (Ramilo, 2022).

According to Lee (2020) parents don’t want to provoke a fight or have their child become furious

at them, some parents are hesitant to reprimand their kids. Others might be unable or unwilling

to put up the time and effort necessary to discipline their kids. Some people can also dislike how

they were disciplined as kids and want to make things easier on their own children by loosening

the restrictions and giving them more freedom, but when parents don’t discipline their kids, it

frequently leads to a bad attitude. Children who experience negative parenting practices

frequently struggle with negative self-perception, low self-esteem, control issues (such as

testing limits and boundaries to see how far they can go), rebelling against parents and other
authoritative figures, aggressive and antisocial behaviors, low resilience, and difficulty

establishing meaningful relationships (Stiles, 2022). On the other hand, because of cultural

customs, some people supported parental punishment methods that could be regarded as

harsh. Medina proposed in the framework of the Filipino that there are two methods of

reprimand used by Filipino parents their offspring. First, the constructive methods, such as

praising, giving the child privileges and rewarding them. The negative is the second using

methods like reprimanding, slapping, causing fear, solitude and denying the child of his desires.

Additionally, in Ramilo (2022) study states that (37.6%) of parents would beat or slap a child

with a piece of wood, a broom, or any other object, and (10.2)% utilized pinching, and 2.4 %

made the youngster kneel.

In Community of Dalahican, there are different parental discipline that they do to their kids in

different ways. There are several forms of discipline that are referred to as the “positive way of

disciplining” or the “gentle and violence-free discipline.” Children benefit greatly and positively

from this kind of discipline. Like being content, cordial, understanding, well-controlled, and

sociable. Negative punishment, or discipline that uses violence, is another option. Examples of

this include beatings with bamboo, belts, hangers, brooms, and other things on the child’s body.

In addition, there is cursing, guilt, manipulation, and humiliating of numerous individuals. Due to

the fact that this type of discipline has always been used, the children who have brought the

behavior they were accustomed to growing up are typically the ones who rebel against it, or

worse, it leads to the existence of bullies and victims of bullying at school and occasionally at

the workplace. The bad thing is that if these are fellow young people who will have children,

young people who have experienced violence that method of discipline there is a chance that

they will do the same to their own children in the modern age when our population is increasing

due to the increasing cases of teenage pregnancy. Additionally, there is a potential that they will
not be able to discipline their child effectively since they themselves lack discipline, so it’s

possible that they will simply let him to develop in accordance with their preferences or as

observed by those around them.

The purpose of studying the impact of parental discipline strategies on child emotion

development and behavior in barangay Dalahican to gain a better understanding of how

different parenting approaches affect children's emotional well-being and behavior. By

examining this topic, researchers aim to identify effective discipline strategies that promote

positive emotional development and behavior of children in community. This knowledge can

then be used to inform parents, educators, and policymakers about creating supportive

environments for children's growth and development.

Statement of the Problem

This study about Exploring the Impact of Parental Discipline Strategies on Child Emotional

Development and Behavior aims to address the problem about different disciplinary actions.

Specifically, this study seeks to answer to find answers for the following:

1 What is the factors why parents have to discipline their children?

2 What are the disciplinary actions made by parents to discipline their children?

3. What are the impact of disciplinary actions made by parents to their children?

4. What program can be utilized to expand knowledge on parental discipline and child's

emotional development and behavior?

Significant of the Study

This study will determine the impact of different parental discipline on child emotional behavior

and will be beneficial specially to the following:

Parents

By exploring the various parental discipline strategies and their consequences, this study

provides valuable insights into effective parenting practices. It equips parents with a deeper

understanding of how their disciplinary choices can influence their child's development, leading

to informed decisions that promote positive outcomes.

Youth

The study’s findings can improve child well-being. By identifying discipline strategies that

positively impact a child’s emotional and psychological health, policymakers can develop

programs that support families in nurturing healthier and happier children.

Community

Can help to develop programs and implement projects that support families in nurturing

healthier and cheerful children.

School
The benefits of parental discipline include improved school performance, reduced drop-out

rates, a decreased in delinquency and a more positive attitude towards school.

Teachers

Teachers mental health often work closely with children and their families. Understanding the

impact of parental discipline strategies can better equip educators and counselors to support

children in their academic and emotional growth.

Scope and Limitation

This study has focuses on exploring the impact of parental discipline strategies on child

emotional development and behavior. This study aimed to know the impact of parental discipline

on child behavior in terms of their education and income. The primary subjects of this research

study will consist of the residents that reside in Barangay Dalahican. The respondents will be

limited to forty five (45) residents that were chosen through stratified sampling who are in

Barangay Dalahican of the City of Lucena in Quezon Province. The data were gathered within

the time period of September 2023 to January 2024.

Definition of terms

For clarify of ease and understanding some terms are technically defined.

Adolescence
The period of life when a child develops into an adult.

Aggressive

Using forceful methods to succeed or to do something.

Antisocial Behavior

Behavior by a person which causes, or is likely to cause, harassment, alarm or distress to

persons not of the same household as the person.

Authoritarian

Expecting or requiring people to obey rules or laws : not allowing personal freedom.

Authoritative Figures

A person whose real or apparent authority over others inspires or demands obedience and

emulation.

Disciplinary Action

Intended to correct or punish bad behavior.

Furious

Extremely angry

Impact

A powerful or major influence or effect.

Low Self-esteem

Is when someone lacks confidence about who they are and what they can do.

Reprimand
A rebuke, especially official one

Self-perception

The process of observing and interpreting one's own behaviors, thoughts, and feelings, and

using those observations and interpretations to define oneself.

Scalding

Very critical: very harsh or severe.

Tardiness

Arriving or doing something late.

 CHAPTER II

Review of Related Literature and Stuides

This chapter features the related literature and studies. It contains concepts and ideas that is

connected to the Exploring Parental Discipline Strategies on Child Emotional Development and

Behavior.

Related Literature

Yim (2022), stated that parenting with more authority has long been linked to Western

individualism and enhanced child development. The relationship between cultural values,

parenting practices, and kids' perceived competence in Hong Kong was investigated in this

study. In total, 105 kids (24 local Chinese and 81 South Asian) between the ages of 5 and 6

years old participated in the study, together with 48 parents from local Chinese households and

49 parents from South Asian families. Parents were given self-report questionnaires to complete

regarding their parenting practices and adherence to Asian cultural norms. Children were

surveyed using the Pictorial Survey on Children's Perceived Competence by qualified study

assistants. Two widely held beliefs about Asian cultural values and parenting practices were

refuted by the findings. First, having an authoritarian parenting style was more likely when there

was greater commitment to Asian cultural norms. Second, higher social-emotional competency

in kids was more likely to be linked to authoritative parenting techniques. Asian cultural values

and an authoritative parenting style have a substantial positive correlation (R2 = 0.597),

according to multiple regression analyses. There was no link between parenting style and early

children's competence development. The perceived competence of young infants and Asian
cultural values, however, were found to be positively correlated. This study demonstrated that

elements of collectivism and humility in Asian cultural values may have functional values that

are crucial for the development of skills in young South Asian people but not in young local

Chinese people. This study covered the effects of cultural values on contextualization, the

usefulness of cultural values for racial minorities, and good parenting techniques.

According to Fragada (2023), the key to raising emotionally resilient kids is using effective

punishment techniques that support good parent-child interactions while leading the kids toward

making responsible decisions. Parenting requires discipline, yet discipline is sometimes

misinterpreted. It's not a matter of control or punishment. Instead, it focuses on teaching kids

how to exercise self-control, understand consequences, and make wise decisions. The book

Modern Parenting examines constructive methods for dealing with the most frequent behavioral

problems in kids. Setting your child's expectations clearly and in accordance with his or her age

is one of the pillars of effective discipline. When children understand what is expected of them,

they are more likely to behave accordingly. Make sure your expectations are consistent and

communicated clearly. Sometimes, children misbehave because they are experiencing strong

emotions or seeking attention. In such cases, active listening and empathy can work wonders.

Ask them about their feelings and offer understanding and support. Children often learn by

observing their parents or caregivers. Be a positive role model by demonstrating the behaviors

and values you want them to adopt. Children are more likely to act appropriately when they are

aware of what is expected of them. Ensure that you are explicit and consistent with your

expectations. Children can misbehave while they are dealing with intense emotions or trying to

get attention. Empathy and attentive listening can be really helpful in these situations. Inquire

about their emotions and extend your compassion and support. Children frequently learn by
imitating their parents or other adult caregivers. Be a good example by exhibiting the attitudes

and values you want them to have.

Parenting styles can result from a combination of personal and cultural values, along with one’s

own experiences inherited from their own parents. As adolescents grow into young adults, they

incorporate all they have learned from their parents while also trying to find their own sense of

self and direction. As parents of teenagers are keenly aware, they only have so much control

over their children’s behavior. Changes in the brain and body, along with new social

environments and pressures, are just a few factors that contribute to adolescent development

and behavior. However, parents can provide their children with healthy guidance, boundaries,

and expectations by using a parenting style that encourages positive development.

Understanding parenting styles can help parents see where they may be overly permissive or

harsh, and how to embrace healthier dynamics with their child during adolescent years.

Parenting styles can result from a combination of personal and cultural values, along with one’s

own experiences inherited from their own parents. (Father Resource Team, 2021).

According to Fatima, et.al (2022), United States use corporal punishment (CP), estimates

between 55 and 65 percent of parents in the which is a common method for instilling discipline.

Although incidence percentages vary depending on whether the data are derived from parental

remarks or observations, verbal punishment is also common in households. While data

suggests that 11% of toddlers under the age of 11 months and nearly 15% of children at the age

of 12 months are spanked, the practice is most prevalent among preschoolers and school-aged

children. Two-thirds of parents of children between the ages of 2-3 years old and 50% of

parents of children between the ages of 18 to 23 months reported yelling at their kids
occasionally or frequently, according to a comprehensive survey on disciplining techniques.

Additionally, it was discovered that 91% of parents of kids between 19 and 35 months old and

34% of parents of kids under 18 months utilized yelling to punish toddlers. In a 700-child

observational study, 22% of the moms reprimanded or humiliated their offspring in front of the

researcher.

Additionally, in Fatima et. al (2022), reports described above also apply to China, where one in

four children has experienced physical punishment at some point in their early lives. There is

very little research on parental discipline done in China's rural communities. Physical

punishment is still the most common form of discipline utilized by parents in contemporary

Chinese homes. Additionally, according to research conducted in mainland China, 70% of

caretakers for young children who were polled said they had employed corporal punishment in

the year prior. In Hong Kong, a telephone study of parents indicated that 46 to 52.6% of

children had experienced physical parental abuse. According to a research by the China Law

Society on 3543 persons, 71.9% of the sample had experienced abuse from their parents at

least once throughout their lives. The literature on current Chinese people reveals that physical

hostility is released on youngsters under the justification that doing so will provide children the

training and strength they need to withstand physical hardship in the future. Parents in China

who were subjected to physical punishment as children are more likely to discipline their

children harshly. The majority of Chinese people hold to the outdated customs that "beating is

caring and scolding is loving" and "spare the rod and spoil the child" and think that physically

abusing children is an effective way to teach them.

According to McLaughin, et.al (2014), parental discipline has an effect on early children's

cognitive and physical development. A child's susceptibility to torturous or distressing

experiences (harsh discipline practices) involving harm or potential harm to a child may have an
impact on the growth of the brain region that supports sentimental processing and threat

detection in proportion to the severity of the threat. Similar to this, a different study found that

children who had experienced corporal punishment responded more quickly in the medial and

lateral prefrontal cortices to an impetus that suggested the presence of an impending danger

than children who had not.These similar brain regions overlapped with locations where grey

matter depletion has been observed in people who had experienced "harsher" forms of parental

discipline and where there was abnormal performance in toddlers who had experienced other

types of physical abuse. Early childhood is a delicate time in a child's development where

environmental factors can have long-lasting affects on cognition and learning abilities, with far-

reaching repercussions on people and social interactions. Therefore, if physical punishment

occurs early in life, the developmental ramifications of physical punishment, particularly in terms

of sociolect-emotional and cognitive outcomes, are significant.

Moderation analyses showed that the predictive association from ignoring misbehavior to both

child-to-father violence (CFV) and child-to-mother violence (CMV) was only significant for

adolescents who were high in the psychopathic trait of callous-unemotional, and the predictive

association from psychological aggression to CFV was only significant in those adolescents who

scored low in the borderline personality trait. Some sex specificity emerged. These findings

support the relevance of working on parents’ discipline strategies and add the need to work on

adolescents’ emotional regulation to prevent or deal with child-to-parent violence. Moderation

analyses showed that the predictive association from ignoring misbehavior to both child-to-

father violence (CFV) and child-to-mother violence (CMV) was only significant for adolescents

who were high in the psychopathic trait of callous-unemotional, and the predictive association

from psychological aggression to CFV was only significant in those adolescents who scored low

in the borderline personality trait. Some sex specificities emerged. These findings support the
relevance of working on parents’ discipline strategies and add the need to work on adolescents’

emotional regulation to prevent or deal with child-to-parent violence. Moderation analyses

revealed that the predictive association between psychological aggression and child-to-father

violence (CFV) was only significant in adolescents who scored low on the borderline personality

trait, and the predictive association between ignoring misbehavior and CFV and CMV was only

significant in adolescents who scored high on the psychopathic trait of callous-unemotional.

There were a few sex-specific issues. These findings confirm the necessity of improving

parental methods of discipline and emphasize the need for improving teenage emotional control

in order to prevent or address child-to-parent violence. (Granado, 2022).

According to Jocson, et.al (2013), physical punishment is extensively employed as a disciplinary

tool in the Philippines. According to a recent research, 74% of Filipino parents acknowledged

using physical punishment (e.g., slapping with bare hands, shaking the kid, striking with an

instrument) to cope with child misbehavior in the previous month. Given adults' culturally

accepted responsibilities and power in molding and developing their children's qualities and

personalities, both parents and children see discipline as an expression of their parents' love

and care. In the context of harsh discipline, however, power imbalances in parent-child

interactions can lead to potentially abusive circumstances. Furthermore, a body of evidence

demonstrates that physical punishment contributes to a variety of bad effects in children,

including unfavorable parent-child connections, aggressiveness and other antisocial behaviors,

and poorer psychological adjustment. Given the possible detrimental consequences of physical

punishment, it is critical to comprehend the variables that contribute to its usage, which have yet

to be studied among Filipino parents. We investigate how sociodemographic and cognitive

characteristics relate to reported use of physical punishment among Filipino mothers and dads
in this study. We investigate the roles of education, authoritarian views, and support for corporal

punishment as predictors of parental reports of usage.

According to Sanapo (2013), it had 80 women with children ages 0 to 12. According to the

findings of her study, 80% (n=4) of mothers physically reprimanded their children. Naughtiness

was the most prevalent reason for moms to do these things to their children (41%). Then there

was disobedience (37%). When asked how they felt after physically disciplining their children, all

four moms who had physically disciplined their children indicated negative sentiments such as

remorse, feeling awful, and so on. When it comes to physical punishment for young children,

71% (n=57) of mothers agreed on pinching and 63% (n=52) agreed on slapping. Hanging a kid

upside down or throwing harsh items at youngsters, even if they had done something serious,

was considered child abuse by all moms. This study validated the prevalent view that physical

punishment is an essential element of Filipino mothers' discipline techniques.

According to Skylstad (2022), Physical assault and psychological aggression were prevalent in

the study population at baseline, with 49% of caregivers and 63% of children reporting that

children were hit with an object and 35% of both children and caregivers reporting that the child

had been threatened by the caregiver within the previous three months. According to the

children, over half (46%) of the caregivers used derogatory language, as did 26% of the

caregivers. All of these behaviors were reduced following the ICDP intervention; for example,

11% of caregivers and 20% of children reported the child being smacked with an object over the

previous three months. At the end of the study, 10% of caregivers and 7% of children reported

using derogatory words toward the kid. This suggests that both the children and the caregivers

scored lower on the severe disciplinary items and sub scales. Changes in item reporting may

indicate that the ICDP intervention altered disciplinary tactics, particularly physical assault.
Related Studies

According to Lachman, et al. (2021), in their study entitled “Effectiveness of parenting

programme to reduce violence in a cash transfer system in the Philippines: RTC with follow up”

approximately one billion children experience violence every year, mainly in their homes, with

estimated incidence rates at 64% highest in Asia. In the Philippines, a national violence against

children (VAC) survey with 3,866 children and youth aged 13 to 24 found 80% lifetime

prevalence of experience of violence, with almost 50% experiencing either physical or

psychological abuse at home. VAC is associated with numerous immediate and long-term

negative health effects that cut across multiple domains, including physical and mental health.

There is also a considerable financial cost of VAC with estimates ranging from 1.32% to 2.52%

of GDP in the East Asia and Pacific Region.

According to Durrant, et al. (2020), in their study entitled “Addressing punitive violence against

children in Australia, Japan and the Philippines “ physical and emotional punishment of children

is highly prevalent in the Asia-Pacific region. These actions predict a range of physical and

emotional harms, prompting a worldwide effort to eliminate them. A key strategy in this effort is

to change parental beliefs regarding the acceptability of physical and emotional punishment.

The Positive Discipline in Everyday Parenting (PDEP) program was designed to change those

beliefs by teaching parents about child development and strengthening their problem-solving

skills. A sample of 377 parents in the Asia-Pacific region completed the program: 329 mothers

and 47 fathers of children ranging in age from infancy to adolescence. The parents lived in

Australia (n = 135), Japan (n = 172) or the Philippines (n = 70). In all three countries, parents’
approval of punishment in general, and physical punishment specifically, declined and they

became less likely to attribute typical child behavior to intentional misbehavior. By the end of the

program, at least 75% of parents in each country felt better prepared to respond nonviolently to

conflict with their children.

According to Mackenbach, et al. (2014), in their study entitled “Exploring the Relation of Harsh

Parental Discipline with Child Emotional Behavior Problems by Using Multiple Informants. The

Generation R Study” parenting practices play a fundamental role in children’s emotional and

behavioral development. Corporal disciplining practices have consistently been associated with

adverse mental health outcomes, such as poor school achievements, behavioral problems,

lowered self-esteem and delinquent behaviors. Milder forms of negative parental disciplining

strategies -like harsh discipline- have also been studied repeatedly. Harsh discipline is

characterized by parental attempts to control a child using verbal violence (shouting) or physical

forms of punishment (pinching or hitting). These forms of parental disciplining practices have

been associated not only with child behavioral problems, in line with a cycle of violence

hypothesis, but also with child emotional problems. The effects of these milder forms of harsh

disciplining may be less pronounced, yet are important since the prevalence of these forms of

parental discipline is high. In a recent study using data from the present cohort we

demonstrated that no less than 77% of mothers and 67% of fathers shouted at their child at

least once in the last two weeks, in addition the number of parents threatening to slap (20–24%)

or angrily pinching the child’s arm (15%) was also considerable. Given the high prevalence and

the known burden for children it is important to examine the consequences of these milder

forms of harsh parental disciplining accurately.

According to Alampay (2023), in her study entitled “Parenting in the Philippines. Parenting

Across Culture” Filipino parents have similar themes in their parenting. They see infants and

young children as not having a mind of their own, lacking in understanding, and dominated by

raw emotions that demand immediate gratification. This suggests that parents may not

purposely promote their children’s cognitive development, perhaps in the belief that they cannot

yet benefit from instruction. She also mentioned that some parents, like in Ilongot Community,

use words, threats, and prodding to regulate the behavior of their children. Filipino parents lacks

the knowledge for alternatives for corporal punishment, they seems not familiar with other

disciplinary alternatives, especially non-violent methods that can be employed to children and

last 2019 the bill that seeks to promote the use of positive discipline and nonviolent alternatives

that may help Filipino parents has been returned to the congress by the president thus, veitoing

the bill.

According to Jocson, et al. (2021), in their study entitled “Religiosity and spirituality among

Filipino mothers and fathers: Relations to psychological well-being and parenting” Religion is

recognized as an influential social institution in the Philippines, yet religiosity and spirituality are

rarely studied in the context of Filipino family and parent–child relationships. We examine the

direct associations of religiosity and spirituality with the psychological well-being and parenting

behaviors of 115 mothers and 83 fathers residing in urban neighborhoods in the Philippines.

Participants completed orally administered questionnaires on engagement in religious activities,

spiritual beliefs, hope, psychological distress, warmth, and harsh parenting. Analyses using

structural equation modeling showed that engagement in religious activities was significantly

associated with the higher levels of hope and less frequent harsh parenting. In addition, parental

warmth had a stronger positive association with spiritual beliefs than with engagement in

religious activities. Neither religious activity engagement nor spiritual beliefs were significantly
associated with psychological distress. We discuss shared and distinct aspects of religiosity and

spirituality that may explain their associations with positive parenting outcomes, and highlight

the potential benefits of spiritual beliefs and experiences within the Filipino family context.

According to Lereya, et al. (2013), in their study entitled “ Parenting behavior and the risk of

becoming a victim and a bully/victim: A meta-analysis study” children’s family experiences and

parenting behavior before entering school help shape their capacity to adapt and cope at school

and have an impact on children’s peer relationship. Negative parenting behavior is related to a

moderate increase of risk for becoming a bully/victim and small to moderate effects on victim

status at school. Being bullied has adverse effects on children’s health. Both victims and those

who both bully and are victims (bully/victims) were more likely to be exposed to negative

parenting behavior including abuse and neglect and maladaptive parenting. The effects were

generally small to moderate for victims (Hedge’s g range: 0.10–0.31) but moderate for

bully/victims (0.13–0.68). Positive parenting behavior including good communication of parents

with the child, warm and affectionate relationship, parental involvement and support, and

parental supervision were protective against peer victimization. The protective effects were

generally small to moderate for both victims (Hedge’s g: range: −0.12 to −0.22) and bully/victims

(−0.17 to −0.42).
Conceptual Framework

Input Process Output

•Factors of having • Utilize quantitative method • Implementing programs

disciplinary action. research. regarding parental education

through the Local

•Various disciplinary actions • Collecting of data using
Government Unit(LGU).
made by parents at home. checklist questionnaire.

• Bulit a partnership with

•Impact of disciplinary actions • Data analyzing through
school and barangay for
made by parents to their fables.
Violence Against Women and
children.
• Use of weighted mean.
Children (VAWC).

The conceptual framework of this research is divided into three parts; input, process and output.

First, in input, it focuses on what the researchers seek to answer such as (1) factors of having

disciplinary actions, (2) various disciplinary actions made by parents at home, (3) impact of

disciplinary actions made by parents to their children. Second, in process, it includes the

method will be used in conducting the study through the use of quantitative research design,

checklist questionnaire as a way of gathering data, data analyzing through tables, and the use

of weighted mean as a statistical treatment. And lastly, in output, this suggest solutions on how
to prevent improper parental discipline strategies such as implementing programs regarding

parental education through the help of Local Government Unit (LGU) and built a partnership

with school and barangay for Violence Against Women and Children (VAWC).

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology to be used in undertaking the study of

Exploring the Impact of Parental Discipline Strategies on Child Emotional Development

and Behavior as perceived by the residents of Barangay Dalahican. Specifically this

includes Research Design, Research Locale, Respondents and Sampling Procedure,

Instrumentation, Validation of Instruments, Data Gathering Procedure and Statistical

Treatment.

Research Design

To clarify meaning and interpretation through multiple sources and repeatability of

observation a quantitative research is being used. Then, a checklist questionnaire will

be used to obtain information with the study entitled Exploring the Parental Discipline

Strategies On Child Emotional Development And Behavior.

Research Locale

The study will be conducted in Barangay Dalahican, comprises of 9 puroks. The

researchers choose this barangay due to its diversified population and people’ varying

economic interests. The research can look at how varied cultural origins, economic

conditions, and community dynamics impact parents’ disciplinary methods in this one-

of-a-kind coastal town. Furthermore, the community’s close-knit structure may give

insights into how social support networks influence parental discipline strategies and

outcomes.

Population and Sampling

The respondents of this research is comprise of 45. They’re chosen through stratified

sampling were every purok will have 5 representative since there are 9 purok in

Barangay Dalahican.

Research Instrument

The instrument that the researchers will be using in this study is checklist questionnaire

to determine the impact of parental discipline strategies on child development and

behavior. Each parameter will comprised ten (10) statements in which data will be

obtained.
Validation of Instruments

In validating the instruments Three (3) practitioners give their comments and

suggestions to the content of the questionnaire. Their comments and suggestions will

be considered for modification, rephrasing and deletion of item.

Data Gathering Procedure

Involve sending letters of Request, asking permission from the Barangay Captain of

Dalahican then after the approval the conduct of the study will be consider. With that the

researcher will administer a checklist questionnaire. Then after the retrial, data then be

tallied and computed and tabulated to reveal the means of each parameters in this

study.

Statistical Treatment

To answer the problems posed in the study, these statistical tools will be applied for the

data collected.

WAM= 4f+3f+2f+f

N
 Where:

W = Weighted Mean

N = No. of Respondents

F= Frequency

The scale below was used for the analysis of the data gathered:

Point Scale Range Descriptive Rating

4 3.26 – 4.00 Strongly Agree (SA)

3 2.51 – 3.25 Agree (A)

2 1.76 – 2.50 Disagree (DA)

1 1.00 – 1.75 Strongly Disagree (SDA)

 November 06, 2023

Good day!

The undersigned is a student of Senior High School Department of Lucena Dalahican National

High School and currently conducting a research study entitled”(title)” . In this regard, the

researcher is asking for your time to participate in this study by answering by the given set of

questions attached herewith. Rest assured that all information derived herein will be treated with

utmost confidentiality.

Thank you very much for your time and God Bless!

,Respectfully yours

HUMSS-B Group-2

Researcher

PART I. Factors why parents have to discipline their children.

Instructions: Put a check mark on the space that correspond to your answer.

Likert Scale for level of Factors.

4 - Strongly Agree 3 - Agree

2 - Disagree 1 - Strongly Disagree

 Statements SA A D SD
(I discipline my child…)

1. Because he/ she showing an inappropriate

behavior.

2. When he/she is causing to harm others.

3. When he/she is lying.

4. When he/she is subjected to detrimental

influence.

5.When he/she has failing grades due to

spending too much time in playing online
games.

6. When he/she being disrespectful to other

people, particularly adults.

7. When he/she develop a bad habits.

Ex. smoking

8. When he/she is being arrogant that cause

disturbance to others.

9. When he/she lost self control.

10. When he/she disobey my rules.

PART II. Disciplinary actions made by parents to discipline their children.

Likert Scale for level of Disciplinary actions.

4 - Strongly Agree 3 - Agree

2 - Disagree 1 - Strongly Disagree

Statements SA A D SD
 1. I forbid my child to stroll when he/she
commit a grabe mistakes.

2. I set curfew to my child to keep him/her

safe.

3. I assign household chores as a sign of

punishment.

4. I put limitation on my child in using his/her

gadgets.

5. I don’t allow my child to go outside

particularly at nightfall.

6. I deduct my child’s allowance as a sign of

punishment specially to limit him/her on
spending too much on a necessary things.

7. I slightly pinch my child’s ears when

he/she did troubles.

8. I use inductive discipline/lecturing my child

in order for him/her to what wrong he/she did
to be reprimanded.

9. I threaten my child with punishment more

often than actually giving it.

10. I yell or shout when my child disbehave.

PART III. Impact of disciplinary actions made by parents to their children.

Likert Scale for level of Impact.

4 - Strongly Agree 3 - Agree

2 - Disagree 1 - Strongly Disagree

Statements SA A D SD
(My child learned to…)
1. My child learned appropriate behavior.

2. My child learned to be honest.

3. Mind his/her behavior to prevent harming

others.

4. Choose suitable companions to be friends

with.

5. Manage his/her time in playing online

games.

6. My child learned to respect others.

7. Avoid and fixed his/her arrogant attitude.

8. Lessen his/her arrogant attitude.

9. Control his/her temper and behavior.

10. My child learned to be more obedient.