Influence of Parenting Styles on the Academic Performance of Grade V Learners

Authors

  • Geneve Corpuz Apayao State College Author

DOI:

https://doi.org/10.64358/wqvb7214

Keywords:

parenting styles, academic performance, Grade V learners, authoritative parenting, descriptive-correlational design

Abstract

This study examined the parenting styles practiced by parents of Grade V learners and their relationship to academic performance at Capannikian Elementary School. Using a descriptive-correlational design, data were collected from parents through a structured questionnaire and from school records for learners' academic performance. Results revealed that authoritative parenting was the most commonly practiced style, while authoritarian, permissive, and uninvolved styles were observed at a neutral level. However, no significant relationship was found between parenting styles and learners' academic performance. The findings suggest that parenting style alone may not be a strong predictor of academic success, highlighting the influence of other contributing factors. The study recommends strengthening home-school collaboration and exploring additional variables affecting academic performance.

References

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles