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Chapter 1

THE PROBLEM

Introduction

A child is one of the important assets of the nation, every effort should be

exerted to promote his welfare and enhance his opportunities for a useful and

happy life. A child’s individual traits and attitudes should be cultivated to the

utmost insofar as they do not conflict with the general welfare. Every child has

the right to a wholesome family life that will provide him with love, care and

understanding, guidance and counselling, and moral and material security.The

development of affective states or feelings involves a variety personality factors,

feeling both about the child and about others with whom the child come into

contact..It provides the most significant needed attachment as well as the

needed care and stimulation required for children's growth and

developmentespecially in their early childhood. The quality of care, the physical,

affective and social development of the child results from conditions where family

is present, both in socio-economic and psychosocial matters (The Child and

Youth Welfare Code, Title I, Article 1-2, PD No. 603). The family bridges children

and the social community for socialization, which is very essential to children's

cognitive development. It is an open system that evolves through the exchange

of relationships with other systems, the family went through changes reflecting

widespread social changes. As of the present time, there comes a new idea of

family, other than the former known composition of the core family which
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comprised of the couple and their children. No matter what its structure is, the

family remains the basic relational link between children and the world. A Filipino

child receives an abundance of love and affection from all members of the family

and is seldom chastised. He will have a tendency not to do things alone, and this

remains all his life. The child is almost kept young for as long as possible.

However, certain norms of conduct expected of the child reflect values held by

the family. The primary value is dignity which encompasses honor;

trustworthiness; extended responsibility and obedience or compliance (Jeffrey

Hays, 2015).

In the family environment, children can either get protected or be exposed

to risks for their development. Risk factors are often associated to low socio-

economic status and weak family ties, which could impair their ability to problem

solving, language, memory and social skills.The maternal guidance and

presence in schooling has an impact on children's development through factors

such as environment structuring, parents' expectations and practices,

experiences with cognitive stimulation materials and variety in daily stimulation

(Friedman, et. al., 2017).

Some children are raised in dramatically different environments can later

grow up to have remarkably similar personalities. Conversely, children who share

a home and a raised in the same environment can grow up to have very different

personalities. Despite these challenges, researchers have posited that there are

links between parenting styles and the effects, some suggest, carry over into

adult behavior. Parenting styles are associated with different child outcomes and
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the authoritative style is generally linked to positive behaviors such as strong

self-esteem and self-competence. However, other important factors including

culture, children’s perceptions of parental treatment, and social influences also

play an important role in children’s behavior(Kendra Cherry and reviewed by

Steven Gans, 2018).

Parents should set examples for the children to imitate. There are many

ideas about how to raise children. Some parents adopt the ideas used by their

parents. Others get advice from friends and some read books about

parenting.Others take classes offered in the community. No one has all the

answers. However, psychologist and other social scientist, now know what

parenting practices are most effective and what are more likely to lead positive

outcomes for children. The proper role of the parent is to provide

encouragement, support, and access to activities that enable the child to master

key developmental tasks. A parent is their child's first teacher and should remain

their best teacher throughout life.

Conceptual Framework

This study is anchored on The Family Systems Theory and on

Cognitive Learning Theory. The Family Systems theory was introduced by Dr.

Murray Bowen that suggests that individuals cannot be understood in isolation

from one another, but rather as a part of their family, as the family is an

emotional unit that influences individual development. Bowen Family Systems

Theory is a theory of human behaviour that views the family as an emotional unit
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and uses systems thinking to describe the complex interactions in the unit. It is

the nature of a family that its members are intensely connected emotionally.

On another hand, The Cognitive Learning Theory, has been used to

explain mental processes as they are influenced by both intrinsic and extrinsic

factors, which eventually bring about learning in an individual. Cognitive Learning

Theory implies that the different processes concerning learning can be explained

by analysing the mental processes first.

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Figure 1 is the interplay of the independent and dependent variables, as

they will be treated in the conduct of the study.

Independent Variables Dependent Variables

Profile of the Respondents

*Gender
*Number of siblings
*Parents Income Cognitive Level of Pupils
*Parents Educational *Knowlegde
Attainment *Comprehension
*Application
Perceived Familial Conditions *Analyis and Synthesis
*Family Status *Evaluation
*Parental Styles
Authoritarian
Democratic
Permissive

Figure 1. Schematic model showing the relationship between the Independent

and Dependent variables of the study.

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Statement of the Problem

This study aimed to determine the parenting style in the relation to the

pupils cognitive level.

Specifically, it aimed to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Number of siblings

1.3 Parents’ income

1.4 Parents’ Educational Attainment

2. What is the level of perception of the respondents on their familial

conditions in terms of:

2.1 Family Status

2.2. Parental Styles

2.2.1 Authoritarian

2.2.2 Democratic

2.3.3 Permissive

3. What is the cognitive level of the Grade V pupils respondents?

4. Is there a significant relationship between parental styles and cognitive level of

Grade V Pupils?

5. Is there a significant difference of pupils cognitive level when grouped

according to:

a. Gender;

b. Number of Siblings;
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c. Parents Income and;

d. Parents Educational Attainment

Hypothesis

Based on the specific problems stated, problems 1, and 2 are hypotheses

free. Problem 2 and 3 were tested at 0.05 level of significance:

HO1 There is no significant relationship between the parental styles and

cognitive level of pupils.

Ho2 there is no significant difference of pupils’ cognitive level when

grouped according to gender, number of siblings, Parents Income, educational

attainment.

Significance of the Study

The findings of the study would prove beneficial to a number of people

concerned with the Familial Conditions and Cognitive Level of Grade Five Pupils:

To the Pupils. The findings of the study made them aware of how home

environment and parental styles affect their cognitive level.

To the Teachers. The study improved their different teaching styles that

would

fit to the kind of pupils they have and make them considerate of the teacher’s

individual differences.

To the Parents. The findings helped in knowing the importance of and

parental styles in developing their children’s cognitive level.

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To the future Researchers. The study may serve as a guide to the future

researchers in making researches on the importance of the parental styles in

developing the children’s cognitive level.

To the Community. The findings of the study can help the community in

the knowing the Familial conditions and Cognitive Level of Grade Five Pupils.

Scope and Limitation of the Study

The study is limited to the determination of the characteristics on the

parental styles and cognitive level of the grade 5 students in Jasaan Central

School, School Year 2018-2019. The independent variables are a) authoritative

b) authoritarian, and c) permissive level and the pupils profile in terms of a)

gender b) number of siblings c) Parents Income and d) educational attainment of

parents. b) Authoritarian c) permissive, and d) uninvolved. The dependent

variables are the cognitive level in terms of a) knowledge b) comprehension c)

application d) analysis and synthesis, and e) evaluation.

Definition of Terms

To provide a common frame of reference and better understanding of

terms used in the study, they are defined operationally and conceptually.

Age. This refers to the length of life that a person or thing has lived or

existed.

Analysis. This refers something to learn about its parts, what they do, and

how they are related to each other.

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Application. This refers to an act of applyingwhich something is put or

perform.

Authoritarian. This refers to the parent’s act of raising children by

favoring complete obedience or subjection to authority as opposed to individual.

Birth. It refers to the date, month and year, the event the

respondents was born.

Cognitive. This refers to mental action or process of acquiring knowledge

and understanding through thought, experience, and the senses of Familial

conditions and Cognitive Level of Grade Five Pupils.

Comprehension. This refers to the level of understanding of

text/message. This understanding comes from the interaction between the words

that are written, and how they trigger knowledge outside the text.

Democratic. This refers to the parent’s act of raising children by

advocating democracy or based upon the principles of democracy or Social

equality.

Evaluation. This refers to the pupils evaluate their learning about the

topic in a careful and thoughtful way.

Familial. This refers to members of the family than or relating to family.

Gender. This refers to the classification of the respondents, according to

the sex of the referent.

Home Environment.This Refers to a person’s condition within the family

environment.
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Knowledge. This refers to a pupils familiarity, awareness or

understanding of someone or something’s such as facts, information,

descriptions or skills, which is acquired through experience or education by

perceiving, discovering or learning.

Parents Educational Attainment. This refers to the highest level of

Education by the parents of the students. It is classified into elementary,

secondary or Tertiary education.

Parenting Style. The psychological and logical parenting constructed and

used representing standard strategies that use in their child rearing. There are

many differing theories and opinions on the best ways to rear children as well as

differing levels of time and efforts that parents are willing to involved.

Permissive. This refers to the parent’s act of raising by allowing freedom

to their children; especially, tolerant of behaviour or practices. It could be

indulgent and lenient.

Sibling. This refers to a person in relation to someone having the same

parent or having one parent in common.

Synthesis. Refers of something that is made by combining different

things( such as ideas, styles, etc.)

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of the historical background of the study.

Include in this chapter are some review of related and similar studies on the

parenting styles like authoritarian, democratic and permissive.

Related Literature and Studies in Foreign Setting

What parents do at home play an important role in shaping the children’s

intellectual functioning. The direct or indirect involvement of parents improves

children’s grades and their scores on Intelligent Quotient (IQ) and other tests, as

well as their behaviour and attitude towards school.

Family is the basic agent of intelligence because it is here where the

individual develops values, behaviours and ways of life through interaction with

members of the family. Family is part of a social institution which is a group of

positions, connected by social life organized to meet some human need (Vega,

2014).

These parents carefully define limits for children, are good role models and

praise children for their efforts. Parents in this category tend to develop close,

nurturing relationships with children as they provide clear, firm and consistent

guidelines. Parents in this style have high expectations, but also know the

importance of open communication and provide the support their kids need to be

successful. They offer consistent discipline, considering the situation. They also
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are role models of the behavior they expect from their children. The attitudes of

parent’s family life in relation to the practical arts performance of the first year

and second year high school students of Northern Mindanao College Arts

Science and Technology. Her findings revealed that misgivings of parents gently

affected the performance of the students in the practical arts. Hence, it is

suggested that parents should iron out petty quarrels without the knowledge of

the children. (Tracy Trautner, 2017).

According to Jean Piaget, he viewed intelligence as a process, an

assimilating activity brought about by the individual’s interaction with his

environment. He emphasized that intelligence is a dynamic process, the

operation of certain invariant functional laws, assimilation and accommodation

that result in many variables structure (schema, or behaviour pattern, new

acquisitions, abilities and so on) which in turn become the tools and means for

further interaction with the environment.

The quality of the relationship between parent and child did greatly impact the

adolescent developmental outcomes. This included influencing school

satisfaction, emotional well-being, and self-esteem. More positive parenting and

past parent education support allowed greater future success( Smokowski,

Bacallao, Cotter, and Evans (2015).

In a study on parental involvement and academic outcomes, Lowe and

Dotterer (2013) found that items such as the “warmth” of mothers and fathers,

academic motivation, cognitive engagement and self-esteem, and behavioral

engagement all were indicators of how successful a student may be. The father’s
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warmth helped increase the negative correlation between parent influence and

school trouble and behavioral engagement, especially in boys,

while a mother’s warmth was found to increase the parent’s interaction with the

child’s motivation and engagement.

Consistent bedtimes and the provision of more books had a superior effect

on kindergarteners’ reading scores. Socioeconomic status, environmental safety,

and maternal education were other factors considered as influential; however,

when these items were controlled, the researchers found that books, along with

parental interaction and bedside reading, had increasingly beneficial effects.

Parenting styles and enrollment in honors courses seemed to have no

correlation, according to Hines and Holcomb‐McCoy (2013).

Learning is influenced by social interactions, interpersonal relations and

communication with others (American Psychological Association). (Weinberg

et. Al.,2014) conducted a study, which establishes resulting that environment

intervention can exert strong influence on children’s cognitive development and

that both environment and genetic variables contribute individual differences in

intelligence. Young Sam Kim on his paper on intelligence- sample 6 believed that

human intelligence is affected by both hereditary and environmental influences.

His findings revealed that providing a good environment can enhance children’s

intellectual development. In other words, Hereditary and environmental factors

interact to shape the child’s cognitive development, thus providing a warm and

friendly home that facilitates children’s cognitive development. In terms of

parental styles, the students whose parents are democratic tend to have higher
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level of intelligence. Democratic parents monitor and impart clear standards for

their children’s interest, opinions and unique personalities. They are loving,

consistent and respectful of children’s independent decision, but they are firm in

maintaining standards are willing to impose make few demands, allowing

children to monitor their own activities as much as possible. They explain the

reason underlying the few family rules exist, consult with children about policy

decisions and hardly punish them. They are non-controlling non- demanding and

relatively warm. On the other hand respondents whose parents are authoritarian

tend to perform moderately well in school while those parents are permissive

tend to have children perform mostly poorly in all domains.

According to Jamie Doward (2015) It also found that first-born children

tend to benefit more from an early investment of their mothers’ time, the

relationship between the time mothers spend with their children and the skills

those children go on to develop has a noticeable influence on early child

development, “Time spent engaging in educational activities, such as reading,

between the ages of three and five with a mother who has been educated

beyond the minimum school-leaving age, leads to an increase in verbal skills at

age seven that the authors suggest is significantly greater than achieved by

children whose mothers are less well educated.

According to Ali Crandall (2018), assistant professor of public health at

Brigham Young University mothers who stay in control emotionally are less likely

to be verbally harsh with their children, and mothers who stay in control

cognitively are less likely to have controlling parenting attitudes. Both harsh
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verbal parenting and controlling parenting attitudes are strongly associated with

child conduct problems. He said the findings imply that to effectively reduce

harsh verbal parenting and child behavioural problems, interventions should help

mothers improve their emotional and cognitive control capacities.

Access to health resources and services is hindered due to these

women's condition as single mothers, as they tend to rely on other family

members. Besides, their income may need to be allocated in a way that does not

necessarily meet their children's needs. The interaction of children with adults

and their peers is key for an adequate stimulation in the family environment. The

proximal processes serve as basic mechanisms of this interaction and help

children to develop their perception, and guide and control their behaviours. In

addition, it helps gain knowledge and skills by developing relationships and

building up their own physical and social environment. Studies on the association

between environment stimulation and cognition have showed that mothers who

were advised to stimulate their babies through a variety of perceptive

experiences with people, objects and symbols have contributed to their children's

cognitive development and to favourable outcomes in the long term (Carvalhaes

&Benicio (2017)

Authoritarian parents are famous for saying, because I said so,” when a

child questions the reasons behind a rule. They are not interested in negotiating

and their focus is on obedience. They also don’t allow kids to get involved in

problem-solving challenges or obstacles. Instead, they make the rules and

enforce the consequences with little regard for a child’s opinion. Authoritarian
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parents may use punishments instead of discipline. So rather than teach a child

how to make better choices, they’re invested in making kids feel sorry for their

mistakes. Children who grow up with strict authoritarian parents tend to follow

rules much of the time. But, their obedience comes at a price (Amy Morin, LCWS

Gans, 2018).

From the point of view of the child, getting a consequence and getting a

punishment are two different names for the same thing. Even if we modernize it

by calling it a natural or a logical consequence. The traditional parent may say

“you are being sent your room…losing your computer privileges…getting a

spanking…as a punishment for your behavior.” The modern parents may say

“you are being sent your room…losing your computer privileges…getting a

spanking…as a consequence for your behavior.” The child is experiencing the

same emotional distress or physical pain no matter what label we paste our

actions (Joanna Faber and Julie King, 2017).

Permissive parents rarely discipline their children. They avoid

confrontation whenever possible. Instead of setting rules and expectations or

trying to prevent problems from happening, they choose to instead let children

figure things out for themselves. This style of parenting has very few rules and

expectations of children. Most times, the parents are loving and express caring

about their children as mature or capable enough to carry out certain tasks or

responsibilities that require self-control (Chaunie Brusie, 2017).

Permissive parenting is a style of parenting is a style of parenting that

involves a very indifferent, indulgent or compliant attitude towards your children.

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Indifferent to the fact you are not actively being involved parent and are not

acting as if you are concerned of affected by your child’s behavior. Indulgent in

that you are giving in to them and doing whatever they want and giving them

what they want. It means that you are aware that this might not be the best thing

for them but want to avoid making them unhappy and upset. Likewise, you are

compliant in a similar way (Life Advancer, 2018).

Practical Arts performance of students as revealed in the findings is

directly related to the attitude of the parents who are aware of the role of

successful marriage to the success of their children in educational endeavour.

Parents have to be encouraged during PTA meetings to attend family life

seminars which the school and community are the usual sponsors. The findings

revealed that majority of the parents prefer that their children will help in

household chores rather than spending their time in studying lessons. It is

suggested that parents have to discuss study habits and assignments with

children about the study time or period (Aleta, 2016).

Lastly, Aleta (2016) recommended that parents should also communicate,

listen and emphasize the values of love to their children to have better parents-

child relationship.

Related Literature and Studies Local Setting

Family members pass through many stages. These stages form the family

life cycle and are linked together by the kinship web of three or even four

generations of related people. In the first stage of the family cycle, a man and
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woman and create a new household. They learn how to manage their money and

save for the future (Corpus, Brenda B. and Salandan, 2013).

Authoritarian parents are strict, unbending and attempt to control every

aspect of their children’s life. They expect obedience without questioning. Use

lots of harsh words, and impose harsh punishments, pain and humiliation, “Do as

I say, or else”. They demand a lot from their children but somehow, they seem to

take ownership of the problems because they take it upon themselves to solve

the problems and their children should just carry out their solutions strictly. This

kind of parenting results in the children with low self-esteem, who grow up as

adults unable to act without directions from others. There are times when they

grow up to become bullies themselves, having been bullied by their parents(Rose

Fres Fausto, 2016).

Pinoy parents have somehow mastered the art of giving both tough love,

while at same time allowing their children to enjoy moments when they are

indulged. Of course, the degree of both sides depends on many things. For

example, some parents are, by nature, very strict. However, they will indulge

their children on reasonable requests – if they have done something right. For

others, they give their children what looks to be a very pampered lifestyle

(depending on their financial capability), but with the understanding that they

should also work hard to be worthy of it (Richard Leo Ramos, 2014).

Parenting styles were only part of the challenging roles portrayed by

parents; it has positive or negative effects on their children’s development. It is a

common knowledge that children benefit when their parents do interpret and
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explain events that their children are involved in or witness, such as a fight or an

accident; establish regular routines or patterns in family life; make use of

neighborhood resources, such as community programs; negotiate with child-care

centers to ensure their children’s early childhood education meets their needs;

and stay informed about what their children are seeing and doing and provide an

open atmosphere that encourages communication (Marietes P. Bacus, 2014)

Punishments are used more often than rewards in disciplining children. In

all the attempts to control children’s behavior, the primary emphasis on parental

authority. Good behavior is reinforced and this is expressed through affectionate

gestures such as kissing, embracing, patting on the head and calling the child

affectionate names (Ochoa and Torre, 2014).

A case study on Parent Learning Support System (PLSS) in the

Philippines recognizes that homes, communities, and schools contribute equally

to the teaching and learning of children, this system provides an organized way

for parents and community members to assume roles in formal school setting

(Karen Javier Agcopra, 2016) Pinintoan (2013) states that parents still have a

role to play in their children’s schooling if they are authoritative, supportive while

maintaining high expectations, monitoring progress, and encouraging. The

positive outcomes for their adolescents include higher grades, higher self-

esteem, and even fewer vices if any. Emotional response is the key. Family

involvement makes adifference. It predicts academic achievements and social

development as children progress from kindergarten to high school and college.

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Problems occur even in the happiest of families. When stress and tension

build up people who love each other, they may say things in anger and hurt the

other feelings. Sometimes family members do not communicate with each other

properly and this can result in misunderstanding. Significant problems in families

can arise from such things as a lack of parenting skills particularly among

teenage parents.

It is important to remember that whenever two or more people are living

close together, adjustment is called for on the part of each other. Children, as

well as parents, must learn to give and take to be considerate of one another

(The New Book of KnowledgeEncyclopedia).

Quipanes (2016), cited Woody and Gordon’s (2010) research across

districts and schools highlights the value to district leaders of dialogue and

training around parents involvement. She suggests that pertinent topics for such

discussions would include partnering with parents and community members in

school improvement efforts, parents as with vital partners in the learning process.

Pinantoan (2013) pointed out the influence of parental involvement on a

pupils cognitive level. The article stressed the importance of support system that

the student gets from home is equally important as his brain power, work etgics

and genetics which all work in the accomplishment of his gaol in life.

Furthermore, students with two parents operating in supportive roles are 52%

more likely to enjoy school and get straight A’s than students whose parents are

disengaged with what’s going on at school. This is especially the case during the
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earliest years of schooling, in kindergarten through the 5th grade, when students

with active parents are almost twice as likely to succeed.

Family involvement means differently and influences children differently at

various stages. As a series of research studies published by the Home and

Family Research Project (HFRP) suggests, during early childhood, family

involvement means parents-child conversations and reading to children. This will

affect the child’s literacy development, cognitive development and social

competence in school.

At the elementary level, family involvement means supporting literacy,

helping with homework, managing education and maintaining expectations,

which in turn will result in the child’s motivation to achieve, quality works habits

and pro-social behaviour. Kareen Javier Agcopra ( 2016) cited William H. Jeynes

of Harvard Graduate School Education (2005), a metal analysis on parental

involvement and student achievement that the facets of parental involvement that

required a large investment of time, such as reading and communicating with

one’s child , and the more subtle aspects of parental involvement, such as

parental style and expectations, had a greater impact on student educational

outcomes than some of the more demonstrative aspects of parental involvement,

such as having household rules and parental attendance and participation at

school functions.

Kareen Javier Agcopra( 2016) cited( Deslandes and Cloutier, 2002, p.226)

that the schools and teachers are not the only sources with a potential to nurture

or inhibit fruitful connections between parents and teachers. Children could well
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play a dynamic role in this process as they are known to do in all other aspects of

their experience and development. Children could be seen as active not passive

in mediating either parent’s involvement or parent involvement.

Parents will be involved to the degree that they see that supporting and

enhancing their child’s school achievement is part of their jobs a parent.

Likewise, parents will get involved to the degree that they feel they have the

capacity to make a difference.

According to the survey conducted by the American Institutes for

Research( Parent & Family Involvement in Education Surveys Program, 2013)

the most common school-related activity that parents reported participating in

during the school year was attending a general school or a parent teacher

organization or association( PTO/ PTA) meeting. Seventy six percent of students

had parents who reported attending a regularly scheduled parent-teacher

conference.

Another study describes the different parental involvement strategies of

Filipino mothers in relation to their children’s public elementary Filipino mothers

reported diverse ways in which they have participated in their children’s

elementary education of Filipino mothers in their children’s education were both

direct(e.g., monitoring child;s homework;attending school activities; helping child

accomplish homework) and direct (e.g., providing nourishment to children;

preparing lunch box). As reported by the Filipino mothers, the challenges they

have encountered in their participation include (a) feeling of discomfort in

attending PTA meetings, (b) issue of efficacy, (c) time constraints, and (d)
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language issues. On the other hand, moderating the role of teacher invitations to

parent involvement affects children’s behavioural change (Michael J. Couts, et.

Al. 2016).Increase in teacher invitations to parents was found to effect on

producing decreases in children’s aggression and conduct problems. Those

teachers who heightened their active outreach to parents demonstrated

significantly greater improvements in behaviour. In addition, helping parents

understand data on school wide performance can motivate them to take actions

to improve their schools. Parents leaders and community groups are on the

forefront of accessing and using performance data to advocate for educational

equity.

Monsignor Escriba (2014) said that parents should exercise patience

when talking to their child. They should show that they trust him and that they

believe in what their child says. In this way, the parents become their child’s

friends, willing to share his anxieties, ready to listen to his problems and capable

of extending effective support when the need is urgent.

The learning environment is a product; psychological as well as social

atmosphere created not just interaction between teacher and the learners also

interaction between the children and the parents in the house (Corpus, Brenda B.

Gloria G. Salandaan, 2013).

Motivation to learn, in turn influences by the individuals emotional states,

beliefs, interest and goals and habits of thinking. The rich internal world of

thoughts, beliefs, goals and expectation for success or failure can enhance or

interfere with the learner’s quality of thinking and information processing.

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Student’s beliefs about themselves as learners and the nature of learning have

influence on motivation. Motivation and emotional factors also influence both the

quality of thinking and information processing as well as individual motivation to

learn. Positive emotions, such as curiosity, generally enhance motivation and

facilitate learning and performance. Mild anxiety can also enhance and

performance by focusing the learners attention on a particular task. However,

intense negative emotions(e.g worrying about competence, ruminating about

failure, fearing punishment, ridicule of stigmatizing labels) generally detract from

motivation, interfere with learning and contribute to low performance( American

Psychological Association Work Group of the Board of Educational Affairs 2013).

Motivation and follow up coming from the parents also includes doing of

homework which is an extension of the classroom. It leads to mastery of learning.

It is a way of extending the school day by day providing pupils/students the

opportunity to refine and extend their knowledge. This is done through practice

and advance preparation or reading with limited hours in the classroom.

Cardente (2014) pointed out that parent’s involvement in school activities

showed non-significant correlation with students’ academic achievement. It did

not affect so much the student's grades.

The achievement of the students might be influenced more by teacher

factor rather than by parent’s involvement. The involvement of parents was

related to their places of origin, size of the family, perceptions on education,

school teachers, administrators and physical facilities. It is that implied that the

way parents perceived the values of educating the children, the school personnel
 25

and facilities of the school reflected their participations. Their positive responses

on these factors showed how frequent their involvement was. The size of the

family which was generally large also reflected how often they participated in the

family activities. That the difference in the parents educational attainment implied

how parents, teachers and people surrounding them influence the concept on the

values of education during the years when they were still at their school years

age. This concept usually handed down from generation to generation.

Facilitates implied the adequacy and availability of these school which are vital in

the process of teaching and learning process.

Abogado (2015) concluded that the highest education attained by most

single and double parents was secondary. Several factors may cause the low

educational level attained by the parents. The mentality of the parents in the rural

and urban areas of not sending them to school just likesthem was one reason.

The social and financial difficulties encountered by their parents were another

reason. The social and financial difficulties encountered by their parents were

another reason. Children of double parents attended classes regularly and have

good study habits. They usually can afford to have school uniform, attend school

programs and perform better academically than children of single parents.

Under section 2 of the Family Status Discrimination Ordinance ("FSDO"),

family status means the status of a person who has the responsibility for the care

of an immediate family member. An immediate family member is a person who is

related by blood, marriage, adoption or affinity. Family status is defined in the Act

as the status of being related to another person by blood, marriage or adoption.

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The Act prohibits discrimination or negative treatment towards an individual

based on their relationship to a family member.

Several studies have pointed out maternal schooling as a protective factor

of healthy child's development, both overall and specific, for instance, resulting in

increased vocabulary acquisition and intelligence scores. Cognitive theories

identify lexical acquisition –"the inventory of a language words" – as related to

intelligence test scores and therefore to vocabulary accessibility.The greater the

vocabulary, the better the ability to learn new words and acquire more global

information. From a psychological perspective, it provides a better emotional

balance, since words make the world predictable and predictive.10 Thus, the

higher maternal schooling, the better mothers master the language, which will

lead to an increased awareness of their maternal role as protectors of their child

development.

One of the principles in Learner- Centred Psychological Principles cited by

American Psychological Association pertains on social influences on learning

which make up the intelligence of an individual; learning is influenced by social

interactions, interpersonal relations and communication with others. Family

influence, positive interpersonal support and instruction in self-motivation

strategies offset factors that interfere with optimal learning such as negative

beliefs about competence in a particular subject, high level of test anxiety,

negative sex role expectations and undue pressure to perform well. It is

necessary to develop the love for learning among learners, good grades, reward,
 27

praise or words of encouragement must be given to pupils. The family must be

the first to give the praises.

On Parental Styles

What parents do at home plays an important role in shaping the children’s

intellectual functioning. The direct or indirect involvement of parents improves

children’s grades and their scores on intelligent Quotient (IQ) and other tests, as

well as their behaviour and attitude towards school.

Parents always want the best for their children. Since a particular parental

style may play a minimal role in intelligence or personality development, parents

must have the responsibility to raise their children in moral, ethical and humane

ways. The parent’s style of discipline at home influences children’s IQ. Parents

are naturally different in character, in attitudes and visions for their children.

While the early studies of parent child- relations were concerned with the specific

incident-social interactions, as training specified in Freudian theory.

Parental style has been found to predict the child’s well-being in the

domains of social competence, academic performance, academic development

and problem behaviour. Other differences among parents are important. For

example, the parents maybe sociable or reclusive, well-adjusted to each other or

in frequent conflict. They may part high value on achievement, money, social,

popularity, neatness or quality- families may differ in specific discipline

 28

techniques such as reasoning with children, depriving them of privileges or using

physical punishment.

Democratic parents monitor and impart clear standards for their children’s

interest, opinions and unique personalities. They love, and are respectful of

children’s independent decision, but they are firm in maintaining standards and

willing to impose and make few demands, allowing children to monitor their own

activities as much as possible. They explain the reasons underlying the few

family rules that exist, consult with children about policy decisions and hardly

punish them. They are no-controlling non-demanding and relatively warm.

Parent’s styles have consequences for children. Children and adolescents

whose parents are democratic rate themselves and are rated by objective

measures as more socially and instrumentally competent than those parents who

are non-democratic Baumrind (2013)

Children and adolescents whose parents are permissive perform most poorly in

all domains. Children and adolescent from authoritarian families tend to perform

moderately well in school but they have poorer social skills, lower self-esteem

and higher level of depression. For clear view of the study, a schematic diagram

is presented to show the interplay between the independent and dependent

variables.

On Being An Authoritarian Parent

Authoritative parenting and authoritarian parenting are the two most

common parenting styles. These two types of parenting have similar names but

very different principles and effects on kids. Authoritarian parents believe that
 29

children are, by nature, strong-willed and self-indulgent. They value obedience to

higher authority as a virtue unto itself. Authoritarian parents see their primary job

to be bending the will of the child to that of authority — the parent, the church,

the teacher. Wilfulness is seen to be the root of unhappiness, bad behavior, and

sin. Thus, a loving parent is one who tries to break the will of the child.

Authoritative parents are also strict, consistent, and loving, but their values

and beliefs about parenting and children are markedly different. Authoritative

parents are issue-oriented and pragmatic, rather than motivated by an external,

absolute standard. They tend to adjust their expectations to the needs of the

child. They listen to children's arguments, although they may not change their

minds. They persuade and explain, as well as punish. Most importantly, they try

to balance the responsibility of the child to conform to the needs and demands

of others with the rights of the child to be respected and have their own needs

met.

Authoritarian parents, however, exert control through power and coercion.

They have power, because they exert their will over their children.

Interestingly, authoritative parents tend to be more strict and more consistent

than authoritarian parents. They set fewer rules, but are better at enforcing them.

The children of authoritative and authoritarian parents tend to be equally well-

behaved and high-achieving. The children of authoritarian parents, however, tend

to be somewhat more depressed and have lower self-esteem than those of

authoritative parents.
 30

On Being A Democratic Parent

Thinking of parenting, lots of ideas typically come to mind: love, protection,

guidance, discipline, communication, etc. However, one wants to make an

argument that parents should be considering the concept of democracy when

they think of parenting and families. It is hoped that both to offer some support for

the power and relevance of democracy in families, and to suggest some ways it

can be an effective democratic parents.

Here are a few foundational elements to democratic parenting. In

character education, people often talk about “head” (understanding, the cognitive

component of character), “heart” (caring about, the affective component) and

“hand” (acting upon, the behavioral component). It can be identified as a parallel

“head, heart and hand” of educators: understanding what character is, caring

about instilling character in students, and having the teaching skills to make it

happen. Likewise, one can identify the “head, heart and hand” of parenting for

character in general, and of democratic parenting in particular.

The parent’s “head” of democratic parenting has to do with understanding

(1) that children are autonomous human beings with their own rights, (2) that

power can be distributed in different ways in a family, and (3) that democratic

parenting is good for children and for society. The “heart” of democratic

parenting is valuing democracy in general and the democratic process. It also

has to do with caring about being the best parent one can and caring deeply

about what is right and good for children, the willingness and commitment to
 31

being a shepherd, a guide for the lifelong path that their child’s development will

follow. Some people and some societies see children as a burden, others as a

potential resource (e.g., workforce). Arguing for a commitment to children as a

moral responsibility for their welfare and development, much as deMause did in

identifying the helping mode of parenting. My colleague Bill Puka once posited

the notion of “developmental love.” By this he meant that one way to show love

for a child is to dedicate oneself to his or her healthiest development. The “heart”

also entails faith; that is, a belief that the long term commitment to democratic

parenting will indeed lead to the kind of child development that one intends to

produce. The “hand” of democratic parenting is the set of parenting skills

necessary to be democratic in one’s daily parenting behaviors. These include

certain communication skills, the ability to make children feel safe and supported

especially during disagreements, etc.

The core of democratic parenting is an orientation toward certain forms of

communication, especially in problem-solving and decision-making situations.

Democratic parents both (1) value their children’s autonomy and respect their

rights and perspectives and (2) understand that in doing so they are optimally

fostering their children’s moral and civic development. Therefore, they “respect

children’s voices as meaningful contributions to family discussions, decisions,

and conflict resolution processes” (Berkowitz &Grych, 2015). They also

understand that in doing so they are fostering the development of those

character traits listed above as outcomes of democratic parenting (e.g., altruism,

conscience, and moral reasoning maturity). In other words, they realize that
 32

democratic parenting is not only just, but it is also developmentally effective.

Because they realize this, democratic parents “let children know that their voices

are valued and provide affective support for their participation in family

discussions” (ibid).

That latter point about affective support is worth belabouring. My earliest

research was on the promotion of moral reasoning maturity through peer

discussions. The most developmentally productive discussions were often quite

contentious with children and adolescents cognitively grappling and attempting to

“win” the “debate.” This seemed to really stretch children’s thinking about right

and wrong and produced significant development.

However, when tried to apply this model to parent-child moral discussions

the picture changed a bit. The key difference was that children did not develop

when their moral discussions with parents were contentious. Rather they needed

to be couched in a context of feeling emotionally supported by their parent(s).

The discourse looked different, more like respectful disagreement in which both

parties knew there was no risk to the relationship. This seems critical to how

democratic families disagree, especially about potentially emotionally charged

issues. Larry Nucci has much to contribute to this issue in his chapter in this

booklet. Another of this booklet’s authors, Diana Baumrind, shed some important

light on this many years ago when she identified a form of democratic parenting.

Because of space limitations, Professor Baumrind does not address democratic

parenting in her chapter here, but it is a variation of authoritative parenting, the

 33

parenting style that most effectively leads to the development of character in

children.

Based on the study of Kendra Cherry (2018) has spent decades studying

the dimensions and effects of different styles of parenting. One style she

identified was labelled “democratic.” She defined this as being high on

Supportive Control (“considerateness, responsive discipline, principled use of

rational explanations to influence adolescent, intellectual stimulation, and

encouragement of individuation”), with a moderate use of more assertive control

but low on more directive/conventional control strategies. As Baumrind

describes such parents, they are “more responsive than demanding, are argentic

but not officious, and set limits when necessary, although their preference is to

be lenient”. Others who have studied such parents have found them to be warm

and supportive, low in anxiety, and low in power assertion, with rules being

created jointly by parents and children. In other words, democratic parents love

their children, feel comfortable with them and in their roles as parents, and do not

seem to need to exert their authority in a hierarchical manner. Such parents tend

to have very healthy children, although in adolescence they may experiment

more with drugs,( Baumrind,2013)

Democratic parenting is thus justified in three ways: as a form of just

respect for children; as a means of socializing responsible democratic citizens;

as an effective way to educate moral children. Democratic parents need to

understand democracy and democratic parenting and its justifications and they

need to deeply care about children and democratic society. It is now time to look
 34

more closely at the “hand” or skills of democratic parenting. What can and

should you do as a democratic parent?

On Being A Permissive Parent

Permissive parenting is a type of parenting style characterized by low

demands with high responsiveness. Permissive parents tend to be very loving,

yet provide few guidelines and rules. These parents do not expect mature

behavior from their children and often seem more like a friend than a parental

figure. Permissive parenting is characterized by parents who are responsive to

their children, but lack rules and discipline.

Permissive parenting is a type of parenting style characterized by low demands

with high responsiveness. Permissive parents tend to be very loving, yet provide

few guidelines and rules. These parents do not expect mature behavior from their

children and often seem more like a friend than a parental figure.These parents

tend to be the polar opposite of the so-called "helicopter parents." Instead of

hovering over their children's every move, permissive parents are incredibly lax

and rarely make or enforce any type of rules or structure. Their motto is often

simply that "kids will be kids." While they are usually warm and loving, they make

little or no attempt to control or discipline their kids. Because there are few rules,

expectations and demands, children raised by permissive parents tend to

struggle with self-regulation and self-control.

 35

Chapter 3

RESEARCH METHODOLOGY

This chapter deals on the procedure and sequence that guided the

researcher in gathering the needed data in order to answer the problems in this

study. It amply describes the following: research method, research design,

research setting, research respondents, sampling procedure, research

instrument, data gathering procedure, categorization of variables, and statistical

treatment.

Research Design

This study will use the descriptive method of research. This means that

descriptive research gathers quantifiable information that can be used for

statistical inference on the target audience through data analysis, recording and

interpretation of condition as emphasized by Penwarden, R. (2014). Under this

method of research, description and correlation of the respondents’ familial

condition in terms of profile variables and the significant relationship between

cognitive level and pupils profile in terms of gender, number of siblings, Parents

Income and educational attainment of parents.Its Involves the collections of

quantitative information that can be tabulated along a continuum in numerical

form.The researcher chose this method since the study involves the cognitive

level of the Grade Five pupils of Jasaan District.

 36

Research Setting

The study is to be conducted in the five sections of Grade five pupils

ofJasaan Central School, located at Upper Jasaan, in the province of Misamis

Oriental. The municipality of Jasaan is situated along Macalajar Bay east of

Misamis Oriental. It is a first class municipality compared to other municipalities

in the province. Jasaan is a second-class municipality in the province. It is

approximately 28 kilometres (17 mi) east of the capital city of Cagayan de Oro

City. It borders on the municipalities of Villanueva,Claveria andBalingasag,

whileMakajalar Bay is to the west. Although its land is mostly rocky, it is able to

maintain and support its lush vegetation and its main rivers, Cabulig and

Mandangisiao. The municipality is divided into two barangays namely Upper

Poblacion and Lower Poblacion aside from the surrounding other barangays

along the bay.

Figure 2 shows the research locale of the study. It shows the municipality

of Jasaan and the specific location of the barangay where the study will be

conducted.The municipality of Jasaan covers (15) barangays and is

predominantly Roman Catholic with a total population of 54,474 (2015 census).

 37

Figure 2 It shows the municipality of Jasaan and the specific location of the

barangay.
 38

Research Respondents

This research is to be conducted in the school year 2018-2019. The

respondents are the Grade-V elementary pupils. There are 400 Grade-V

elementary pupils enrolled for the School Year 2018-2019. Of this number of

pupils, 200 will be the respondents of the study. These pupil-respondents will be

randomly selected from the total number of Grade-V elementary pupils in Jasaan

Central School.

Table 1
Scoring Procedure to be Used by the Researcher

A. Questionnaire Assessing Perceived Familial Conditions

Parental Styles Numbers

Authoritarian 1-10

Democratic 1-10

Permissive 1-10

B.

Table 2
The scoring Procedure and Equivalent Qualifying Statement used in the study
________________________________________________________________
Scale Parental Style Levels Qualifying Statement

6 Strongly Agree 5.50 - 6.00 Agrees strongly

5 Moderately Agree
4 Mildly Agree
3 Mildly Disagree
2 Moderately Disagree
1 Strongly Disagree
4.50 - 5.40 Agrees moderately
3.50 -4.40 Agrees a little
2.50 -3.40 Agrees in some situations
1.50 -2.40 Once in awhile disagree
1.0- 1.40 Disagreed strongly
 39

Sampling Procedure

This study will use Stratified Sampling. This is a probability sampling

technique wherein the researcher divides the entries population into different

subgroups or strata, the randomly selects the final subjects proportionally from

the different strata. (https://explorable.com/stratified-sampling)

The Research Instrument

The researcher will primarily utilize a questionnaire in gathering the data.

The researcher–made questionnaire is adopted and modified from the study of

Karen D. Suarez (2014) on her study titled “Familial Condition That Influences

The Level Of Intelligence of Grade six Pupils of Vicente N. Chavez Memorial

Central S.Y. 2013-2014’’. The questionnaire consisted of two parts. The first part

determined the profile of the respondents such as, gender, number of siblings,

parents’ income, and parents’ educational attainment. Part two of the

questionnaire included the assessment on the cognitive level of pupils and then

on parents participation on their children’s education.

The data collection technique that will be used by the researchers is in a

form of survey questionnaire.

Data Gathering Procedure

In gathering data for this study, the researcher will ask permission to

conduct the study after the title has been approved by his/her research adviser.

The permit to conduct the study will start from a letter request signed by the

adviser approved by the Dean of the Institute of Professional and Graduate

 40

Studies. The said letter will be sent to the School Division Superintendent of the

Division of Misamis Oriental for approval to conduct the study in Jasaan Central

School. The Division Superintendent’s approval letter will be used by the

researcher as his permission to enter the Primary school in the said division

through the principal of each school and through their Class Advisers.

Categorization of Variables

The following categories will be created to facilitate the analysis and

interpretation of the gathered data.

Part I. Respondents Profile

Parents Highest Educational Attainment

FATHER MOTHER

A. Elementary Years

GRADE I

GRADE II

GRADE III

GRADE IV

GRADE V

GRADE VI

B. HIGH SCHOOL YEARS

1st YEAR

2nd YEAR

3rd YEAR

4th YEAR
 41

C. COLLEGE YEARS

1st YEAR2nd YEAR

3rd YEAR

4th YEAR

A. GRADUATE STUDIES

With Masters Unit

Completed Masters Unit

Completed Academic Requirements

Master’s Degree with Holder

With Doctoral Units

CAR with Comprehensive Exam

Doctoral Degree

No. of Units in doctoral degree

B. PARENT’S INCOME PER MONTH

Below 5,000

5-001-10,000

10,001-15,000

15,001-20,000

20,001-25,000

Part II. Question Proper

 42

Statistical Treatment

The researchers will use the following statistical treatment in the analysis
and interpretation of the study.

Problem 1. The frequency counts and percentage distribution will be used to

determine the profile of respondents such as age, gender, number of siblings,

parents’ educational attainment and parents’ income.

Problem 2. The weighted mean will be used in determining the level of familial

condition of Pupils.

Problem 3. The Chi-square will be used to determine the significant relationship

between pupil’s cognitive level and pupils perceived familial conditions when

group according to age, gender, number of siblings, parents educational

attainment and parents income.

 43

QUESTIONNAIRE FOR THE PUPIL-RESPONDENTS

Name:_____________________________________________
School:____________________________________________
Year level:_________________Age:____
Gender:___________________Male ________Female
Birthdate: _________________Birth order:________________
No.of brothers______________No. of sisters___________
Directions: Please check or fill your responses in the appropriate space/box provided.
I. RESPONDENT’S PROFILE
Parents Highest Educational Attainment FATHER MOTHER
A. Elementary Years
GRADE I
GRADE II
GRADE III
GRADE IV
GRADE V
GRADE VI
B. HIGH SCHOOL YEARS
1st YEAR
2nd YEAR
3rd YEAR
4th YEAR
C. COLLEGE YEARS
1st YEAR
2nd YEAR
3rd YEAR
4th YEAR
D. GRADUATE STUDIES
With Masters Unit
Completed Masters Unit
Completed Academic Requirements
Master’s Degree with Holder
With Doctoral Units
CAR with Comprehensive Exam
Doctoral Degree
No. of Units in doctoral degree
E. PARENT’S INCOME PER MONTH
Below 5,000
5-001-10,00
10,001-15,00
15,001-20,000
20,001-25,00
Others please specify..
 44

II. QUESTION PROPER

Instructions: Read the statement and write the number that corresponds to your answer. Please do
not leave any number unanswered and answer HONESTLY.

6-Strongly Agree
5-Moderately Agree
4-Mildly Agree
Parental Styles Numbers
Authoritarian 1,2,3,4,5,6,7,8,9,10
Democratic 1,2,3,4,5,6,7,8,9,10
Permissive 1,2,3,4,5,6,7,8,9,10
Cognitive Domain Numbers
Knowledge 1,2,3,4,5,6,7,8,9,10
Comprehension 1,2,3,4,5,6,7,8,9,10
Application 1,2,3,4,5,6,7,8,9,10
Analysis/Synthesis 1,2,3,4,5,6,7,8,9,10
Evaluation 1,2,3,4,5,6,7,8,9,10
3-Mildly Disagree
2-Moderately Agree
1-Strongly Disagree
PARENTING STYLES 1 2 3 4 5 6
On being Authoritarian
1. I am not free to express my feelings to my parents.
2. I am not given the authority to defend myself when my
parent scolds me
3. I cannot demand to my parent when I need something.
4. I am not given permission to go with my peers alone.
5. My parents expect me to obey them without asking question.
6. I cannot reason out when I think my parents rule is unfair.
7. I am punished every time I did not follow my parents rule.
8. My reason is not taken into consideration by my parents.
9. It is my duty to follow their rules and not break them.
10. I cannot open to my parents when I have problems.
On being Democratic
1. I am given the right to know why my parents present the
 45

rules.
2. I am given the authority to express my opinion when I think a
rule is unfair
3. I am given the right to understand the meaning of the rules of
my parents.
4. I am given the opportunity to understand what others expect
5. I am given the right punishment every time I commit a
mistake.
6. I am appreciated when I follow a rule.
7. I am given the permission to go out with my peers.
8. I am allowed to express my feeling with my parents.
9. I am punished in accordance with my misdeed.
10. I am free to tell my parents about my problems and needs.
On being Permissive
1. My parents do not teach me rules.
2. I am not asked where I came from every time I came home
late.
3. I am not punished when I break the rules.
4. My parents do not care whether I follow them or not.
5. My parents do not ask who I with am.
6. My parents do not care whether I go home or not.
7. My parents allow me to go with my peers without questions.
8. I am given the permission to do what I want.
9. It is all right with my parents when I break rules.
10. My parents do not bother to reward me for any rules
obeyed.

THE COGNITIVE DOMAIN 1 2 3 4 5 6

On Knowledge
1. I remember characters in the story I read.
2.I remember the setting of the story I read.
3. I remember when the story I read happen.
4. I remember what the story I read all about.
5. I can recall details in the story I read.
6. I can describe what happened in the story.
7. I can tell why the authors write the story.
8. I can describe the characteristics of the main characters of
the story I read.
9. I can tell the meaning of a title of a story I read.
 46

10. I remember the climax of the story I read.

On Comprehension
1. I understand what the story is all about.
2. I look at the dictionary for meanings of words I don’t
understand.
3. I can tell my classmates about the story I read.
4. I understand why the characters in the story I read acted bad
and good.
5. I read sentences two to three times before I understand it.
6. I can explain what the story about.
7. I can summarize the whole story.
8. I can describe the characters of the story.
9. I can translate the following passage in the story.
10. I can explain the meaning of information in the story.
On Application
1. I can relate to the story I read.
2. I imitate the characters I like in the story I read.
3. I follow the good deeds of the characters of the story I read.
4. I can arrange events in story as to when and how it happens.
5. I can tell the story to my classmates or to other people.
6. I can act out a part of a story I read.
7. I can classify the characters as human, animal or thing.
8. I can make up a puzzle game using the ideas from the story I
read.
9. I can give examples of people who have the same problems
as the characters in the story.
10. I can select a meal that one of the main characters would
enjoy eating: plan a menu, and a method of serving it.
On Analysis and Synthesis
1.I can tell what genre or type the story I read is.
2. I know why the author write the story.
3. I can tell why the characters of the story I read is bad or
good.
4. I can tell what the story about.
5. I know how to describe the characters of the story.
6. I can tell what the problem of the story I read was.
7. I can write a biography of the study person.
8. I can make a flow chart to show the critical stages.
9. I can construct a graph to illustrate selected information.
 47

10. I can compare and/or contrast two of the main characters of

the story.
On Evaluation
1. I know how to write a story.
2. I can be a good writer of a story using different tone.
3. I can retell the whole details of the story to my classmates.
4. I can recognize the characters of the story.
5. I can summarize the whole story.
6. I know what a good or a bad thing of a story.
7. I can determine the different characteristics of the story.
8. I know how to determine the facts and opinion of the story I
read.
9. I can assess the importance of the story being talk about.
10. I know how to explain what the story happened.
 48

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 51

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parentalinvolvementonacademic-achievement/

Rosenberg, H., Lopez, M. E., & Westmoreland, H. (2014). Family engagement: A

Shared responsibility. Family Involvement Network of Educators

NewsletterI(4). Available at http://www.hfrp.org/FINENovember2014

Gans, Kendra Cherry, MD (2018) https://www.verywellmind.com

Tracy, Trautner, Michigan State University Extension (2017)

http://www.canr.msu.edu/news/authoritative_parenting_style
 52

CURRICULUM VITAE

CONTACT INFORMATION

Name : LEYTEME L. CARTAGENA

Address : P-5 San Antonio Jasaan Mis.Or
Mobile Phone : 09068102480 (TM)
Email Add. : cartagenaleyteme@yahoo.com

PERSONAL INFORMATION

Date of Birth : March 20, 1994

Place of Birth : Jasaan Mis. Or
Citizenship : Filipino
Gender : Female
Status : Married
Spouse : Michael John J. Gumagay

EDUCATIONAL QUALIFICATION

Graduate Studies : Graduate 2019

MA – Educational Administration
Cagayan De Oro College – PHINMA
Max Suniel Street, Carmen, Cag. De Oro City

TESDA Nat’l. Certificates

- (NC) II Holder : Scafolding
(COBSAT) – Cag. De Oro Bugo School of Arts
and Trades
Bugo Cagayan de Oro City
Dec,9 2015
 53

Board Passer : Licensure Examination for Teachers (LET)

Rating : 76.00%
Degree Earned : Bachelor of Elementary Education
Major : General Education
G.P.A. : 1.6
Collegiate : Graduate 2015
Tagoloan Community
Tagoloan Mis.Or
Secondary : Graduate 2011
Colegio de Santo Nin͂o de Jasaan
Upper Jasaan, Mis. Or
Elementary : Graduate 20117
San Antonio Elementary School
San Antonio Jasaan Mis.Or

EMPLOYMENT HISTORY

Jun., 2017 - Present : Permanent Elementary School Teacher

Department of Education
Division of Misamis Oriental
June., 2016 - Jan., 2017 : Volunteer Teacher
Alternative Learning System
Jasaan Central School

TRAININGS/SEMINARS ATTENDED

Oct. 2018 : Mid-Year In Service Training

Jasaan Central School
Sept.2017 : District Echo Seminar-Workshop
On Developmentally Approach Practices
Early Language Literacy and Numeracy(ELLN)
Jasaan Central School
June 2014 : Basic English Language
(COBSAT) – Cag. De Oro Bugo School of Arts
and Trades
Bugo Cagayan de Oro City