A NATURALISTIC OBSERVATION ON THE EFFECTS OF THE DIFFERENT PARENTING STYLES ON LEARNERS' ACADEMIC PERFORMANCE

This study aimed to observe and analyze the effects of different parenting styles on learners’ academic
performance and classroom behavior. The participants of the study were 5 Grade I learners enrolled at Musuan
integrated School and their respective parents in Musuan Maramag, Bukidnon. Using a qualitative descriptive
research design, naturalistic observation was conducted within the learners' authentic classroom settings, the
research sought to identify specific parenting behaviors that influence learners' engagement, motivation, and
social interactions. It also aimed to determine which parenting practices are most effective or ineffective in
promoting desirable academic outcomes. Findings revealed that authoritative parenting, characterized by
warmth and structure, positively affected learners’ academic engagement, confidence, and cooperation. In
contrast, authoritarian tendencies led to discipline but reduced self-expression and initiative. The study
underscores the importance of a balanced parenting approach that integrates emotional support with consistent
guidance in fostering academic and socio-emotional development. Practical implications are offered for parents,
teachers, and policymakers to create an environment that fosters academic achievement while simultaneously
enhancing learners' academic motivation and engagement, thereby promoting active participation and sustained
involvement in the learning process