PARENTING STYLES AND THE INTELLECTUAL DEVELOPMENT MILESTONES OF ELEMENTARY LEARNERS WITH SPECIAL EDUCATION NEEDS

Author Name: 1. Mariza Joy B. Abalos

Volume/Issue: 04/06

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/11.2023-88627181/UIJIR

Affiliation:

1. Camiing Elementary School, Master Teacher I Zone III, Camiing, Cabangan, Zambales, 2203, Philippines.

ABSTRACT

The study was conducted to find out the effect of parenting styles in the intellectual development milestones of LSEN pupils amidst the COVID19 pandemic in the selected schools in Zambales for the SY 2020-2021.The researcher utilized the descriptive method of research using a validated researcher-made questionnaire as the main instrument for data gathering. There were one hundred ten (110) respondents from selected schools in the Schools Division of Zambales. Quantitative data were statistically treated using frequency and percentage distribution, mean, Analysis of Variance and Chi-square. Findings on the profile of the respondents reveal that majority of the parents were in their early middle-aged. Mostly were females and in terms of civil status, the majority were married. Generally, parents were able to finish high school and continued to the vocational course and college. However, most of the parent-respondents are considered persons not in the labor force and unemployed at present and living under ₱10,000 income. Furthermore, the majority of the parents practiced an authoritative style of parenting. They strongly agree that they provide directions but also listen and discuss their child’s concerns, discuss the reasons behind the policies with their child, encourage their children to discuss family rules and restrictions, and administer fair and consistent discipline when rules are broken. Research hypotheses were tested using Analysis of Variance and Chi-Square. The difference in parenting styles among the profile respondents was not significant. It implies that the parenting styles of the respondents do not vary regardless of sex, educational attainment, civil status, occupation, and family income. The results also indicate that there is a significant difference in the parenting styles of the respondents when grouped according to age and that age of parents impacts their parenting styles. Since the computed significant value of 0.81 was greater than the p-value of 0.05, the null hypothesis is not rejected. Based on the result, there was no association found and it is therefore concluded that there is no significant relationship between parenting styles and intellectual development milestones of the LSENs.It is therefore recommended in this study to implement an individual Learning Plan that will outline the learning needs of LSENs as well as their safety, access, behavioral, medical and personal care needs. Also, the school must seek experts and professionals who will talk to parents and teachers about their concerns. Furthermore, the need of teaching social skills to LSENs must be emphasized to teachers and parents since it results in development gains. And lastly, a parallel study should be conducted to private schools or other districts to further explore the topic.

Key words: Parenting Style, Intellectual Development, Elementary Learners, Special Educational Needs