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Abstract
The study determined the parenting styles affected the academic achievement of Junior High School Learners in the West I District of the Division of Iligan City. The study's goal was to ascertain parental participation and parenting style in relation to Junior High School learners’ academic achievement as measured by their overall average during the second quarter of the academic year 2022-2023. The study used a descriptive-correlational research approach that was adopted by the researchers. The respondents to the study were chosen at random from the West I District of the Division of Iligan City. Findings showed that the respondents' parents tended to parent authoritatively most of the time. The outcome revealed that the weighted mean was occasionally misconstrued. Additionally, the respondents' parents exercised an authoritarian parenting style. The outcome showed that the weighted mean was occasionally misconstrued. The respondents' parents used a lenient parenting approach. Additionally, the outcome demonstrated that the weighted mean was occasionally viewed as inattentive parenting on the part of the respondents' parents. In contrast to authoritative parenting methods, the null hypothesis, which claimed there was no significant correlation between respondents' academic achievement and their demographic profile in terms of authoritarian, permissive, and neglectful parenting styles, was not rejected. This implied that authoritative parenting style was the only predictor that affected the respondents' academic performance.
