Abstract
This study sought to answer the level of parents and learners’ respondents on their assessment of parenting styles and support; to determine the learner’s academic performance in Mathematics, Science, and English; and to analyze the significant relationship between the parenting style and support on learners’ academic performance. The respondents of the study were 100 parents and 100 learners of Grades 5 and Grade 6 in the Division of Cagayan de Oro City for the School Year 2021-2022. A descriptive-correlational research method was used, and a patterned and modified questionnaire. Moreover, all the data gathered were tallied and analyzed using descriptive statistics. The findings revealed that parents manifested a high authoritative parenting style. Meanwhile, they exerted higher support in terms of parental support in education than financial support, and the learners’ got outstanding academic performance in Mathematics, Science, and English in the First and Second Quarters. Furthermore, the learners’ academic performance was not statistically significant to parenting styles. Thus, the null hypothesis was accepted. While parental support and learners’ academic performance in Science has no significant relationship, the null hypothesis was accepted. Meanwhile, Mathematics and English had a significant relationship to parental support. Therefore, the null hypothesis was rejected. The researcher concluded that parental support greatly impacted learners’ academic performance in Mathematics and English, unlike parenting styles, which did not influence the learners' academic performance.
